CCLI Phase II: E-Quality for Manufacturing (EQM) Integrated with Web-enabled Production Systems for Engineering Technology Education

CCLI 第二阶段：制造电子质量 (EQM) 与工程技术教育的网络生产系统集成

• 批准号: 0618665
• 负责人: Richard Chiou
• 金额: $ 45.8万
• 依托单位: Drexel University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-10-01 至 2011-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0618665&HistoricalAwards=false
• 关键词: CCLI; Phase; II; Quality; Manufacturing

This CCLI Phase 2 Expansion Project is advancing engineering technology education through the integration of new E-quality control for manufacturing (EQM) curriculum with existing Web-enabled manufacturing systems in robotics/automation/CNC. The project is: (1) offering emerging technologies in EQM for engineering technology education, which holds enormous potential for increasing product quality that is critical to the nation's manufacturing competitiveness; (2) developing new courses, restructuring existing courses, and developing laboratory modules aligned with the current industry trends toward advanced, network integrated production systems complemented by the remote quality control and monitoring framework; (3) conducting faculty/industry workshops at the university, community college and high school levels; (4) stimulating interests of minority, women, and high school students in advanced technologies, hence increasing overall student diversity; (5) continuously improving the project outcomes and ensuring quality by the use of an innovative Six-Sigma management approach and a wide range of outcome measurements along with a cyclic evaluation model; and (6) disseminating project results to benefit university, community college, high school students, faculty and industry practitioners.

CCLI第二阶段扩建项目正在通过将新的制造电子质量控制(EQM)课程与机器人/自动化/数控领域现有的基于Web的制造系统相集成来推进工程技术教育。该项目是：(1)为工程技术教育提供EQM中的新兴技术，这对提高对国家制造业竞争力至关重要的产品质量具有巨大的潜力；(2)开发新课程，重组现有课程，并开发符合当前行业趋势的实验室模块，以先进的网络集成生产系统为补充，辅以远程质量控制和监控框架；(3)在大学、社区学院和高中层面举办教员/行业研讨会；(4)激发少数族裔、女性和高中生对先进技术的兴趣，从而增加学生的整体多样性；(5)通过使用创新的六西格玛管理方法和广泛的结果测量以及循环评估模式，不断改进项目成果并确保质量；以及(6)传播项目成果，使大学、社区学院、高中生、教职员工和行业从业者受益。