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Learning about CIMS by doing Design: An integrative Model for Manufacturing Education

Osama M. Ettouney, Don L. Byrkett Manufacturing Engineering/Systems Analysis Miami University, Oxford, Ohio

Abstract

This paper describes an integrated experience to teach students about computer-integrated manufacturingsystems (CIMS) by engaging them in hands-on team projects to design and build useful products for elementary school students. This experience is used in a senior level CIMS course that is team- taught by two faculty members, one from the Manufacturing Engineering Department and the other from the Systems Analysis Department. In this course students learn to integrate computers and computer-machine interface concepts in the design of automated-manufacturing systems. The goal is to enable students to utilize such a methodology in the design and implementation of CIMS to improve product quality and reduce cost. In the past two years, we have been conducting projects to design and produce model toys that demonstrate scientific and engineering concepts for students in a local elementary school. Every year, the class is divided into small groups of students to design a manufacturingsystem that utilizes the concepts of CIMS to produce this model toy. The project is conducted in four iterative phases, where every phase builds on the previous one, but allows students to modify their previous phase based on the customers’ feedback (elementary school students), the instructors’ feedback, and new material covered in the lecture and lab. In this paper, we will discuss the interdisciplinary approach used in teaching CIMS, the applications of computers in the lecture and lab activities, and the design projects.

Introduction

One goal of manufacturing education is to provide students with an integrated experience in doing design and making things. Integration requires engineering educators to create an effective learning environment that ties both the critical analysis of the theory with the creative practice of the lab. Here, the students learn the process of doing design by linking the scientific principals with the engineering-science concepts to make useful and safe products. In addition, manufacturing education should bring real world applications into classroom realities. Computer-integrated manufacturing systems (CIMS) is an excellent example that can be used to provide such an integrated environment in the classroom.

Although CIMS still means different things to different people, depending on their role in the manufacturing enterprise, we will use the model suggested by the Computer and Automated Systems Association/Society of Manufacturing Engineers (CASA/SME) and is called the CIMS Wheel [1]. This proposes atop-down perspective: a view from the office of the business executive rather than the manufacturing technologist -- those who must derive economic benefit from it, the integrators, rather than those who implement it, the integrates. The Wheel consists of five, fundamental and interconnected dimensions: 1) general business management, 2) product and process definition, 3) manufacturing planning and control, 4) factory automation, and 5) information resource management. Each dimension is a composite of the other more specific manufacturing process and is seen to be a family of automated CIMS processes: An enterprise- wide concept. Most of the inter-famil y integration occurs through information resource management, the Wheel Hub. The Wheel represents the infrastructure that allows the enterprise to use automation as a competitive tool and manage its employees as knowledge workers instead of direct and indirect cost elements. This should lead to the so called “Factory-with-a-future, “ or “Factory of the Future. ”

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Ettouney, O., & Byrkett, D. L. (1996, June), Learning About Cims By Doing Design: An Integrative Model For Manufacturing Education Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--6160