module 7: ise curriculum redesign process - puc-rio...t5.1: identify and apply appropriate...

1Eileen Van Aken, [email protected]

Module 7: ISE Curriculum Redesign Process

Background for ISE Curriculum

Virginia Tech’s ISE program has enjoyed a strong reputation and has been ranked in the top ten in the U.S. for almost 30 years

Data from graduates and employers provided strong evidence of the marketability of our graduates – many employers selected VT ISE as one of only a few industrial engineering programs from which to recruit

Students have reported high levels of satisfaction with the overall ISE program (based on our assessment data using survey questionnaires and focus groups)

So….. what was the problem?


Problems Students had reported overlap in some required

courses for a number of years, e.g.: 3 human factors engineering & ergonomics-related courses

(some years, depending on who was teaching the courses, the perceived overlap was significant)

ISE 2204 Manufacturing Processes lecture course and MSE 2034 Intro to MSE

Faculty (and students) reported dissatisfaction with the time required reviewing prerequisite material at the beginning of several courses (the biggest area was probability – sometimes 3 weeks of review)

There were areas in which faculty felt the curriculum had not kept pace with emerging IE trends and methods

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FALL FRESHMAN – 1ST SPRING FRESHMAN – 1STENGL 1105 English 1 3 ENGL 1106 English II 3CHEM 1035 Gen Chem for Engineers 3 PHYS 2305 Found of Physics I w/lab 4

CHEM 1045 Gen Chem Lab for Eng 1 MATH 1206 Calculus II 3

MATH 1114 Linear Algebra 2 MATH 1224 Vector Geometry 2MATH 1205 Calculus I 3 ENGE 1114 Exploration of Engr

Design 2

ENGE 1024 Engineering Exploration 2

Area 2 Elective (Liberal Arts) 3 Area 2 Elective (Liberal Arts) 3TOTAL 17 TOTAL 17

FALL SOPHOMORE – 2ND SPRING SOPHOMORE – 2NDPHYS 2306 Found of Physics II w/lab 4 MATH 2214 Diff Equations 3

MATH 2224 Multivariable Calculus 3 STAT 4105 Theoretical Statistics 3ISE 2014 Engineering Economy 2 ISE 2204 Mfg Processes 2ENGE 2314 Eng Prob Solving w/C++ 2 ISE 2214 Mfg Processes Lab 1

ENGE 2344 Computer-Aided Drafting 1 ISE 2404 Deterministic OperResearch

3

ESM 2104 Statics 3 ESM 2304 Dynamics 3MSE 2034 Materials Engineering 3

TOTAL 15 TOTAL 18


FALL JUNIOR – 3RD SPRING JUNIOR – 3RD

STAT 4706 Statistics for Engineers 3 ISE 3214 Facilities Plan & MatlHandl

3

ISE 3014 Work Meas & Meth Eng 3 ISE 3424 Discrete-Event Comp Sim 3

ISE 3414 Probabilistic OperResearch

3 ISE 3624 Industrial Ergonomics 3

ISE 3614 Intro to Human Factors 3 ISE 3024 Data Management for IEs 3

ECE 3054 Electrical Theory 3 Area 3 Elective (Liberal Arts) 3Area 6 Elective (Liberal Arts) 1 Free Elective 3

TOTAL 16 TOTAL 18FALL SENIOR – 4TH SPRING SENIOR – 4TH

ISE 4005 Proj Mgmt & System Design (“Senior Design I”)

3 ISE 4006 Proj Mgmt & System Design (“Senior Design II”)

2

ISE 4204 Prod Pln and Inv Control 3 ISE 4304 Global Issues in Ind Mgt 3

ISE 4404 Statistical Quality Control 3 ISE Technical Elective 3

Area 3 Elective (Liberal Arts) 3 Technical Electives 6

ISE Technical Elective 3 Free Elective 3

Technical Elective 3TOTAL 18 TOTAL 17

Total of 136 semester credits

Problems The BSISE required 136 credits - highest in VT’s COE

and one of the highest compared to other IE programs About 60% of students take more than four years to graduate

(often due to pursuing a “Minor”, internship, or study abroad – but the large number of credits often caused students to take one or two additional semesters to graduate)

It was unclear whether all required courses really needed to be required (vs. electives).

Faculty felt that students, despite having no problems being hired, lacked strength and rigor in important technical and professional capabilities

Our curriculum had not ever been designed/redesigned in a systematic way to our knowledge – UG Curriculum Redesign became one of five strategic initiatives


Opportunities

Exposed to spiral theory – a number of faculty were intrigued by this concept and wanted to try to apply it to our Curriculum Redesign effort

Although we did not have serious problems with the quality of our program (based on student learning, being hired, ranking, etc.), we wanted to be proactive in improving our curriculum.

Getting Started

Department Head convened an ad-hoc committee (Undergraduate Curriculum Redesign Committee, UCRC) Members included Dept Head, Assoc Dept Head & UPD, 3

Associate Professors, 1 Assistant Professor, 1 M.S. student (who received BS from VT ISE)

Committee began work in Spring 2011 and is still ongoing

Committee interfaces frequently with Undergraduate Program Committee (which has 2 members in common with UCRC)


Constraints and Requirements of the Redesign Process We cannot:

go above 136 credits - a goal is to reduce the total credits but no specific target was set

change the Freshman Year

change the Curriculum for Liberal Education (“General Education” requirements)

Decision was previously made to: transition the two required STAT courses into ISE courses

add a new ISE 2004 Intro to ISE course

Course offerings for our graduate programs will not be adversely affected

There must be transparency and many opportunities for input and buy-in from key stakeholders, particularly the full faculty

Virginia Tech Curriculum Requirements for General Education

All undergraduate degree programs at VT must satisfy the Curriculum for Liberal Education (CLE) requirements (these are our General Education requirements): Area 1 Writing and Discourse

*Area 2 Ideas, Cultural Traditions, Values

*Area 3 Society & Human Behavior

Area 4 Scientific Reasoning and Discovery

Area 5 Quantitative and Symbolic Reasoning

*Area 6 Creativity & Aesthetic Experience

Area 7 Critical Issues in a Global Context

* Satisfied through electives -- BSISE requirements satisfy Areas 1, 4, 5, and 7 through required courses (in-major and out-of-major)


Review current programChecksheetCourse syllabiProgram Outcomes

Review assessment datafrom current program

Quantitative and qualitative data

Benchmark other VTCOE Departments

Benchmark top 15 IE programs

Specific coursesTotal creditsMix of Rq vs. ElTypes of electives

UCRC Process


Some Take-Aways from Benchmarking

Some programs had distinct lack of engineering fundamental courses We did not want to do this

Some programs lacked required coursework across the sub-areas of IE We wanted to maintain breadth as a key strength and

differentiator for our UG students

All or most programs have certain courses (e.g., Engineering Economy course, senior capstone design course)

The number of credits required by other IE programs ranged from 117 to 129 – ours was by far the highest

Most programs had a higher proportion of elective credits than we did


Review current program

Current coursesFeedback from faculty & Advisory Board

ChecksheetCourse syllabiProgram Outcomes






Define/redefine requiredISE competencies

UCRC Process

See next slides and handout

Examples of CompetenciesT1: Plan, organize, and manage a project (e.g., engineering/product development projects, capital projects, and process improvement projects).

T1.1: Establish a project management plan encompassing schedule, resources, budget, tasks, etc.

T1.2: Identify and quantify project risks.

T1.3: Estimate project costs.

T1.4: Identify and allocate resources to projects.

T1.5: Define and use project performance measures to track project performance.

T1.6: Analyze project schedule and time-line using appropriate tools/methods (e.g., Work Breakdown Structure, Gantt chart, etc.).

T1.7: Identify the critical path/activities and critical resources.

T1.8: Identify and analyze cost/performance trade-offs.

T1.9: Apply tools/methods for risk management and robust project scheduling.


Examples of CompetenciesT3: Formulate and solve deterministic optimization problems.

T3.1: Formulate and solve multiple types of Linear Programming Problems (LPs) (e.g., resource allocation, etc.).

T3.2: Identify technical issues regarding LP solution methodologies (e.g., when should the Big M method be used?).

T3.3: Identify redundant constraints, infeasible solution spaces, unbounded solutions, etc., and apply methods that can be used to resolve such issues.

T3.4: Formulate the dual of the primal programming formulation.

T3.5: Perform sensitivity analysis and economic analysis using the concept of duality

T3.6: Use duality to bound the optimal solution value (e.g., through weak duality and strong duality theorems).

T3.7: Formulate basic network flow models (e.g., shortest path, maximum flow, minimum cost, minimal spanning tree) and identify algorithms to solve them.

Examples of Competencies

T4: Design and analyze manufacturing, service, and storage facilities.

T4.1: Describe different types of manufacturing systems and their advantages/disadvantages (e.g., job shop, flow shop, U-shaped lines).

T4.2: Analyze and (re)design the layout for a manufacturing, service, or storage (warehousing) facility.

T4.3: Establish the location for a new manufacturing, service, or storage facility.

T4.4: Design an appropriate material handling solution (automated and/or human) for a given set of items and manufacturing, service, or storage facility for improved flow, reduced inventory, etc.

T4.5: Design manufacturing, service, and storage facilities by applying lean manufacturing approaches and techniques.


Examples of CompetenciesT5: Design for the human with respect to products, services, and work systems.

T5.1: Identify and apply appropriate human-centered design (HCD) approach within a given work/design context.

T5.2: Utilize work sampling methods and metrics.

T5.3: Conduct a time study and be able to model and simulate a work process (e.g., using Flexsim or another VR platform).

T5.4: Design, analyze and improve work flows through process maps, spaghetti diagrams, component arrangement, etc.

T5.5: Measure and critically evaluate the quality of a workplace environment and identify implications in terms of user experience, performance, and injury risk.

T5.6: Conduct workplace assessment and evaluation in terms of safety and injury risk for both acute and chronic injuries/accidents.

Examples of CompetenciesP10: Define and apply concepts, tools, and practices to effectively work in, and lead, teams

P10.1: Provide constructive and professional feedback to peers in a team environment.

P10.2: Contribute effectively on a team, as a team member and/or team leader.

P10.3: Identify, manage and resolve conflicts.

P10.4: Define the roles and responsibilities within a team.

P10.5: Assign responsibilities and/or allocate tasks in order to best utilize team assets and compensate for team liabilities.

P10.6: Apply teamwork concepts and tools to facilitate team activities and processes (e.g., project planning, brainstorming, problem solving, report writing, etc.).

P10.7: Define challenges of working in cross-functional teams.

P10.8: Define challenges of working in virtual team environments (i.e., non co-located team members).


Examples of Competencies

P11: Demonstrate independent learning skills.P11.1: Obtain knowledge resources for a defined topic through library/internet searches.

P11.2: Analyze knowledge resources for relevance, importance, and applicability to a project context.

P11.3: Synthesize research findings from multiple sources and apply to a problem/project context.

P11.4: Identify differences in quality and rigor between different types of knowledge resources and define the value of the peer review process in knowledge resources.

Faculty Responses to Competency Survey

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1 611 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96 10

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% stating should be REQUIRED

Competency




Iterative bottom-up and top-down design approach








Define high-levelChecksheet

Define spiral themes

UCRC Process

Spiral Learning Themes

Problem Solving

Design

Ethics

Systems Thinking

Global Competence

Leadership













Map competencies tocourses


UCRC Process

Mapping Competencies to Courses


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FALL FRESHMAN – 1ST SPRING FRESHMAN – 1STENGL 1105 English 1 3 ENGL 1106 English II 3CHEM 1035 Gen Chem for Engineers 3 PHYS 2305 Found of Physics I w/lab 4

CHEM 1045 Gen Chem Lab for Eng 1 MATH 1206 Calculus II 3MATH 1114 Linear Algebra 2 MATH 1224 Vector Geometry 2MATH 1205 Calculus I 3 ENGE 1114 Exploration of Engr Design 2ENGE 1024 Engineering Exploration 2Elective 3 Elective 3

TOTAL 17 TOTAL 17FALL SOPHOMORE – 2ND SPRING SOPHOMORE – 2ND

PHYS 2306 Found of Physics II w/lab 4 MATH 2214 Diff Equations 3MATH 2224 Multivariable Calculus 3 ISE 2xxx Probability for IE’s (now ISE) 3ISE 2014 Engineering Economy 2 ISE 2204 Mfg Processes 3ENGE 2314 Eng Prob Solving w/C++ or CS 1044

2 ISE 2214 Mfg Processes Lab 1

ENGE 2344 Computer-Aided Drafting 1 ISE 2404 DOR I 3

ESM 2104 Statics 3 ESM 2304 Dynamics 3ISE 2214 Mfg Processes Lab (moved) 1 MSE 2034 Materials Engineering 3ISE 2004 Intro to ISE (new)

2ISE 2xxx Data Mgt for IEs (moved and revised)

3

TOTAL 17 TOTAL 18

New Checksheet – Year 1 and 2

FALL JUNIOR – 3RD SPRING JUNIOR – 3RD

ISE 3xxx Statistics for IE’s (now ISE) 3 ISE 3214 Facility Logistics (revised) 3

ISE 3014 Work Meas & Meth Eng 3 ISE 3424 Discrete-Event Comp Sim(revised)

3

ISE 3414 POR 3 ISE 3624 Human Factors II (revised) 3

ISE 3xxx DOR II (new) 3 ISE 3024 Data Management for IEs 3

ISE 3614 Human Factors I (revised) 3 ISE 3xxx Prod Pln and Inv Control (moved and revised)

3

ECE 3054 Electrical Theory or ME 3124 Thermodynamics

3 ISE 3xxx Statistical Quality Control (moved and revised)

3

Elective 3TOTAL 18 TOTAL 15

FALL SENIOR – 4TH SPRING SENIOR – 4TH

ISE 4005 Proj Mgmt & System Design (“Senior Design I”) (revised)

3 ISE 4006 Proj Mgmt & System Design (“Senior Design II”) (revised)

2

ISE 4204 Prod Pln and Inv Control 3 ISE 4304 Global Issues in Ind Mgt 3

ISE 4404 Statistical Quality Control 3 Electives 12

ISE 4214 Lean Manufacturing (new –currently Elective)

3

Electives 10

TOTAL 16 TOTAL 14Total of 132 semester credits

New Checksheet – Year 3 and 4













Map competencies tocourses


Create/revise coursesyllabi

Submit Checksheet andcourse syllabi for

University approval

Revise assessmentmeasures

UCRC Process

Where Are We Going Next?

Obtain additional student and Advisory Board feedback

Finalize competency mapping to courses, spiral themes, and course syllabi

Obtain final approval from full faculty

Submit for university approval

Redesign assessment system accordingly


Small Group Exercise to Apply Spiral Curriculum Concept

module 7: ise curriculum redesign process - puc-rio...t5.1: identify and apply appropriate...

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