A Conceptual Model For Integrating And Synthesizing The Industrial Engineering Curriculum (original) (raw)
Related papers
2005 Annual Conference Proceedings
The Department of Industrial Engineering at the University of Pittsburgh is addressing an important issue-how to develop a comprehensive, integrated curriculum that (1) is pedagogically sound, (2) thoroughly prepares graduating engineering students for industrial practice and graduate school, and (3) trains students to readily recognize and apply their engineering background to solve unstructured problems, both locally and beyond US borders. Beginning in September 2003 we embarked on an innovative approach to curriculum reform that contains four overarching objectives, namely (1) the integration of concepts across the curriculum; (2) teaching students to synthesize different concepts to solve unstructured problems; (3) providing problem solving methods and strategies within a societal framework that allows for their application within a local as well as a global context; and (4) creating a portable development methodology that can be readily adapted to other engineering disciplines. This paper reports on the development and implementation of a new course IE 1091-Unstructured Problem Solving that was piloted in the Summer 2004 Semester. Faculty and student assessment of the course are reported and analyzed at three distinct periods-during the course, immediately upon completion of the course, and six months after completion of the course.
Integrating knowledge across the engineering curriculum
1999
Graduating engineers are expected to have obtained an understanding of their discipline by the time they graduate. Although the body of knowledge representing the discipline is actually an integrated whole, the students have learned these concepts, by necessity, in separate courses. The hope is that students will integrate the concepts learned in these separate courses into an integrated understanding of the discipline. If this integration does not happen, the result can be an impoverished understanding of the concepts and an inability to use concepts on demand. At the Center for Engineering Learning and Teaching, we are developing an innovative program to respond to these issues. The goal of the program is to help students 1) identify concepts of the discipline they are learning, 2) link these concepts into an integrated understanding of the discipline, 3) determine which concepts represent the core of the discipline, and 4) communicate this understanding to themselves and others. In a pilot version of the program to be completed in the fall of 1999, we will work with Civil and Environmental Engineering students as they develop concept maps and web pages to accomplish these goals. In this paper, we describe the theoretical and practical motivations for the program, identify the principles guiding the design of the program, and sketch out a possible implementation.
Reviewing engineering curricula to meet industrial and societal needs
2014 International Conference on Interactive Collaborative Learning (ICL), 2014
The present state of engineering practices in our country has called for review of engineering curricula to make it more proactive and relevant to the industrial and societal needs. It is imperative that students be shown the difference between studying engineering and becoming an engineer. There is need for strong industrial interaction in our education for the students to know the types of problems engineers face, the concepts, processes, and tools they use to solve those problems, and the personal and professional attributes essential to be a team player in solving engineering problems. An attempt was made to evaluate all this variables in this paper.
Going beyond traditional approaches on industrial engineering education
2020 IEEE Frontiers in Education Conference (FIE), 2020
This Research-to-Practice full paper refers to academic perspectives on educational innovation for industrial engineering education. Two common views prevail in educational innovation that turn into different results. One view refers to the use of pedagogical approaches to improve in-classroom students’ learning. This is an operational perspective about teaching activities, instructional facilitation and the use of academic resources. The second view refers to educational value creation for students, educational partners, society and to improve the academic positioning of universities. However, both views complement each other and can articulate a holistic approach on educational innovation. To proceed in this direction, this work unfolds in three parts. First, a literature review illustrates the differences between the two complementary views. Second, a conceptual framework is provided to connect the two perspectives and guide further educational innovation efforts. Third, a descri...
Philosophies and pedagogies that shape an integrated engineering programme
Higher Education Pedagogies
Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students' knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students' education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches.
Engineering education: Innovation through integration
… of Engineering Education, 1993
The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.
International Journal of Academic Research in Progressive Education & Development, 2018
The Malaysia Higher Education sector has experienced major growth in the 60 years since its independence. In order for Malaysia to keep up with the increasingly challenging and competitive global economy, higher education must be sustainably transformed. One of the key shifts highlighted in the Malaysia Higher Education Blueprint 2015-2025 is through empowering Technology, Vocational, Education and Training (TVET) programmes. Although the graduates from the Malaysian Technical University Network (MTUN) have shown significant achievements through the Graduate Employability rates, there are some pressing issues that still need to be addressed. The industry practitioners have raised concerns about graduates that does not meet employers’ expectations and is not well-prepared to enter the workforce. As part of the initiative to address the gap above, the Engineering Technology Infrastructure Program (ETIM) at Universiti Malaysia Pahang (UMP) has taken the effort to appoint the industry practitioners as its Undergraduate Final Year Project (FYP) co-supervisors. These industry co-supervisors plays an important role since the beginning of the course by providing real-life industry problems for the students to propose solutions. This method have seen tremendous improvement towards students’ soft skills such as problem-solving and decision-making. This helps the graduates to better prepare themselves upon entering the workforce and simultaneously fulfilling the industry needs in being exposed to real-life industry problems. The industry and academia should continuously work together to ensure that the courses and curriculum are current and in accordance to the requirements posed by the industry.
IIUM Engineering Education A Model
Advances in Natural and Applied Sciences, 2012
Several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, engineering is an integrative process and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. A change in intellectual culture, the roots of contemporary collegiate education currently are traced to their origin and attention is given to discussing the current emphasis on turning a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A system for baccalaureate engineering education is presented in terms of taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.
From Traditional to Applied:A Case Study in Industrial Engineering Curriculum
Proceedings of the 2013 International Conference on Advanced ICT, 2013
Applied Industrial Engineering is the application of management and technical skills for the design of new products, integration of production and/or information systems and the improvement of manufacturing processes. The purpose of this case study is to present the results of an initial research study conducted to identify the desired professional characteristics of an industrial engineer with an undergraduate degree and the emerging topic areas that should be incorporated into the curriculum to prepare industrial engineering (IE) graduates for the future workforce.
The three axes of engineering education
The goal of this paper is to encourage educators to recognize that engineering education is now comprised of three key axes: technical, professional and global skills. Just as research has shown that the incorporation of professional skills can strengthen students' technical skills, the expectation is that global skills can similarly enhance overall engineering curriculum outcomes. This paper makes two recommendations: (1) That proven methods used to incorporate professional skills into the curriculum be adapted to provide a baseline global education for all engineering students; and (2) That team-based study abroad programs be employed to provide internationally minded students with advanced global competency skills.