The four pillars of manufacturing have been developed as a framework to promote understanding of the ideal content of an undergraduate program in manufacturing engineering. It has been proposed that the four pillars could also provide direction for enhancing the content of other related engineering programs (e.g. mechanical engineering) in order to better prepare these engineering graduates for entering the manufacturing workforce. This paper describes the application of the four pillars as a tool for analysis of the curricular content of a general engineering degree with a concentration in mechanical engineering. Many graduates from this program (located in the state of Michigan) have gone on to work in various manufacturing industries, even though the concentration has not previously been tailored specifically toward the preparation of manufacturing professionals. In particular, the content of a required manufacturing processes course was evaluated using the four pillars structure in order to ensure that students are exposed to the best possible combination of manufacturing topics. A comparison of previous course content with the content areas of the four pillars, in the context of the rest of the program course requirements, helped to identify opportunities for improvements. This paper will describe the evaluation process and present conclusions regarding proposed changes in course content. The analysis resulted in a new course plan which will be implemented in the spring 2013 semester. This work also clari fied where in the curriculum, outside of the manufacturing course, students learn skills that are aligned with the four pillars. The four pillars structure proved to be an accessible yet detailed standard that facilitated a better balancing of topics in the manufacturing processes course. This exercise demonstrates that the four pillars model can be successfully applied in settings outside of manufacturing programs to better prepare students for manufacturing-related engineering careers.
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