Escuela Superior de Enseñanzas Técnicas

This document aims to make a retrospective of our work in the Ford research group in collaboration with researchers from the CEU Cardenal Herrera University and the University of Valencia. The research group originated from the doctoral thesis by Eduardo García Magraner and his thesis was directed by Nicolás Montés in 2016. The Mini-terms were formulated for the first time in this thesis. From then on, the research group grew as the mini-terms began to consolidate both industrially and scientifically. At industrial level we were provided with a CDTI (Centre for the Development of Industrial Technology) which made it possible to massify the mini-terms at Ford factory in Valencia and at scientific level we attended different congresses. Especially relevant was ICINCO 2018 since the concept of the mini-terms could be presented to the programme chair of the congress, Oleg Gusikhin, (Global Data Insight & Analytics, Ford Motor Company, United States). His support led to the consolidation of the mini-terms through their standardization within Ford and also the consolidation of the group through the inclusion of the CEU Cardenal Herrera University in the URP (University Research Program). The success of Eduardo García’s doctoral thesis motivated the Foundation for Development and Innovation (FDI) to decide to fund doctoral theses within Ford, financing a thesis in collaboration with the University of Valencia and another one with the CEU Cardenal Herrera University. Moreover, Eduardo García’s thesis motivated the staff of the plant to take the step to carry out doctoral theses, funded by the INNODOCTO programme of the Generalitat Valenciana. Throughout this journey different awards have been won such as the Henry Ford Technology Awards in 2019, the Factories of the Future Awards in 2021, the Global Manufacturing Technical Excellence Award in 2023 and the Angel Herrera Award for the best research work in 2024. Twenty-four communications have been made to congresses, ICINCO being the congress with the highest number of communications. In particular, at ICINCO 2020, one of these articles was selected as the Best Industrial Paper Award. Thirteen articles have been published in indexed journals with an impact index and also three book chapters. This document aims at reviewing the different tools and concepts developed and introduced by the research group as well as trying to define its objective.

Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for mathematics also affects the subject of physics because “the role of mathematics is to be the language of physics”. The EXPLORIA project proposed by the CEU Cardenal Herrera University is a potential solution to this problem. The objective of this project is the implementation of STEAM learning (Science Technology Engineering Art Mathematics) in the Degree in Fundamentals of Architecture at CEU Cardenal Herrera University through the EXPLORIA project. This article focuses on the activities carried out in the subject of physics in the Degree in Fundamentals of Architecture, corresponding to the part of mechanical engineering in order to show that through the realization of different challenges, we can develop creative products, new buildings with their logos and storytelling, as well as connect with the rest of subjects. For its development, students must use everyday objects within their reach, such as forks, spoons, knives, shoes, etc., to build an object or structure that must remain in a “creative balance” and this will serve as an inspiration for new buildings. These new creations are evaluated by an architecture team who fills in a rubric to evaluate the creativity and originality of the products. The number of students included in this project was 24 and the participants’ age ranged between 18 and 20 (similarly distributed). At the end of the work, an anonymous ad hoc questionnaire was carried out to show the students’ assessment of the new teaching methodology and the challenges developed in the subject of physics.