Open AccessPlanning Activities And Evaluating Student Performance For Concurrent Engineering Class Projects
Author(s) -
Tracy S. Tillman
Publication year - 2020
Publication title -
papers on engineering education repository (american society for engineering education)
Language(s) - English
Resource type - Conference proceedings
DOI - 10.18260/1-2--6733
Subject(s) - concurrent engineering , capstone , class (philosophy) , engineering management , capstone course , product (mathematics) , session (web analytics) , computer science , quality (philosophy) , task (project management) , quality assurance , manufacturing engineering , engineering education , product design , work (physics) , engineering , systems engineering , operations management , world wide web , artificial intelligence , mechanical engineering , philosophy , geometry , mathematics , external quality assessment , epistemology , algorithm , scheduling (production processes)
Prior to the 400-level capstone course, the students complete a 300-level design for manufacturing course, in which the students design a product and the processes and tooling for its production, as part of a concurrent engineering design project. In the 400-level capstone course, the students finalize the design work done previously by the EMU junior-level class, order materials, and begin making tooling and setting up for production. During production in the school's manufacturing laboratory, the students use inspection and SPC techniques for quality assurance. Appearance, functionality, and quality must be high, as the products are either made as fund-raisers for the manufacturing program, or for companies outside the school.
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