in 1987. His current interest and consulting experience are in systems management and systems design. Mark Thompson, Kettering University Mark Thompson earned his Ph.D. in Electrical Engineering from Michigan State University in 1980. He has been with the Department of Electrical and Computer Engineering at Kettering University for 17 years and holds the rank of Professor. Dr. Thompson teaches courses in the areas of electronic design and automotive electronic systems and has served as course coordinator for EE senior design project for several years.

Industry wants job-ready engineers from day one. A panel of industry partners pointed out six qualities expected of recent graduates. These engineers need to adopt an enterprise-wide integrated systems approach from product conceptualization to realization. They need to work closely with engineers from different disciplines while maintaining their own technical expertise. Leadership, conflict resolution and interdepartmental collaborative skills are consequently very crucial in an integrative environment. No company can sit on its laurels. Change must happen and change is good even though there is constant resistance to change. These young engineers need to think out-of-the-box to be innovative, and become effective change agents. To address these needs, Kettering University is initiating an effort to establish an interdisciplinary, enterprise-type integrated capstone course that encapsulates students from all available engineering degrees-mechanical, electrical, computer, and industrial with or without a manufacturing option, plus business students. As in industry, students concentrate on tasks corresponding to their own disciplines while multitasking with a number of cross-functional activities. Effective and efficient communication skills and team dynamics are essential. They will work on one product, separating the engineering challenge into modules of various tasks in design, manufacturing, facilities planning and business functions, each task managed by a subteam. A case study will be presented. As a result, students not only synthesize what they have learned but also apply what they have gained: teamwork experience, collaborative finesse, ability to comprehend the global picture of engineering, the urgency to be innovative, and the drive to become effective leaders. The university gains a better reputation and strengthened bonds among departments.

CIM on WHEELS is a mini-integrated design and manufacturing, computer controlled laboratory, set up in a trailer with wide-open side and rear doors. The overall dimension for the trailer is 16' x 8'. Observers and operators will be stationed outside the trailer. The equipment and trailer have been purchased with funds from the National Science Foundation (NSF), the Society of Manufacturing Engineers (SME), TRW corporation, GMI matching funds, and contributions from many industrial companies. All equipment, activities and processes are under the supervision and control of a "supervisory" computer. CIM on WHEELS illustrates the concepts of streamlined engineering, from design to process planning to production. The GOAL is to provide a practical media for courses on CIM (computer integrated manufacturing) at GMI, seminars and workshops off-campus at various sectors of the community, technical or academic. The OBJECTIVES for this setup are to provide demonstrations and hands-on experience for students at GMI, for precollege students and for small industrial personnel at off-campus sites. GMI students are required to present,demonstrate and teach the components of CIM which they have learned in class, to offcampus audience. This allows them to obtain a deeper understanding of the topics. It will also give them the opportunity to play mentoring roles to the younger students. The CIM on WHEELS was displayed at SME-AutoFACT '96 Exhibition in Cobo Hall, Detroit, Michigan, November 12-14, 1996. II.

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.