Conference Session

Applying What We Teach to IE Education

Collection

2009 Annual Conference & Exposition

Authors

Lawrence Whitman, Wichita State University; Janet Twomey, Wichita State University; Barbara Chaparro, Wichita State University; Veronica Hinkle, Wichita State University

Tagged Divisions

Industrial Engineering

theories presented in the textbooks,simulation can also stimulate group interaction and enable critical thinking, decision-making,and problem solving. A study by Gokhale1 shows that students remember only 10% of what theyread and 20% of what they hear. However, students remember 90% of what they learn fromsimulation. The study goes on to suggest that properly designed and implemented computersimulations could revolutionize education. Results show that “…effective integration ofcomputer simulation into traditional lecture-lab activities enhances the performance of thestudents”1. Student feedback from simulation projects indicates that they appreciate therelationship between real-world and course concepts, as well as the complexity of the decision

Conference Session

Concluding Thoughts in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Harry Petersen, Minnesota State University, Mankato; William Peterson, Minnesota State University, Mankato

Tagged Divisions

Industrial Engineering

of the internet and supporting programs, many institutions of higher learning areexamining the possibility of offering at least some classes over the internet. Whilecorrespondence courses by mail have been offered for many decades, the immediate responseand information bandwidth of the internet offer the possibility of real-time remote interaction,electronic homework and exams, and instant streaming video and audio not available by mail.With proper support, web-based instruction computer programs such as Desire2Learn (D2L) 1, acommercial classroom management system (similar to Blackboard, etc.), allows remote studentsto password-access materials on their own schedule while requiring online discussions atspecified times, at the instructor‟s

Conference Session

Starting the Last Day with New Ideas

Collection

2009 Annual Conference & Exposition

Authors

Shengyong Wang, State University of New York, Binghamton; Mohammad Khasawneh, State University of New York, Binghamton; Krishnaswami Srihari, State University of New York, Binghamton

Tagged Divisions

Industrial Engineering

the real world.According to the Accreditation Board for Engineering and Technology (ABET), theaccreditation criteria on industrial engineering or similarly named engineering program’s Page 14.470.2curriculum, “The program must demonstrate that graduates have the ability to design, develop,implement, and improve integrated systems that include people, materials, information,equipment and energy. The program must include in-depth instruction to accomplish theintegration of systems using appropriate analytical, computational, and experimentalpractices.”1 Historically, the ISE curriculum has been developed and modified according toindustry trends

Conference Session

Best Practices in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Alister McLeod, Purdue University; April Savoy, Purdue University

Tagged Divisions

Industrial Engineering

skilled workforce is necessary for the continued prosperityand viability of these manufacturers. According to the council on competitiveness, the nextgeneration of innovators needs to have skills that make them: 1) better at using scientific inquirytechniques, 2) better at the use and development of technical designs and 3) equipped forchanges in the nature of their jobs (Council on Competitiveness, 2004)5. The problems thatfuture engineers and technologists face render obsolete the sole use of traditional teachingmethods. Traditional teaching methods can be defined as a formal way of presenting content byan instructor (Vella, 1992)23. Utilizing this method of teaching is oftentimes a one-way processin which learners are not stimulated to

Conference Session

Best Practices in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Jane Fraser, Colorado State University, Pueblo

Tagged Divisions

Industrial Engineering

educational objectives to reflectcurrent needs of industry. Using current job descriptions focuses these conversations and helpsmaintain currency of the program.IntroductionTo design a curriculum based on ABET-EAC criteria, one works backward, as shown in Figure1. Program Courses Program Program educational outcomes objectives Figure 1: Flowchart for curriculum designProgram educational objectives (PEOs), which are “broad statements that describe the career andprofessional accomplishments that the program is preparing graduates to

Conference Session

Starting the Last Day with New Ideas

Collection

2009 Annual Conference & Exposition

Authors

Nagen Nagarur, State University of New York, Binghamton; Krishnaswami Srihari, State University of New York, Binghamton; Sarah Lam, State University of New York, Binghamton

Tagged Divisions

Industrial Engineering

Engineering DefinitionWith new financial instruments, there is more flexibility for companies to combine or bundledifferent types of risks, and handle it themselves or offer them to other financial institutions. Theanalysis of risks, pay offs, and pricing them goes beyond analysis of a single instrument. Suchbundles or products are to be treated as new products, and handling of them involves processesof any new product, namely design of a product, its risks and pricing. Educational programs infinancial systems with all such related activities as a group are sometimes called FinancialEngineering.The International Association for Financial Engineering (AIFE)1 defines and describes FinancialEngineering as, “the application of mathematical methods to the

Conference Session

Applying What We Teach to IE Education

Collection

2009 Annual Conference & Exposition

Authors

Andrew Jackson, East Carolina University; Sherion Jackson, East Carolina University; Merwan Mehta, East Carolina University

Tagged Divisions

Industrial Engineering

paragraphs.The overall structure of the Six Sigma process is shown in Figure 1. As specified in the acronymabove, the five phases that constitute the DMAIC process are: Define, Measure, Analyze, Improveand Control. The idea of keeping each phase distinct reinforces the concept that a formal reviewshall be conducted at the end of each phase. This process allows the team to move on to the nextphase only if all the requirements of the previous phase have been satisfactorily completed. This isdone to minimize the likelihood that some steps may have to be backtracked since they were notthoroughly completed. The executive project champion, the project manager, and the processimprovement team are all involved in the tollgate review

Conference Session

Issues and Opportunities in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University

Tagged Divisions

Industrial Engineering

human factors principles.The learning objectives for each module are shown in Table 1. Details for each module arediscussed below. The modules have been used in both split level (junior, senior, graduate) andgraduate level classes. The size of the courses has typically been between 15 and 30 entrolledstudents. However, each class has been a mixed-campus class, with some student participatingin the classroom and others participating online. Page 14.1334.2Table 2. Learning Objectives Learning Objective Module “At the completion of the learning module

Conference Session

Issues and Opportunities in IE Education

Collection

2009 Annual Conference & Exposition

Authors

J. Eric Bickel, University of Texas, Austin

Tagged Divisions

Industrial Engineering

correct), they must assign a probability to each possible answer. In theory, such anexam should better reveal the students’ mastery of the subject, but how should the instructorassign scores in this situation? Formally, consider the assessment of a probability distribution by a student over nmutually exclusive and collectively exhaustive answers, where n > 1. Let p = (p1,…,pn) be an n-vector of probabilities representing the student’s private beliefs, where pi is the probability thestudent assigns to answer i being correct, and the sum of these probabilities is equal to one.These beliefs represent the student’s “true” state of knowledge, but are not directly observable tothe instructor. Let the student’s public assessment or response

Conference Session

Best Practices in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Terri Lynch-Caris, Kettering University; Daniel Ludwigsen, Kettering University

Tagged Divisions

Industrial Engineering

learned if given a framework.CITIES provides this framework in an active learning context. At face value, students prepareand deliver a presentation that adds value to the class by describing applications of course topics.At the meta-level, the structure of this framework intentionally develops an expert approach togathering information and professional presentation.The student has the burden to create an effective, engaging, and meaningful presentation, but isgiven the tools and process knowledge for the task. The critical components of this instrumentare: (1) ownership of the process by the student, with the instructor available for guidance; (2) amethodology for the student to follow, modeled after expert or best practices; (3) a set

Conference Session

Issues and Opportunities in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Paul Kauffmann, East Carolina University; Cathy Hall, East Carolina University; Michael Bosse, East Carolina University; David Batts, East Carolina University; Laurie Moses, East Carolina University

Tagged Divisions

Industrial Engineering

assessed were consistent across gender and race, notabledifferences were identified. This paper highlights the importance of better understanding ofinfluences in career considerations as crucial to help guide interventions to improve STEMcareer selection for women and minorities.Representation Issues and Career Choices in STEM FieldsAlthough STEM field populations have grown, this pace has not keeping up with the overalllabor market.1 In 2006, STEM professionals accounted for 5 percent of all the employment inthe United States; this was down from 5.6 percent from 2001. This decline mirrored postsecondary enrollment in STEM degree fields.2 While the actual enrollment in STEM degreefields increased from 519,000 students in 1994-1995 to 578,000

Conference Session

Starting the Last Day with New Ideas

Collection

2009 Annual Conference & Exposition

Authors

Natarajan Gautam, Texas A&M University

Tagged Divisions

Industrial Engineering

of office hours the students should be encouragedto ask questions in class or via email. Email responses can be copied to the entire class making itan excellent mode of communication outside class. In this era students are expected to know toeffectively communicate technical material via email and such opportunities are excellent tofoster these skills.Doing away with office hours appears to be a strategy that deserves some testing for obviousreasons. The only course we experimented with having office hours and doing away with it wasa graduate course on stochastic models for queues. For this course, in the first offering there wereoffice hours regularly scheduled and the second offering there were none. Table 1 summarizesthe mean and standard

Conference Session

Applying What We Teach to IE Education

Collection

2009 Annual Conference & Exposition

Authors

E. Delbert Horton, Texas A&M University, Commerce; Matthew Elam, Texas A&M University, Commerce; Ben Cranor, Texas A&M University, Commerce

Tagged Divisions

Industrial Engineering

university alumni from associated industries in the university'sregion and nearby metropolitan areas. The core goal and motivation of this group of facultymembers and advisors/alumni was to develop a curriculum that first included a rigorousengineering education but one that was also closely associated with the best practices,experiences and applications of the real world business and industrial professionals for theindustrial engineering student.The prepared curriculum included two courses with industrial experiences providing the studentto achieve hands-on actual engineering experience and practice. The two courses selected topresent this real engineering application to the student were:1. IE 471, Engineering Internship, three semester hours

Conference Session

Issues and Opportunities in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Marlin Thomas, Air Force Institute of Technology

Tagged Divisions

Industrial Engineering

). Page 14.95.1© American Society for Engineering Education, 2009 A QRW Paradigm for the Industrial Engineering CurriculumAbstractIndustrial engineers need to have a thorough understanding of how product and service qualityare influenced through their design and development, production, and acceptance by customers.This paper proposes a core course for the basic curriculum that provides a modern broad view ofquality as a vector of attributes that includes reliability and warranty concepts and methods. Anotional course is developed by integrating topics from current courses using concept mapping toconstruct a platform that can be used to build and reinforce quality throughout the curriculum.1. IntroductionQuality is much more broadly

Conference Session

Best Practices in IE Education

Collection

2009 Annual Conference & Exposition

Authors

Matthew Elam, Texas A&M University, Commerce; E. Delbert Horton, Texas A&M University, Commerce; Sukwon Kim, Texas A&M University, Commerce; Bob Wilkins, Texas A&M University, Commerce

Tagged Divisions

Industrial Engineering

mathematics (STEM) workforce remains strong. Continued growth in nationalproductivity requires a continuous supply of professionals who are highly competent in theSTEM disciplines and who are adaptable to the needs of a rapidly changing profession.1 From2000-2010, employment opportunities in the United States requiring STEM expertise areexpected to increase about three times faster than the rate for all other occupations. However,the available domestic STEM labor supply has not and will not be able to satisfy this growthbecause of the long-term trend of fewer students entering STEM programs in college, thusthreatening the ability of U.S. businesses to compete in the global marketplace. The situation isso dire that the National Science Board has