A course entitled Design for Manufacturing was begun in the Spring of 1988 as a required course in the Manufacturing Systems Engineering program and an elective in the Mechanical Engineering program. This course represented to many a step backward in educational methodology since it incorporated a practicum (a workshop) during which students performed design and analysis exercises under the supervision of a preceptor. The course format has remained relatively stable over the past 8 years. However, the topics covered in the course have evolved with the understanding of the concepts of DFM/A. Further, the method by which each topic is taught has changed over these years. A historical perspective is drawn describing the paths trod in the evolution of this course in an effort to stimulate a discussion of both the topics and the methods for teaching DFM/A.

College freshmen, though they may be registered in the engineering programs, do not always know what discipline best suits their interests. Regardless of their future majors, current technological advancements and global competitions have created a necessary industrial atmosphere of interdisciplinary design and manufacturing in the product development cycle. An introductory course combining mechanical design, electronic control and manufacturing processes provides a totality in the perspective of engineering for the future. At the same time, the students' views of engineering are broadened by the exposure to the different disciplines. As a result of the multi-discipline engineering exposure, they are in a better position to select a future career. In this paper, the developmental process for establishing such a course is described. The process starts from the very top of the managerial pole. Potential departmental barriers are discussed and possible ways of quenching faculty and departmental traditional cultures are introduced. The structure for the lecture and laboratory sessions, the timing, the logistics of shuffling students from one area to the next are ironed out. Common times for lecture and labs are established. Students also work in teams to perform projects. Students are evaluated in the separate disciplinary areas as well as on a final integrated project where they are asked to combine aspects of mechanical design with electronic control and manufacturing processes. The assessment process will also be described. Fun objects are used in the laboratories, such as; battery operated mechanically animated pig, electronically controlled hexapod ("6-legged insect"), thermoformed Mickey Mouse, and machined pencil holder. Students' comments included their excitement about learning the various aspects of engineering as well as being able to do hands-on designing, controlling and fabricating real products.

Postulates that once the DFMA team has analysed an original product concept and improved the manufacturability and ease‐of‐assembly of that concept, they must change the vision of the product in their mind′s eye to leap forward. The description of the product verbally in terms of functions, not features, frees the product from physical form in the mind′s eye. Once freed from the embodiment of the original product, the DFMA team can teach‐launch its concept probe to explore strange new visions, seek out new product concepts and break through the design paradigms. Contends that the journey of the concept probe through time and space is fired by the launching of concept triggers that burst new ideas from the endless darkness of the mind. Explains the development and the application of some personal DFMA team concept triggers.

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