Embracing Industry 4.0

In the Manufacturing Automation Teaching Lab in the Department of Mechanical and Industrial Engineering, Professor of Practice Jim Lagrant has turned multiple manufacturing courses into hands-on experiences with the tools driving Industry 4.0—giving students practical exposure to advanced manufacturing and data-guided decision-making. 

What is Industry 4.0? How will it shape education?
Unlike the third industrial revolution’s focus on automating manual work, Industry 4.0 advances manufacturing from automation to intelligence— linking cyber-physical systems, the Industrial Internet of Things (IIoT), analytics, simulation, additive manufacturing, AR/VR, and autonomous robotics. These advancements are enabled by widespread internet connectivity, faster communication, and affordable computing power. 
As automation once boosted efficiency and competitiveness, today the ability to turn data into actionable insights is critical—and it’s changing how we teach. A lab-centered approach, where students spot needs, design solutions, and put them into practice, prepares graduates for a data-driven world. 

How does advanced manufacturing fit in Industry 4.0? 
Advanced manufacturing is where Industry 4.0 meets the factory floor—the practical use of modern digital tech to improve how products are made. 

Tell us about the inspiration behind the Manufacturing Automation Teaching Lab. 
The idea was simple: students should graduate with the skills industry uses every day. I wanted to close the gap between classroom theory and day-to-day engineering. Early in my career, I knew the math and mechanics but was less ready for defining scope, managing timelines, and aligning stakeholders. Intensive training in functional requirements, statistical process control (SPC), automation programming, process data collection, and data-driven decisions changed that— and it became the model for our lab. 
Most graduates head straight to work, so we built an experience that mirrors those expectations—hands- on projects, real tools, measurable outcomes. After 20 years in manufacturing, I’m passing on the skills that shaped my career and helping students contribute on day one. 

Can you describe the key features and tools in the lab? 
It’s a dedicated facility using commercial grade hardware and software. Students build skills in designing and implementing Human Machine Interface (HMI), Supervisory Control and Data Acquisition (SCADA) systems, Manufacturing Execution Systems (MES), recipe control, and simple workorder/job applications that connect server databases with shopfloor Programmable Automation Controllers (PACs). Each of the five lab stations is outfitted with: a PAC; induction, stepper and servo motor controls; an HMI; discrete pneumatic controls; Ignition SCADA software, and the smart sensor assembly station. Beyond the technical build, coursework explores the benefits and challenges of managing a connected enterprise— assessing readiness for adoption, smart and connected business models, flexible manufacturing, edge computing, project management, and cost justification. 

Programmable automation controllers play a critical role in the seamless integration of complex systems. How are students using them in the teaching lab? 
Industrial controllers are the systems that control modern manufacturing. They help produce everything from cars and medical devices to food production and water treatment. 
In the lab, students learn these systems by tackling a project that challenges them to automate an existing manual process. First, they interview the plant manager and equipment operator (me) to learn requirements and understand what the system needs to accomplish. From there, they translate those into control specs— identifying outputs, sensors, and actuators. Next, they design the system schematically and select the proper commercial instrumentation. Finally, they program the controller to bring the process to life. It’s a structured approach that mirrors the real-world engineering design process: break down complexity, design systematically, implement solutions, and evaluate performance. 

How has the lab enriched the educational experience of our students? 
Students work with the same platforms they’ll encounter in manufacturing and utility industries. Assignments are complex, multistep engineering challenges with more than one correct solution. Students not only solve them; they justify why their approach works and why it outperforms alternatives. That mix of problem-solving and application of real- world hardware and software distinguishes them from peers who only do analysis and simulation. 
Beyond class, I sponsor independent study projects that expand the lab’s capabilities and integrate new tech—smart sensors, MQTT messaging protocols, and more. Much of that work feeds future class projects, creating a cycle of innovation that keeps the lab evolving and students engaged. 

Can you share an example of a student project that successfully integrated Industry 4.0 technologies? 
Last year, one student completed their honors thesis by building a supervisory control system for our Smart Pilot Process—better known as the Skittles Sorting Machine. They used Ignition, a commercial software platform, to design multiple operator interface screens that pull data from sensors, controllers, and user inputs into one unified dashboard. What’s more impressive is that the system worked both on a hard-wired local computer and on mobile devices over the campus Wi-Fi. 
This year, we have an industry-sponsored senior design team developing an inspection machine for a local printed circuit board (PCB) manufacturer. Their solution will pull product data from the company’s databases, run optical inspections of PCB trace alignment, and send the results back—automatically. 
Both show how our students are learning to connect shop-floor data with enterprise systems seamlessly, which is exactly what Industry 4.0 is all about. 

Where do industry partnerships fall into all of this? 
They’re essential. Partners bring real, complex problems and serve as the voice of the customer—identifying emerging needs and keeping us aligned with industry trends. That feedback loop (forgive the controls pun) ensures our students graduate with skills that matter. I’m always looking to integrate new technologies into the lab; if a company wants to collaborate, I welcome it. These partnerships strengthen the student experience and help industry showcase their innovations while shaping the next generation of engineers. 

How do you foster a culture of continuous improvement, innovation, and creativity? 
Students are here to learn, so the lab is a safe place to experiment and make mistakes. That’s where real learning happens. I make it clear that their feedback matters. If they feel a topic is missing or could be improved, I’ll incorporate it into future labs. 
Structurally, we pair individual homework for core skills with complex group projects that demand broader thinking. Working in teams with diverse perspectives and skill sets sparks creativity and leads to stronger solutions and deeper learning. It’s all about creating an environment where students feel empowered to try, fail, and innovate. 
I’m in the lab while they work—to check in, encourage, and celebrate wins. Those moments of achievement are what make the lab such a rewarding place for everyone. Advanced Manufac turing & Supply Chain Management