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Session 3230

Planning Activities and Evaluating Student Performance for Concurrent Engineering Class Projects

Dr. Tracy S. Tillman, CMfgE, CEI Eastern Michigan University

Introduction

This paper will describe student-based planning and evaluation techniques for a 300-level design for manufacturing course and a 400-level manufacturing program capstone course, in which students learn and apply concurrent engineering techniques in order to design and manufacture a product.

Background

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.

Planning and Evaluation for Concurrrent Engineering

A key to making this project work is the combined use of (a) concurrent engineering techniques and (b) a team-based management by objective (MBO) and peer review technique for planning and evaluation of performance. Evaluation of personnel performance in concurrent engineering projects is a difficult task in industry, as well as in the classroom. However, the combined use of concurrent engineering and team-based MBO planning and peer review evaluation techniques has enabled realistic and effective planning of activities and evaluation of performance related to those activities.

Concurrent Engineering

Turino (1992) defined concurrent engineering as "a systematic approach to the integrated, simultaneous design of both products and their related processes, including manufacturing, test, and support" (p. 3). In the junior-level course, the students are organized into (a) product, (b) process, and (c) tooling groups to design, simultaneously, the product and their related processes and tooling that will be manufactured by the students in the senior-level course. In the senior

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Tillman, T. S. (1997, June), Planning Activities And Evaluating Student Performance For Concurrent Engineering Class Projects Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6733