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

industrialengineering students at Penn State University. A link to this specific questionnaire is provided inthe bibliography. The goal of this assessment was to determine the breakdown of learning stylesof the undergraduate industrial engineering junior and senior level students. Table 1 displays theraw results from the results of the Felder’s Index of Learning Styles. Table 2 displays the overallresults of the assessment. Figure 1 shows the learning style preferences of males and femalesseparately using a spider graph. From Table 2 and Figure 1, of the 51 students that completedFelder’s Index of Learning Styles Analysis, the majority of the industrial engineering studentssurveyed at Penn State University were Active, Sensing, Visual, and Sequential learners

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

, teaching its mathematical and theoretical foundation and concepts creates challengesfor both instructor and students. Teachers in a one semester class usually concentrate onproviding the procedural understanding of the use of the mathematics and algorithms rather thanthe concepts and applications due to the time constraints and knowledge level required forcomplex and intricate modeling issues beyond simple models.Based on an innovative design [1] of the course’s delivery and instructional methodology,founded on a cognitive learning model, the general concepts of coaching and mentoring toenhance student learning were used. Both concepts have been widely studied and the educationcommunity considers them among proven techniques to enhance learning

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

the students, rather than the needs of faculty members, they would look quite different.”1 Butwhat does this mean? What do the experts who are contributing to these reports tell us that thecurriculum of the future should look like?While opinions vary, a common theme is evident in many reports: the engineer of the futureneeds to be well-rounded and should be educated accordingly.1,2 The meaning of a well-roundedengineer needs to be interpreted and has been in a variety of venues. These recommendations Page 24.808.2vary somewhat in their format, but can be summarized to say that an effective curriculum toeducate the engineer of the future should

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terri M. Lynch-Caris, Kettering University

Tagged Divisions

Industrial Engineering

,there are other sources of variability in the input factors of this observational study. There werecoincidently eighteen (18) students registered in both terms. All students were upper classIndustrial Engineering (IE) students with multiple cooperative industrial experiences as part oftheir academic background. The only major difference between the two course offerings is theaddition of active learning techniques included in the second course offering. Figure 1. Simplistic Course Delivery ProcessThere are various models of type and depth of learning. One commonly used model is Bloom’sTaxonomy. In 1956, Benjamin Bloom headed a group of educational psychologists whodeveloped a classification of levels of intellectual

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

involvement into thedelivery of a junior level course to improve student motivation and satisfaction was a new ideathat has not been thoroughly studied in the literature.ImplementationEngineering Economy CourseThe engineering economy course is a 15 week long industrial engineering course at Penn StateUniversity Park. During the Fall 2013 semester at Penn State University Park, the course mettwice per week for 75 minutes each period. The course enrollment was 92 junior and seniorlevel industrial engineering students. The detailed breakdown of the course topics covered inthis course is shown in the appendix in Table A.1.Course DesignThe primary mode of instruction in the course lecture was PowerPoint presentations given by theinstructor using a tablet

Conference Session

Industrial Engineering Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego

Tagged Divisions

Industrial Engineering

. Finally,the advantages and disadvantages of using the flipped strategy are summarized along withsuggestions for how class could be changed in the future to make even more effective use ofclass time and enhance student learning.1. BackgroundAt the University of San Diego (USD), all engineers are required to take either ISYE 330Engineering Probability & Statistics or another course in probability and statistics in theMathematics Department. The majority of the students take ISYE 330. ISYE 330 is a standardintroductory statistics class based on the text Applied Statistics and Probability for Engineers1.The class is designed to introduce probability distributions, descriptive statistics, confidenceintervals and hypothesis tests to engineers of

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Letitia M. Pohl, University of Arkansas; Edward A. Pohl, University of Arkansas

Tagged Divisions

Industrial Engineering

senior level managers in a variety of industrial sectors (transportation, retail,manufacturing, etc.). The program is designed to equip students with leadership and managementskills, as well as analytical and problem solving skills that are aimed at making them bettermanagers of both work processes and people.Putting students first ensures all students of any ethnicity and gender have equal chances foreducational success. Online, live and hybrid classroom options allow students the flexibility tolearn at their convenience and in their own setting. The OM student body is one of the mostdiverse on campus. Table 1 highlights the race/ethnicity breakdown of our students by year foracademic years 2009-2011. High minority and female percentages are

Conference Session

Industrial Engineering Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew A Carr USN, U.S. Naval Academy

Tagged Divisions

Industrial Engineering

. Knowing whatone was buying or trading for and how much of it was expected in the transaction weresignificant issues. Among ancient texts that address the topic, the Laws of Moses from thesecond millennium B.C. includes, “You must have accurate and honest weights and measures,so that you may live long in the land the Lord your God is giving you. For the Lord your Goddetests anyone who does these things, anyone who deals dishonestly.”1 The issue of weights andmeasures has existed for a long time.At the time of American Independence, the weights and measures in common use werepractically all of English origin, but not necessarily uniform.2 The basic units existed in thequantities that are familiar today. Although there were (and continue to be

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

. Page 24.1015.1 c American Society for Engineering Education, 2014 Project Management Learning Takes FlightIntroductionProject management is a threshold concept in engineering education, meaning that it istransformative, integrative, and often troublesome for learners[1]. For these reasons, it should bedeveloped with deep versus surface learning opportunities[2]. The question is: how? Whatpurposeful conditions and contexts can educators create to help students learn projectmanagement, and how can it be introduced on a small scale for iterative development?These questions are explored in this paper with a student-centered, experiential learning projectmanagement workshop that has been developed

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

learner. To Rogers, experiential learning is equivalent topersonal change and growth and affirms that learning is facilitated when: (1) the studentparticipates completely in the learning process and has control over its nature and direction, (2) itis primarily based upon direct confrontation with practical, social, personal or research problems,and (3) self-evaluation is the principal method of assessing progress or success1. David Kolb(1939) described experiential learning as an integrative process of concrete experience, reflectiveobservation, abstract conceptualization, and active experimentation. In summary, Experientiallearning theory defines learning as "the process whereby knowledge is created through thetransformation of experience

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

questions, students were asked to indicate their reasons for pursuing anindustrial engineering degree. They were first asked to select all applicable reasons from a set offive choices (see Figure 1), with the opportunity to specify ‘other’ for reasons not on the list.Students were then asked to select the one top reason that they chose to major in industrialengineering from the same list of options. Figure 1. Survey Options: Reasons for Choosing Industrial Engineering Major  I knew someone who had majored in IE.  I thought that becoming an IE would provide job security.  The starting salary of an IE was attractive.  I thought that becoming an IE would help me make positive