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Project Management Learning Takes Flight

Conference Session
Industrial Engineering Technical Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Victoria Townsend, University of Windsor; (Ruth) Jill Urbanic P.Eng., University of Windsor
Tagged Divisions
Industrial Engineering
utilized. In the pedagogicalliterature, Kolb’s experiential learning cycle is often referenced. Kolb’s learning cycle consistsof a concrete experience (feeling), reflective observation (watching), abstract conceptualisation(thinking), and active experimentation (doing)[5]. This is quite similar to Deming’s plan (think),do (and feel), check (reflect), and act (revise) learning cycle. Deming’s PDCA cycle is used herebecause it also further grounds the students’ learning in industrial engineering practice, asstudents may have learned about Deming and his work in their studies on quality, management,and continuous improvement, which is also cited in the project management literature[6, p.229].This enables the learning strategy to potentially be
Relevance Score: 0.017038068

Flipping Engineering Probability and Statistics – Lessons Learned for Faculty Considering the Switch

Conference Session
Industrial Engineering Technical Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Rick Olson, University of San Diego
Tagged Divisions
Industrial Engineering
was necessary.4. Evaluating the effect of the flipped class on student learning4.1. Class DemographicsBecause the Spring 2012 and 2013 offerings of ISYE 330 were taught by the same person,covered the same material and were taken by similar students, they offer an opportunity tocompare the impact of the flipped class methodology on student learning. This is done bycomparing overall course grades and by student performance on course exams. In particular,identical finals were used each semester and they were graded using the same rubric, so anydifferences in scores are likely reflect student learning and the different teaching methods.Table 1 summarizes the students enrolled in ISYE 330 in Spring 2012 and 2013. The mostobvious difference is that
Relevance Score: 0.013911526

Designing Industrial Engineering Course Content and Delivery with an Understanding of the Learning Preferences and Factors Driving Satisfaction of Undergraduate Industrial Engineering Students

Conference Session
Industrial Engineering Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Paul C. Lynch, Pennsylvania State University, University Park, PA; Cynthia Bober, Penn State University; Jennifer Louise Mines, The Pennsylvania State University
Tagged Divisions
Industrial Engineering
, charts, pictures,and displays1-3. Verbal learners learn best through auditory descriptions and written accounts1-3.Most engineering courses are taught in a predominantly verbal fashion, with writing onchalkboards and verbal explanations2-3. Active learners prefer to take in information “actively”through conversations and physical activities. Active learners are energized by others and oftenhave trouble studying and working alone. They do best when learning with others and sharingideas among team members1-3. Reflective learners like to contemplatively take in informationand reflect on ideas1,3Reflective learners work best on their own or in pairs and often feelexhausted when they are working with others, especially partners they do not know
Relevance Score: 0.013911526

Rounding-up the Industrial Engineering Educational Profile with Adaptive Soft Skills Framed by a Cultural Competency Approach in an Industry-University Partnership

Conference Session
Industrial Engineering Division Technical Session 2
Collection
2014 ASEE Annual Conference & Exposition
Authors
Imelda Olague-Caballero, New Mexico State University; Delia J. Valles-Rosales, New Mexico State University
Tagged Divisions
Industrial Engineering
).because there is a mismatch of engineering programs and the demands of current professionalengineering practice (Sheppard, Macatangay, Colby, & Sullivan, 2008).Serious concerns are being raised about Institutions of Higher education’s efficacy to preparestudents to integrate their technical knowledge with real world problems. Institutions of Highereducation (IHE) need to reflect on their responsibility to offer quality education learningexperiences that link the knowledge learned in the classroom and the competencies required forthe workplace. For instance, Andrews and Higson (2004) pointed that most universities aroundthe world are being questioned about their ability to graduate engineers able to meet the needs ofemployers related to social
Relevance Score: 0.012699427

Introducing Flexibility in an Engineering Curriculum Through Student Designed Elective Programs

Conference Session
Industrial Engineering Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
William J. Schell IV P.E., Montana State University; David Claudio, Montana State University; Durward K. Sobek II, Montana State University; Laura Stanley, Montana State University - Bozeman; Nicholas Ward, Montana State University
Tagged Divisions
Industrial Engineering
. Page 24.808.4 2. Any course that is taken to satisfy required courses or university core requirements for the Bachelor of Science degree in IE cannot be used to meet the cognate requirement. This requirement simply ensures students do not attempt to double count credits and then fail to meet the overall degree credit requirements. 3. At least six (6) credits of the cognate must be at the 300-level or above. This requirement ensures that students move beyond superficial topics and obtain some depth in their chosen area of interest. 4. The credits must represent a coherent area of study relevant to some aspect of IE as a discipline or practice. This reflects the very definition of cognate and helps ensure that
Relevance Score: 0.010709097

Impact of Mentoring and Coaching on Student Performance in an Operations Research Class

Conference Session
Industrial Engineering Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Masud Salimian, Morgan State University; Yaseen Mahmud, Morgan State University
Tagged Divisions
Industrial Engineering
class. At the minimum, the portfolio was a compilation of all the work student had done in the class including practice presentations, homework assignments and tests for each topic. Additionally each student was required to perform analysis of what they have done wrong in each test that they had not passed and ways to correct them for further topics. Finally, each portfolio had to contain a reflective self-assessment of student’s performance in the class and what he/she considers to be a justified grade for that performance in lieu of the class grading policy in the syllabus. Students were also encouraged to include the evidence of their participation in community of learning and their own
Relevance Score: 0.007572475

Toward Broadening Participation: Understanding Students' Perceptions of Industrial Engineering

Conference Session
Industrial Engineering Division Technical Session 2
Collection
2014 ASEE Annual Conference & Exposition
Authors
Valerie Yvette Rito, Kansas State University; Jessica Lynn Aschenbrenner, Kansas State University; Jessica L. Heier Stamm, Kansas State University
Tagged Divisions
Industrial Engineering
research in the fields of game theory and optimization applied to public health and humanitarian logistics systems. Support for this work was provided by National Science Foundation award number CMMI-1228110. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of the funding organization. Page 24.1267.1 c American Society for Engineering Education, 2014 Toward Broadening Participation: Understanding Students’ Perceptions of Industrial EngineeringIntroductionAdvances in engineering are critical to
Relevance Score: 0.007572475

A New Look at Involving Undergraduate Students, Real Life Applications, and Active Learning Activities in the Industrial Engineering Undergraduate Course Delivery Process

Conference Session
Industrial Engineering Division Technical Session 2
Collection
2014 ASEE Annual Conference & Exposition
Authors
Paul C. Lynch, Pennsylvania State University, University Park; Joseph Wilck IV, East Carolina University; Cynthia Bober, Penn State University ; Jennifer Louise Mines, The Pennsylvania State University
Tagged Divisions
Industrial Engineering
not just industrialengineering students but all STEM students are predominantly active, visual, and sensing learnertypes1-4. However, it is evident that most engineering undergraduate courses are generally taughttoward reflective, verbal, and intuitive learner types. This is in fact the exact opposite of thesuggestions made from multiple learning style studies1-4. Engineering teaching is more focusedon theory and mathematical proofs over practical, “real world” applications and experimentationfavored by sensing learners. Engineering instruction tends to be very verbal rather than visual,focusing on written explanations and mathematical formulas. In addition, the engineeringclassroom tends to rely heavily on lectures and reading assignments
Relevance Score: 0.005679356