Asee peer logo

An Integration Approach To Industrial Engineering Curriculum Design

Download Paper |

Conference

1996 Annual Conference

Location

Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996

ISSN

2153-5965

Page Count

8

Page Numbers

1.74.1 - 1.74.8

Permanent URL

https://peer.asee.org/6128

Download Count

37

Request a correction

Paper Authors

author page

John E. Shea

author page

Thomas M. West

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3257

An Integration Approach to Industrial Engineering Curriculum Design

John E. Shea, Tom M. West Oregon State University

INTRODUCTION

Engineering curricula at most major research universities are driven, in part, by research and technology. Research directions are often defined by funding agencies and major corporations. Faculty learn, develop, and apply the technologies necessary to obtain external funding. This knowledge, combined with individual interests, eventually impacts the content and structure of the curricula. The advantages of this approach are that the technical components of the curriculum are continually updated, and, in many cases, additional instructional laboratory equipment is available following completion of research activity.

However, technical knowledge is only one of the factors to be considered when designing an engineering curriculum. First, the curriculum must satisfy university, college, ABET, and course sequence requirements. In addition, the curriculum must be designed such that graduates possess the knowledge and skills needed for success in the industrial sector, where the majority of graduates are employed.

The process of designing a curriculum is similar to engineering design with requirements that must be met, and objectives that must be optimized. From this came the idea for developing a linear, additive, multi- objective model that identifies the objectives that must be considered when designing a curriculum, and contains the mathematical relationships necessary to quantify the value of a specific curriculum. This paper presents the details of this curriculum evaluation model including the objectives, the mathematical equation for each objective, and the incorporation of these values into a computer program. The model can be used in the evaluation of various curricula alternatives, and to conduct sensitivity analysis to better understand their differences.

OBJECTIVES OF THE MULTI-OBJECTIVE MODEL

The first step in the process of developing a multi-objective model was the collection of data to determine the knowledge and skill set that Industrial and Manufacturing Engineering (IME) graduates need to possess. This was accomplished by the development and mailing of a twelve page questionnaire to a random

1996 ASEE Annual Conference Proceedings

Shea, J. E., & West, T. M. (1996, June), An Integration Approach To Industrial Engineering Curriculum Design Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/6128

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1996 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015