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Technology Enabled Support Modules For Engineering Management

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

EMD Curriculum Design

Tagged Division

Engineering Management

Page Count


Page Numbers

12.1381.1 - 12.1381.14



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Paper Authors


Stuart Kellogg South Dakota School of Mines and Technology

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Stuart D. Kellogg, Ph.D., Dr. Kellogg is a Professor of Industrial Engineering at the South Dakota School of Mines & Technology where he currently serves as coordinator of the Industrial Engineering and Technology Management programs. In addition to pedagogical issues related to engineering education, his research interests include applied and numerical probability models in the industrial environment. He has published works Mathematics and Computers in Simulation, Proceedings of IIE Research Conference, Quality Engineering, and Proceedings of the Joint Statistical Meetings. Dr. Kellogg is a member of the Institute of Industrial Engineers and the American Society for Engineering Education.

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

Technology Enabled Support Modules for Engineering Management


A common problem with the Carnegie unit of instruction is that it tends to promote the concept that engineering management tools are isolated units of instruction. Consequently, students often fail to see the connections between these tools and the applications within the disciplines. As a mechanism for promoting just-in-time review and supplemental instructional support, the industrial engineering department embarked on a long term project to provide online self- correcting modules in the areas of finance, entrepreneurship, economic valuation, and management science tools. This paper discusses a strategy for designing web-based tutorials that can help provide an element of scaffolding necessary for a developmental approach while simultaneously addressing alternative learning styles. Tutorial examples along with preliminary assessment results are provided.


Calls for greater accountability in higher education are more strident than ever. Although stated in a variety of formats, these calls may almost always be couched within two distinct but overlapping developmental models. The first centers on the requirement to better engage an increasingly diverse learning community and the second is to develop better thinking skills. It is in the second area that a preponderance of research evidence suggests that universities fall woefully short. On a 7 point reflective judgment scale1, students enter a university around level 3.5 and matriculate with an average score of 3.8 - well below the theoretical optimum offered by brain research and that level desired by industry.

To address these concerns, the Industrial Engineering program at SDSM&T has embarked on a long-term effort to reshape the existing curricular components by building developmentally appropriate integrative threads throughout the undergraduate curriculum. Curricular elements of the threads include technology enabled learning, service learning, business plans, and enterprise team projects. Using the Steps for Better Thinking Model2 as the developmental umbrella, all curricular elements are strategically placed within the curriculum to provide both an integrative thread between the major components as well as a developmental thread for improving complex thinking skills. The primary role of the technology enabled support modules is to provide the foundational scaffolding necessary to develop more complex reasoning while simultaneously attempting to address alternative learning styles. To develop this more fully, it is first necessary to understand the developmental model adopted by the industrial engineering faculty.

Kellogg, S. (2007, June), Technology Enabled Support Modules For Engineering Management Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1702

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