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Using Industry-Accepted M anagement and Planning Tools in Teaching Engineering Analysis

Dr. Charles R. Glagola, P.E. University of Florida, Department of Civil & Coastal Engineering

ABSTRACT

In conjunction with the implementation of the continuous improvement process by many US industries, a number of analysis methods or tools have been developed and successfully applied to engineering systems analysis. These management tools and methods used by industry present a very important opportunity for application in teaching analysis in both undergraduate and graduate engineering curricula.

Historically, students of engineering have been grounded in the scientific method as the accepted approach to addressing problems, not only in the basic sciences of physics and chemistry, but also in their engineering courses. This study shows how the management and planning tools used successfully by industry can be applied to analysis of engineering problems in the classroom as a complement to traditional approaches. By applying these analysis tools, engineering students can become more proficient in addressing the higher levels of engineering learning that encompass engineering systems as well as engineered components. This paper presents the results of the application of these management and planning tools in engineering classes and their affect in providing students with a more clear understanding of the practice of engineering by addressing the system rather than just the components of the system.

INTRODUCTION

Background and Analysis

Engineers working in industry have found that analysis can be quite different in practice than they became use to during their engineering education. Analysis ordinarily followed the “scientific method” that was instilled in high school on through the basic sciences of chemistry and physics required for engineering students. This analysis process served the students well when addressing individual problems, but much of the way engineering was taught in the past did not address the complicated interactions between processes. This, especially, when human factors were a required part of the process and had to be considered in an analysis approach. Basically, a “systems approach” was missing and was learned on the job by engineering graduates. Because of this deficiency in addressing systems and processes in engineering education, companies began to find methods which could be used by their engineers in putting together their technical skills with a vision of the complicated sequence of design and implementation necessary to produce the desired result.

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

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Glagola, C. (2002, June), Using Industry Accepted Management And Planning Tools In Teaching Engineering Analysis Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10698