government. According to the FederalAviation Administration (FAA), drones are currently not allowed to be flown for commercialdeliveries in the United States [1]. They have approved certain exceptions which have allowedcompanies to test drone delivery technology, and these tests have been successful. Once safetycan be established, companies will still have to determine how best to utilize drones, increasepayload and establish drone networks. The outlook for commercial delivery using drones doesappear to be bright and getting brighter every year. Figure 1: US Consumers of Perception, Source: United States Postal Service Public Perception of Drone Deliveries Report [2]With the rapid demise of snail mail and the explosive
global consumer demand. The study states that 84%of executives agree that there is a talent shortage in the U.S. manufacturing sector [1]. In 2015Florida Advanced Technological Education Center (FLATE) reported over 14,000 differentcompanies employ 355,000 individuals in the manufacturing fields in Florida. Thesemanufacturing firms suffer economic loss from the limited pool of the available skilled workersat technical levels [2]. According to the 2015-2016 Florida Statewide Demand Occupation List,the growth in manufacturing jobs continues to climb with a 7% increase in annual growth ofavailable jobs anticipated in manufacturing across the state. With rising concern about aninadequate workforce, the research team is working with industry partners
experiments.The laboratory design is discussed in detail, including how the collaboration of differing, butrelated, disciplines are integrated to take advantage of synergies and enhance the knowledgebase and skill sets of the related disciplines. Course outcomes, project cost, and future work arealso shared.KeywordsIndustrial Internet of Things, Remote Labs, Industry 4.0, Industrial EngineeringIntroductionAccording to a survey by Morgan Stanley-Automation World Industrial Automation, twentypercent of companies cite a lack of skilled workers as a significant challenge to IIoT adoption[1]. Hence, it has become imperative to properly equip the aspiring manufacturing employeeswith the appropriate knowledge, tools and equipment to function effectively in
tackle their fields through the rigorous educational trainingprovided by their universities. The education of engineers follows a structured curriculumconsisting of mathematics, physics, and core engineering courses. These courses provide skillsdeemed necessary for engineers. However, these skills might not cater to the requirement of thejob market. It is imperative to properly develop and teach the necessary skills for the workforceto each engineering student since a degree is no longer a guarantee of a good job [1]. Each ofthese students need to be prepared for what the industry may expect of their skillset [2]. It istherefore beneficial for students and universities to be aware of the skills required by the jobmarket.Several topics of
diverse teams lead to better conclusions for complex problems. Therehave been numerous studies, from a variety of contexts, which have studied this premise.Recently, an article described using a linearized maximally diverse grouping problemformulation to create diverse teams within University of Michigan’s Engineering GlobalLeadership Honors Program. Their results were implemented with minimal changes [1].Work in homogeneous teams (“Group of Same”) versus heterogeneous teams (“Group ofDifferent”) has shown that heterogeneous teams encounter more challenges as the diverseteammates learn how to work together; however, they often overcome their homogeneous teamcounterparts with better results [2, 3]. Extensive research by Ned Herrmann has evaluated
course:in the Fall of 2013 and Fall 2014 for a lecture-based classroom course that faculty applied atraditional textbook, for 58 students and in the Fall of 2015 and Fall of 2016 for a mix of lecture-based and problem-based classroom course that faculty used a textbook with more applicable casestudies for 54 students.The ABET outcomes are considered in this research (see Table 1). Table 2 provides the criteria,learning outcomes, and assessment tools based on which students have been assessed. Table 1. Definition of Applied ABET criteria for applied statistics course Criterion Definition a1 An ability to select and apply the knowledge, techniques, skills, and modern tools of
inaccordance with conditions that continually changed in response to competitors’ actions.Adaptability involved managing uncertainty through negotiations with other teams andinnovating within the game’s ruleset to secure advantages. Third, the game was built to promoteconstrained decision-making, as students needed to understand what information was needed toapply certain engineering techniques or make engineering decisions, as well as distinguish whichdecisions were appropriate for the given amount of information and time they had to completethe game.The purpose of this qualitative study was to identify evidence of learning during the game and todetermine, for future iterations, (1) what learning frameworks fit the data to inform the game’sdesign and
customer to get the fullest benefitfrom the goods”, Panchak [1]. A notable illustration of Drucker’s vision is the transformationundertaken by the Apple Corporation. Known some thirty years ago as the manufacturer of thevenerable Macintosh computer, this dominant market player is now known for its revolutionaryiPhone system: an exquisitely designed and manufactured piece of hardware, surrounded by avast array of services including telephony, web access, audio visual content, appointmentcalendar, health monitor, GPS, banking service, etc. These, in the words of Drucker, “enable thecustomer to get the fullest benefit from the goods”, and clearly, have led to tremendous profitmargins for Apple. Many other examples of bundling products and services
, and those thatare missing, in the problems that students solve, and are exhibited in the solutions they create.Then, we use the results to define a set of guidelines that would contribute to improve the realismof SDP’s, both in terms of their problem definition and of the evaluation and assessment ofstudents’ solutions.Introduction Research suggests that engineering education and practice are disconnected [1]. Inparticular, early career engineers believe that “engineering work is much more variable andcomplex than most engineering curricula convey” [2]. Successful engineering, in practice, isdriven by the skills necessary to solve open-ended, ill-structured problems, such as problemformulation, communication, people management
which this decrease can be of almost 4% and we find that this effect is more felt if a student has performed poorly in a midterm exam, i.e. it targets those to whom this policy is supposed to help. While in terms of equality this policy is usually extended to all the students, we conclude that its performance fails when it comes to assessing its equity. This is due to the effect of the so-called Simpson’s Paradox.Simpson’s Paradox in the literatureAlthough first properly introduced by Edward Simpson when working on contingency tables thatdid not show second-order interactions [1], Simpson’s Paradox (henceforth SP) has been knownand observed for more than a century. In short, this paradox represents the mathematicalphenomenon
codes, data bases and literature, design andconduct experiments to provide valid. The Education Act of 1989 requires teaching inbachelor degree programmes by staff mainly engaged in research, with an emphasis on thegeneral principles and basic knowledge as the basis for self-directed work and learning2.Accreditation is confirmation that an institution or registered provider has shown it is capableof delivering an approved course. . Courses leading to degrees approved by NZQA may onlybe delivered by providers accredited to do so by the New Zealand Qualifications authority(NZQA). The AUT degree programmes conform to the NZQA definitions of a degree in sofar as that our graduates of a Bachelors degree programme are able to: 1. Demonstrate
of Washington. Her research is focused on the development of quantitative methodologies for the anal- ysis and sustainable management of sociotechnical systems, including supply networks and production systems. Her email address is caroline.krejci@uta.edu. c American Society for Engineering Education, 2018Industrial Engineering Outreach to the K-12 CommunityIntroductionDespite the ubiquity of industrial engineers in the workplace, the K-12 community is relativelyunaware of this engineering discipline. Previous research has demonstrated that the identity ofindustrial engineering (IE) is ambiguous, and many K-12 educators are unaware that such adiscipline even exists [1]. As a result, few high school
Carnegie Foundation [1], and we are a member of Ashoka's ChangemakerCampus Consortium [2]. From their first days on campus, students are told that they have thepotential to be changemakers who make the world better.Electrical engineering began in 1987, industrial engineering was added in 1996, and mechanicalengineering was added in 2003. In 2013 the Shiley-Marcos School of Engineering wasestablished. A general engineering program was created in 2016. A unique characteristic of allengineering degree programs is that they include the same liberal arts core required of allundergraduates. This results in 147 semester-unit engineering curricula that culminates in a dualBachelor of Science/Bachelor of Arts degree. Computer science is also housed in SMSE
paper. Reducing the grades for next trials isdone for two reasons: 1) to be fair with the students who master the concepts in the first trial, and2) to avoid the situation where some students would intentionally try the first and second trials toget an idea about the questions and then do the last trial knowing that their grade will not bereduced because of that.This study investigates the following question: Does mastery learning and assessment approachpositively impact students’ learning and outcomes compared to the conventional learning andassessment approach? The data analysis shows that the implementation of mastery learning andassessment approach (intervention group) has improved students’ performance in all examswhen compared to
professional communication, a way to develop and examine ideas,and a method to test learning. “A central tenet of writing across the curriculum and in thedisciplines, is that the use of writing goes far beyond improvement of students’ skills. Instead,writing is essential to learning and the process of development that higher education aims tofoster”[1]. Simply performing writing, however, does not guarantee higher-level student learning.In order for writing to have significant and lasting value to students, it must be perceived asmeaningful by the students performing it [2]. Meaningful writing has been shown to befundamental to identity formation across disciplines, a topic recently linked to issues of retentionand representation in engineering
games formanufacturing simulation. First, we create and validate a hands-on activity that engages groups ofstudents in the design and assembly of toy cars. Then, a corresponding multiplayer VR game isdeveloped, which allows for the collaboration of multiple VR users in the same virtualenvironment. With a VR headset and proper infrastructure, a user can participate in a simulationgame from any location. This paper explores whether multiplayer VR simulations could be usedas an alternative to physical simulations.1. BackgroundFor many engineers, familiarity with the different manufacturing processes is critical. However,while engineering students are learning the technical skills and theories in classes, the opportunityto practice these skills is
was converted to a flipped classroom environment for half of the course material. The mainobjective of this research pilot project is to investigate the impact of video length and videoactivities on the retention and understanding of Gen-Z engineering students for a software-basedsimulation course. Results show that students are more likely to watch medium-length videos thanshort-length videos, but those who do watch short-length videos have better learning outcomes.KeywordsGeneration Z, flipped classroom, engineering education, video length1. IntroductionThe engineering students today are from Generation Z, the cohort of individuals born from 1996-2010 [1]. They are high-efficiency multi-taskers with 8-second attention spans, typically
capacity of engineersto integrate technical expertise, socio-cultural analysis and professional ethics in analyzing andsolving real-world engineering problems was investigated5.Another interdisciplinary pedagogy relating to engineering and business is a study involvingindustrial and biomedical engineering students working as a team with marketing students4. Thestudents were assigned to develop a new medical device including the phases of design,production, and marketing of the new product. The authors reported that the interdisciplinaryenvironment greatly facilitated student learning, as well as enhanced mutual accountability andmutual respect.Course SyllabusThe central points discussed in classroom were: 1. Optimal Decisions Using Marginal
helpingstudents to better understand, utilize, and communicate OR techniques. The pedagogy proved tobe very effective, with an overwhelmingly positive feedback from students.1- IntroductionOperations Research courses usually start with discussion of Linear Programming (LP):formulating a problem; using simplex method to arrive at the solution; explaining how tomathematically obtain shadow price and reduced cost, as well as allowable ranges; anddiscussing topics in sensitivity analysis. Later, a selection of other techniques, such asTransportation, Decision Theory, and Markov Chain, is usually covered.We are a state university with the ten-week quarter system, emphasizing teaching. Ourdepartment offers two senior level undergraduate courses in the OR field
engineering programs have been required to document assessment ofoutcome items a-k as defined by ABET.1 Some of these outcome items can be classified as‘hard’ skills, such as (c) [an ability to design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability]. The evaluation and assessment of‘hard’ skills is generally considered to be significantly easier than that of ‘soft’ skills andabilities, such as (h) [The broad education necessary to understand the impact of engineeringsolutions in a global, economic, environmental, and societal context]. Without good assessmentmethods, determining if improvements have
engineers with both research (at the graduate level predominantly) and engineering skills (atthe undergraduate level to work in industry).This cycle of research and technology development for solving engineering problems in theworld, and solving and sharing of successful solutions for engineering problems, is limited,however, by two important factors: 1. geography and distances; 2. limited engineering skills/expertise in local communities.Given these limitations, this paper proposes a cyber-infrastructure framework among globalengineering communities for engineering education, training, learning and problem-solving, andfor sharing successful engineering solutions among world communities.The framework in this paper is based on the
areas which are open to further study.Keywords: Industrial Engineering, intrinsic motivators, extrinsic motivators, misconceptions,career choicesI. IntroductionThrough the years many researchers have focused mainly in understanding the students,Kierkegaard 1 believed that to be a good teacher, you must learn from the student, identify withhim or her and thus gain a better understanding of how he or she learns. With this knowledge oneis able to channel the material in a better way so that the student understands it better. In realitywe believe that the students tend to be worlds apart from each other, each having their ownpersonal motivators, perceptions, learning capabilities and willingness to do so.While the inclination towards
. Industrial engineers inthe service sector total 54,310. The breakdown is shown in Figure 1. Health and safetyengineers employed nationwide number 24,620. Subtracting manufacturing and mining,for the service industries, the breakdown is shown in Figure 2. These figures must betaken with caution. Not only are there jobs that are not tracked for industrial engineers,the percentage error for each category ranges from 0.3% to nearly 50%. The largestRMS error found in the categories related to pay. Still, it is the best data available.People with the job title of industrial engineer comprise 8% of engineers nationwide.Add in those using the title of health and safety engineers and that percentage rises to 9%.Since the BLS does not provide degree
disciplines have a defined Body of Knowledge (BOK). The Civil EngineeringBody of Knowledge for the 21st Century1, perhaps the most noted BOK, adds four outcomes tothe eleven outcomes (Criterion 3 - a through k)2 currently required for engineering accreditationby the Accreditation Board for Engineering and Technology. Table 1 lists those additionaloutcomes, which are viewed as “broadening and deepening”1 current ABET outcomes. Table 1. New Civil Engineering BOK Outcomes Outcome Statement: The 21st century civil engineer must demonstrate1: Criterion . 3, a-k . (1 – 11) . 12. An ability to apply
presentations: • Excessive “and” and “ums” • Lack of eye contact with the audience • Reading off the computer screen • Use of informal language • Lack of a conclusion • Lack of adequate visual information • Misplaced slides (good information – wrong location)The students are also given a copy of the oral evaluation form (Table 1) that is presented later inthis paper. This form can be used by the students as “good presentation guidelines”. Byproviding these guidelines, the time that might have to be spent on basic ideas for improvementduring the practice sessions at the end of semester is often reduced. Each team meets with thespeech coach for three 1- 1.5 hour sessions prior to the on-campus
university is intended to introduceseventh grade girls to the fields of engineering and technology. The primary and most importantactivity in the camp is the construction of model airplanes. Even though the STEPS camp is nota traditional manufacturing environment, there exist many parallelisms. Moreover, applicationof process improvement tools at non-traditional cases is not rare [1]. In addition to improvingthe efficiency of the camp, this project aims to teach the participants valuable industrialengineering principles by instilling good workplace practices. Incidental learning, especiallyamong children, is a well recognized phenomenon [2, 3].This project analyzed and improved the three major areas of the camp, namely MaterialInventory and
to 2012", published in theFebruary 2004 Monthly Labor Review. Employment by occupation, 2002 and projected 2012 [Numbers in thousands of jobs] 2000 Standard Occupation Total job openings Classification Employment Change due to growth Number % distribution and net replacements, Title Code 2002 2012 2002 2012 Number Percent 2002-12 (1) Aerospace eng. 17-2011 78 74 0.1 0.0 -4 -5.2
methodology. The 6 Phases of the SECtCS methodology aredisplayed in Figure 1. Figure 1: 6 Phases of the SECtCS Methodology . 1. PHASE 1 – DEVELOP TEST INSTRUMENT – Develop a customized test instrument (questionnaire) for the knowledge worker population, administer the questionnaire, and collect and record scores. Conduct reliability testing on the questionnaire. This testing continued until the questionnaire was reliable. (SECtCS Analyzer) 2. PHASE 2 – DEVELOP MATHEMATICAL MODEL – Use the data collected in phase 1 and incorporate it into a mathematical model to give a valid CT index score. (SECtCS Modeler) 3. PHASE 3 – (Not in study
-sponsored project. Students must utilize academic tools learned throughout their college careerto meet the demands of the project and present results to the company. The Total QualityImprovement course, ESI 5227, is a mixed graduate and undergraduate course that focuses onthe development of tools for the management and improvement of quality in differentorganizations. [1] Essential concepts, practices, and methods of modern quality improvementtools are discussed, along with the Six Sigma DMAIC (Define, Measure, Analyze, Improve, andControl) problem solving approach, and critical success factors to team building and teamwork.Six Sigma team projects are performed that apply the class lecture material to “real world”organizations. Students may also
helpdetermine the future focus on curriculum development to be more responsive to the needs andrequirements of industry.This paper will explain the process to validate and obtain the different emerging topics. Theprincipal research method employed was a modified three round Delphi study that targetedIndustry and Academia. The research findings obtained from the first round of the study arediscussed that identify the desired characteristics, and the most important emerging topics to beincorporated into the reengineered curriculum.1 IntroductionThe Department of Industrial Engineering and Management Systems at the University ofCentral Florida has received a grant from the National Science Foundation (NSF) to Re-engineer the curriculum of Industrial