Article 2011

Automotive engineering curriculum development: Case study for Clemson University

Journal of Intelligent Manufacturing
Journal · Vol. 22 · Issue 5 · pp. 693-708
Abstract

The automotive manufacturing industry has transitioned in the past 20 years from a central technical focus to an integrated and globally distributed supply chain. As car makers outsource not only a greater portion of their manufacturing, but also their technical design responsibility, a more thorough understanding of both design and manufacturing changes' effect on total vehicle and total production system performance and cost is critical. The distribution of technical responsibility in automotive manufacturing has motivated the development of a specific curriculum in Automotive Engineering at Clemson University in South Carolina, USA, with core focus on the interaction between systems, both in design and manufacturing. In this development, a detailed survey of automotive Original Equipment Manufacturers and major suppliers was carried out. The differences in perceived need between these organization types is explored, and the incorporation of these perceived needs to a new Automotive Engineering curriculum is presented. © 2009 Springer Science+Business Media, LLC.

Keywords

Author Keywords

education curriculum Manufacturing Automotive OEM Supplier

Index Keywords

Teaching Curricula Engineering education Case-studies Automotives Smart manufacturing Technical design Automobiles Automobile engine manufacture Automotive manufacturing industries Car makers Clemson University Development case Engineering curriculum development OEM Supplier
Author Affiliations
Campbell Graduate Engineering Center, Clemson University, Clemson, SC, United States, Automotive Engineering Program, Clemson University, Clemson, SC, United States
Funding & Acknowledgements
National Science Foundation, NSF
These needs have traditionally been treated by a single “cap-stone” course at the end of the curriculum, an approach which has merit but is not effective in preparing students for industry as these needs increase and new practical needs identified (e.g., design of flexible systems). Jiles developed the “VID” approach, which parallels that of R&D teams in industry, and applies it to a Materials Science curriculum incorporated to Nondestructive Evaluation center sponsored by the National Science Foundation (NSF).
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