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Strategic Curriculum Plan For The Future: Implementing Integrated Manufacturing Systems

This curriculum plan outlines the implementation of Integrated Manufacturing Systems (IMS) in response to industry challenges and changing demands. It discusses the background, challenges, and future prospects of IMS, and provides a framework for change. The plan also highlights the technical content organizers and fundamental concepts that students should know in Quality Systems, Design & Concurrent Engineering, Manufacturing & Process Engineering, and Electro Mechanical Systems.

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Strategic Curriculum Plan For The Future: Implementing Integrated Manufacturing Systems

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  1. Strategic Curriculum Plan For The Future: Implementing Integrated Manufacturing Systems Ernest B. Ezell,Jr., Associate Professor and John W. Sinn, Professor Bowling Green State University College of Technology

  2. Strategic Curriculum Plan For The Future: Implementing Integrated Manufacturing Systems Topics 1. Integrated manufacturing systems (IMS) 2. IMS background, challenges 3. What should we know? 4. IMS framework for change 5. What does the future hold?

  3. Integrated Manufacturing Systems • Based upon our research & investigations, we are proposing the following technical content organizers for IMS: • Quality systems • Design & concurrent engineering systems • Manufacturing & process engineering systems • Electro-mechanical systems

  4. IMS Background & Challenges • Three Programs as IMS Start point • Electronic and computer technology • Manufacturing technology • Mechanical design technology

  5. IMS Background & Challenges • Initiated as manufacturing related study • Began in 1997 • Response to falling enrollments, change • Facility and equipment issues • Multi phased work culminated, 2000 • Customer demands shifting

  6. IMS Background & Challenges • Since 2000, implementation phase • Primarily undergraduate changes • Foundational to graduate programs • Efficiencies, common ground challenges • Customer demands shifting • ABET issues, opportunities

  7. IMS Background & Challenges • Strong tradition of cooperative education • Two year technical and community colleges • Advisory committees • Creation of minors • Accreditation issues, parameters • Internal, external funding issues, realities

  8. Integrated Manufacturing Systems • Analyzing four technical content organizers to identify fundamental technical concepts results in a “What should we know matrix”, for each of: • Quality systems • Design & concurrent engineering systems • Manufacturing & process engineering systems • Electro-mechanical systems

  9. What Should We Know? • Quality Systems • Data Analysis • Documentation • Synchronous • Cultural services

  10. Quality Systems

  11. Conceptual Framework for IMS: Quality Systems

  12. What Should We Know? • Design & Concurrent • Engineering Systems • Design skills • Manufacturing skills • Product (project) realization process • Management skills • Analysis and testing skills

  13. Design & Concurrent Engineering Systems

  14. Conceptual Framework for IMS: Design & Concurrent Engineering Systems

  15. What Should We Know? • Manufacturing & Process • Engineering Systems • Processing • Management • Automation • Operations analysis • Materials

  16. Manufacturing & Process Engineering Systems

  17. Conceptual Framework for IMS: Manufacturing & Process Engineering Systems

  18. What Should We Know? • Electro-Mechanical Systems • Power and energy control • Communication networking • Instrumentation and control systems • Mechanical design • Manufacturing

  19. Electro-Mechanical Systems

  20. Conceptual Framework for IMS: Electro-Mechanical Systems

  21. IMS Framework For Change Design & Concurrent Engineering Systems Technical Management Core Knowledge Electro- Mechanical Systems Quality Systems Manufacturing & Process Engineering Systems Technical Management Core Knowledge At Center

  22. What Does The Future Hold? • Implementing undergraduate changes • Reforming advisory committee • Strengthened 2 year school relationships • Creation of minors in several areas • Enhancing outreach electronically • Seeking external funds, grants

  23. What Does The Future Hold? • Planning graduate changes, Ph.D. • Growing “learning communities” • Strong assessment emphasis • Foundations for ABET expansion • Increased Ph.D. involvement • Defining how to do technical projects

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