Ahmad, A. (2015, June), Industrial Engineering Technology Curriculum Remapping  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24293

\bibitem{asee_peer_24293}
  Ahmad, A. (2015, June), \emph{Industrial Engineering Technology Curriculum Remapping}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24293

Ali Ahmad.  "Industrial Engineering Technology Curriculum Remapping".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24293 Internet.  24 Jan, 2025

\bibitem{asee_peer_24293}
  Ali Ahmad.
  "Industrial Engineering Technology Curriculum Remapping".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24293 Internet.  24 Jan, 2025

@INPROCEEDINGS{asee_peer_24293
author = "Ali Ahmad"
title = "Industrial Engineering Technology Curriculum Remapping"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24293}
number = {10.18260/p.24293}
}

TY  - CPAPER
AB  -            Industrial Engineering Technology Curriculum RemappingIndustrial Engineering Technology curriculum generally provides wide spread knowledge inproblem solving, management of resources, and process planning. Manufacturing is importantand has great impact on economic development. Thus, it is imperative to prepare graduates ofengineering technology programs for careers in the manufacturing field. This paper discusses theremapping of a typical industrial engineering curriculum to align it with the four pillars ofmanufacturing knowledge. It starts by identifying the building blocks of manufacturingknowledge, discussing the existing courses in a typical industrial engineering program,conducting a gap analysis, and identifying changes to curriculum.The four pillars of manufacturing knowledge include foundations in Mathematics and Science,Personal Effectiveness, Engineering Sciences, Materials, Manufacturing Processes, ProductDesign, Process Design, Equipment/Tool Design, Production System Design, AutomatedSystems and Control, Quality and Continuous Improvement, and Manufacturing Management.A typical industrial engineering technology curriculum has courses in Dimensional Analysis,Drafting, Occupational Safety, Machining, Materials, Statics, Fluid Power, Motion and TimeStudy, Material Handling, Engineering Economics, Facilities Planning, and Quality Control,among other topics.A case study approach is used to take the courses of a typical industrial engineering program,and develop an as-is curriculum map. After that, a gap analysis is performed against the pillars ofmanufacturing knowledge as identified by the society of manufacturing engineering. The gapanalysis is used to suggest modifications to industrial engineering technology curriculumincluding addition of courses and/or modifying existing course contents. In addition, the casestudy discusses the importance of aligning the program content with local industry needs.Overall, the case study approach will result in a structured approach for curriculum analysis. Thepaper concludes with a revised curriculum that maps Industrial Engineering Technology to thefour pillars of manufacturing knowledge.
AU  - Ali Ahmad
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Industrial Engineering Technology Curriculum Remapping
UR  - https://peer.asee.org/24293
DO  - 10.18260/p.24293
ER  -