Asee peer logo

Industrial Engineering Technology Curriculum Remapping

Download Paper |


2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Curriculum and New Course Development in ET

Tagged Division

Engineering Technology

Page Count


Page Numbers

26.956.1 - 26.956.10



Permanent URL

Download Count


Request a correction

Paper Authors


Ali Ahmad Northwestern State University

visit author page

Ali Ahmad is the Head of the Engineering Technology Department at Northwestern State University of Louisiana. He received a B.Sc. degree in Industrial Engineering from the University of Jordan (Amman, Jordan; with Highest Distinction) and a M.Sc. and Ph.D. in Industrial Engineering from the University of Central Florida (Orlando, Fl, USA). He has diverse expertise in human-computer interaction, quality engineering, and simulating human-machine systems. He previously worked on projects related to transfer of training in advanced human-machine systems, usability evaluation of everyday products and services, and research in multimodal systems and virtual environments. His current research interests include virtual reality applications in manufacturing, multimodal interaction design, audio interfaces, advanced usability evaluation techniques, simulating complex human-machine systems, and advanced application of statistical techniques. Dr. Ahmad is a Certified Simulation Analyst and a Certified Six Sigma Black Belt.

visit author page

Download Paper |


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.

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

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: © 2015 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