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Architecture for a Successful Computer‐Integrated Manufacturing Program in a 4‐year College or University
Author(s) -
Pardue Mark D.
Publication year - 1993
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1993.tb00073.x
Subject(s) - curriculum , engineering management , component (thermodynamics) , architecture , computer integrated manufacturing , engineering , key (lock) , institution , manufacturing engineering , degree program , process management , computer science , medical education , pedagogy , sociology , medicine , art , physics , visual arts , thermodynamics , social science , computer security
Computer‐Integrated Manufacturing (CIM) has over the past decade become a key component in revitalizing U.S. manufacturing industry. To support much of this CIM activity, colleges and universities have started CIM‐related courses and programs. A major problem that these schools have had is in determining the structure of their “CIM” program. This paper will discuss the major factors to be considered in developing the overall architecture for a CIM Program in a 4‐year institution, detailing goals and objectives, participants and leadership roles, and the major components for a successful CIM Program. Curriculum issues are not discussed, as any specific curriculum will vary depending upon the degree program.