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Session 2257

Assessing an Industry-Based IE Senior Design Course Manuel D. Rossetti, Ph.D. P. E., C. Richard Cassady, Ph.D., Kellie Schneider University of Arkansas

Abstract

This paper presents an example for assessing course performance and ABET outcomes for an industry-based industrial engineering senior design course. To provide context for the assessment process, we first describe our current senior design course and its relationship to departmental ABET objectives and outcomes. The structure and operating parameters of the course are presented because the assessment process is built into how the course is taught. Finally, we discuss the process by which the outcomes data are collected and presented. An example of the assessment is given to assist other industrial engineering departments wishing to assess ABET outcomes related to senior design.

Introduction

One of the two program criteria specified for ABET accreditation of industrial engineering programs by the Institute of Industrial Engineers is:

“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 the integration of systems using appropriate analytical, computational and experimental practices.”

The criteria for ABET2000 accreditation emphasize continuous quality improvement 3 . Tooley and Hall believe that capstone design courses are one of the most effective ways for engineering departments to meet specific ABET criteria 7 . They have developed such a course for the Civil Engineering Department at the University of Arkansas. Within this course, the civil engineering students “don’t really meet the client and their plans and specs are not used for bidding purposes.” 7 Deleveaux and Rudd describe an industry-based senior capstone course within the Penn State University’s Department of Industrial and Manufacturing Engineering 2 . In this course, students are exposed to uncertainties such as change in problem parameters, insufficient data, lack of clarity about the customer or sponsor’s needs, and discovering corrupt data. The students involved in the project must describe their qualifications and justify being awarded their first choice of the projects. The students provide industry sponsors deliverables such as recommendations, models, designs, hardware, and/or software. Grading of the projects is based on team accomplishment, peer evaluation, written reports, and an industry sponsor evaluation of team performance. This paper discusses the structure, operation, and assessment of the senior level Industrial Engineering Design Course within the Department of Industrial Engineering at the University of Arkansas. We present our process for executing the course including

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education”

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Rossetti, M., & Scheider, K., & Cassady, R. (2002, June), Assessing An Industry Based Ie Senior Design Course Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11284