Academic Assessment and Continuous Improvement Plan

Industrial Engineering Assessment and Continuous Improvement Plan v 1.0 July 29, 2002 1/45

Academic Assessment and Continuous Improvement Plan

Industrial Engineering Program Western New England College

1215 Wilbraham Road Springfield, MA 01119

Industrial Engineering Assessment and Continuous Improvement Plan v 1.0 2/45 July 29, 2002

Table of Contents

Academic Assessment and Continuous Improvement Plan............................................................ 1 1 Introduction............................................................................................................................. 4 2 Improvement Process Timetable............................................................................................. 6 3 Industrial and Manufacturing Engineering Department Strategic Plan.................................. 7

3.1 Vision.............................................................................................................................. 7 3.2 Mission............................................................................................................................ 7 3.3 Objectives ....................................................................................................................... 7 3.4 Program outcomes .......................................................................................................... 8 3.5 Department Success ........................................................................................................ 8

3.5.1 Five-Year Plan ........................................................................................................ 8 4 Assessment Devices.............................................................................................................. 10

4.1 Surveys.......................................................................................................................... 10 4.2 Course Notebooks......................................................................................................... 11 4.3 Outcome Notebooks...................................................................................................... 11 4.4 Senior Project Reports and Presentations ..................................................................... 12 4.5 Student Activities.......................................................................................................... 13 4.6 Co-op and Internship Interviews................................................................................... 13 4.7 Faculty Leadership Criteria........................................................................................... 14

5 Criterion 1: Students ............................................................................................................. 15 5.1 Graduation Requirements: ............................................................................................ 15 5.2 Advising........................................................................................................................ 15 5.3 Course Substitutions ..................................................................................................... 15 5.4 Transfer Credit .............................................................................................................. 15

6 Criteria 2 and 3: Program Educational Objectives and Outcomes, and Assessment............ 16 6.1 Constituents and Their Responsibilities........................................................................ 17

6.1.1 List of Constituents ............................................................................................... 17 6.1.2 Representatives of Constituents............................................................................ 17

6.2 Process for Generating and Maintaining Program Objectives and Outcomes.............. 17 6.2.1 Plan for Maintenance of Program Objectives and Outcomes............................... 21

6.3 History of the Department Mission, Program Objectives and Course Level Objectives and Outcomes............................................................................................................................ 21

7 Criterion 4: Professional Component.................................................................................... 22 7.1 Capstone Design ........................................................................................................... 22 7.2 At least 1 year of college level mathematics and basic science with experimental experience ................................................................................................................................. 22 7.3 At least 1 ½ years of engineering topics, consisting of engineering sciences and engineering design appropriate to field of study....................................................................... 22 7.4 General education component....................................................................................... 23

8 Criterion 5: Faculty ............................................................................................................... 23 9 Criterion 6: Facilities ............................................................................................................ 24 10 Criteria 7: Institutional Support and Financial Resources ................................................ 24 11 Criteria 8: Program Criteria .............................................................................................. 24 Appendix 1: Surveys Used............................................................................................................ 25 Appendix 2: Course Substitution and Transfer Forms ................................................................. 34


Appendix 2: Course Substitution and Transfer Forms ................................................................. 34 Appendix 3: Advisory Board ........................................................................................................ 37 Appendix 4: Course Outcomes ..................................................................................................... 38

IE 428........................................................................................................................................ 38 IE 427........................................................................................................................................ 38 IE 420........................................................................................................................................ 38 IE 334........................................................................................................................................ 38 IE 328........................................................................................................................................ 38 IE 326........................................................................................................................................ 39 IE 318........................................................................................................................................ 39 IE 315........................................................................................................................................ 39 IE 314........................................................................................................................................ 39 IE 312........................................................................................................................................ 39 IE 308........................................................................................................................................ 40 IE 440........................................................................................................................................ 40 IE 439........................................................................................................................................ 40 IE 410........................................................................................................................................ 40 IE 422........................................................................................................................................ 40 IE 424........................................................................................................................................ 41 IE 414........................................................................................................................................ 41 ENGL 132................................................................................................................................. 41 ENGR 102................................................................................................................................. 41 ENGR 103................................................................................................................................. 41 MATH 133................................................................................................................................ 41 PHYS 133 ................................................................................................................................. 41 ENGL 133................................................................................................................................. 42 ENGR 110................................................................................................................................. 42 MATH 134................................................................................................................................ 42 ME 106...................................................................................................................................... 42 PHYS 134 ................................................................................................................................. 42 CHEM 105 and CHEM 105L ................................................................................................... 42 EC 205 ...................................................................................................................................... 43 EE 205....................................................................................................................................... 43 MATH 235................................................................................................................................ 43 ME 203...................................................................................................................................... 43 ACCT 201................................................................................................................................. 44 ENGR 205................................................................................................................................. 44 MATH 236................................................................................................................................ 44 ENGR 212................................................................................................................................. 44 ME 309...................................................................................................................................... 44 ME 208...................................................................................................................................... 45 ME 312...................................................................................................................................... 45


1 Introduction This document represents the current continuous improvement process for the undergraduate program in Industrial Engineering at Western New England College. It is a change from the previous process which included measurement techniques such as course notebooks, interviews, senior projects, instructor self-course assessment and exit surveys. It is the judgment of the Industrial Engineering Program that the plan contained herein is more comprehensive and will lead to accreditation by Accreditation Board for Engineering and Technology (ABET) under the ABET 2000 criteria. The plan consists of a multi-loop continuous improvement process. The process involves collecting and providing information, querying constituents, and implementing feedback from our: academic advisory board, employers, alumni, students and faculty. Although, the faculty are only one constituent in the plan it is up to the faculty and department chair to diligently collect and document information and feed that input into the process. The department chair compiles all the information collected as the process continues so as to provide a chronological documentation of process progress. Table 1.1 shows an overview of how the program educational objective and program outcomes will be assessed. This document is divided into sections consisting of the improvement process timetable, department strategic plan, and the components of the plan referenced to the ABET 2000 Criteria. The assessment devices are presented early in the document since they represent the bulk of the effort that will need to be done in-order to asses the program education objectives and program outcomes. This document is intended illustrate the new process by which the Industrial Engineering Program at Western New England College will follow in pursuit of continuous improvement efforts. As we are a small department (4 full time faculty), the entire faculty of the program have developed this process and plan to move toward full adoption starting in August 2002.


Table 1.1: Assessment Device vs. Program Objectives and Outcomes

Program Objectives and Outcomes vs

Evaluation Device/Method

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educate student engineers with the combination of broad knowledge and critical thinking, and provide ‘real-world’ learning experiences beyond the classroom or laboratory; x x x x graduate engineers who are individually successful and will be contributors to their profession; x x x graduate highly qualified industrial and manufacturing engineers: individuals with excellent problem-solving, technical, ethical, teamwork, and managerial skills; x x x x x x

contribute to the advancement of the industrial engineering profession through student and faculty leadership and enhance the overall reputation of the School of Engineering and Western New England College; x x x

provide service to the School of Engineering: including: course offerings at the undergraduate level, instruction of common core School courses and be a productive member of School and College initiatives; x x

an ability to apply knowledge of mathematics, science, and engineering x x x x x x

an ability to design and conduct experiments, as well as to analyze and interpret data x x x x

an ability to design a system, component, or process to meet desired needs x x x x

an ability to function on multi-disciplinary teams x x x x

an ability to identify, formulate, and solve engineering problems x x x x

an understanding of professional and ethical responsibility x x x x x x

an ability to communicate effectively x x x x x x the broad education necessary to understand the impact of engineering solutions in a global and societal context x x x x x

a recognition of the need for, and the ability to engage in life-long learning x x

a knowledge of contemporary issues x x x an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice x x x x x an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy x x x x x x

an ability to design and improve a safe and productive work environment x x x an ability to code and utilize programming languages and software relevant to industrial engineering x x x x


2 Improvement Process Timetable Table 2.1 presents due dates for the process until May of 2004. It is anticipated that as the process continues items, their content, and their associated due dates will adjust accordingly. Table 2.1: Continuous Improvement Process Timetable of Events

Date Description Complete Responsibility 9-01 Review Strategic Plan, and Program Objective Yes DC1, FC 10-01 Form Advisory Committee from Constituents and query them for input on Strategic Plan,

Objectives and Current Curriculum Yes DC, FC

04-02 Present Educational Objective to Advisory Committee and receive feedback Yes DC, FC 05-02 Implement Educational Objective, and Curricular Changes suggested by Committee Yes DC, FC 05-02 Collect Senior Project Reports and Conduct Senior Exit Surveys No DC, FC 8-02 Complete Comprehensive Plan and begin Implementation of Continuous Improvement

Plan Yes DC, FC

9-02 Conference call with Advisory Committee (process explanation and there role), review program objective

DC

12-02 Conduct Employer Survey2 DC 12-02 Collect Outcome Notebooks for IE Courses FC 12-02 Conduct Internship/Co-op Interview DC 12-02 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC 3-03 Conduct Junior Preparedness Survey DC 4-03 Conduct Alumni 1 Survey DC 4-03 Conduct Alumni 2 Survey2 DC 5-03 Compile Student Activities Matrix, Compile Faculty Leadership Criteria DC, FC 5-03 Collect Course Notebooks3 DC, SC 5-03 Collect Outcome Notebooks for IE Courses FC 5-03 Conduct Internship/Co-op Interview DC 5-03 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC 5-03 Meet as a Faculty, Review Information, and Suggest Improvements to the Process, and

its components. DC, FC

5-03 Communicate Feedback Information and Suggested Improvements to the Advisory Committee and Query them for Suggestions

DC

6-03 Implement Improvements to Program and to the Process and to the Stat. Plan DC, FC 9-03 Conference call with Advisory Committee (update of implementations and query of new

ideas and suggestions) DC

12-03 Collect Outcome Notebooks for IE Courses FC 12-03 Conduct Internship/Co-op Interview DC 12-03 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC 12-03 Collect Course Notebooks DC, SC 3-04 Conduct Junior Preparedness Survey DC 4-04 Conduct Alumni 1 Survey DC 5-04 Compile Student Activities Matrix, Compile Faculty Leadership Criteria DC, FC 5-04 Collect Outcome Notebooks for IE Courses FC 5-04 Conduct Internship/Co-op Interview DC 5-04 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC 5-04 Meet as a Faculty, Review Information, and Suggest Improvements to the Process, and

its components. DC, FC

5-04 Communicate Feedback Information and Suggested Improvements to the Advisory Committee and Query them for Suggestions

DC

6-04 Implement Improvements to Program and to the Process and to the Stat. Plan DC, FC

1 DC – Footnote; FC – Faculty; SC – School of Engineering Accreditation Committee 2 Next Survey in 12/05 3 Collection will also occur in 12/03, then next collection cycle will not start until 5/06


3 Industrial and Manufacturing Engineering Department Strategic Plan

3.1 Vision Industrial and Manufacturing Engineering (IME) at Western New England College will be a regional and national leader in communicating engineering knowledge and innovation associated with designing, operating and improving processes for producing and delivering products and services. Industrial and Manufacturing Engineering will educate the utilization of resources, including people, equipment, capital, materials, information and energy. This will be accomplished by the use of classroom, and laboratory instruction supplemented by repeated exposure to actual industrial projects in “learning beyond the classroom” opportunities. 3.2 Mission As a strategic partner in alliance with the mission of the College, we strive to educate engineers who have the ability to help their organizations make the most effective use of resources, including people, equipment, capital, materials, information and energy. Our graduates will enable their organization to be productive, flexible, and customer oriented. They will apply engineering skills to design effective systems and to devise procedures with which to operate these systems. And, they will continuously strive to improve both themselves through continuous education, and their organizations through avoidance and elimination of harmful or wasteful practices. Specifically, IME seeks to:

1. educate engineers who will be successful in their professional careers;

2. provide selected research and services to industry and government to meet their specific needs;

3. contribute to the advancement of the IE profession through faculty leadership and;

4. enhance the overall reputation of the School of Engineering and Western New England College.

3.3 Objectives Industrial and Manufacturing Engineering’s objectives are to:

1. educate student engineers with the combination of broad knowledge and critical thinking, and provide ‘real-world’ learning experiences beyond the classroom or laboratory;

2. graduate engineers who are individually successful and will be contributors to their profession;

3. graduate highly qualified industrial and manufacturing engineers: individuals with excellent problem-solving, technical, ethical, teamwork, and managerial skills;

4. contribute to the advancement of the industrial engineering profession through student and faculty leadership and enhance the overall reputation of the School of Engineering and Western New England College;

5. provide service to the School of Engineering: including: course offerings at the undergraduate level, instruction of common core School courses and be a productive member of School and College initiatives;


3.4 Program outcomes The outcomes that strive for our students to posses:

• an ability to apply knowledge of mathematics, science, and engineering • an ability to design and conduct experiments, as well as to analyze and interpret data • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate, and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • an ability apply their broad education toward the understanding of the impact of

engineering solutions in a global and societal context • a recognition of the need for, and the ability to engage in life-long learning • a knowledge of contemporary issues • an ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice • an ability to design, develop, implement and improve integrated systems that include

people, materials, information, equipment and energy • an ability to design and improve a safe and productive work environment • an ability to code and utilize programming languages and software relevant to industrial

engineering

3.5 Department Success Industrial and Manufacturing Engineering has a history of providing a strong ABET accredited undergraduate education (BSIE) and a quality Engineering Management Program (MSEM) at the graduate level. These strengths are accomplished via traditional classroom techniques and experiential industrial-based project work at the undergraduate level. They are supported by high quality faculty with strong industrial and research experience at both the undergraduate and graduate levels. We plan to continue utilizing these strengths, and search for new opportunities to strengthen our ability to achieve our mission.

3.5.1 Five-Year Plan In support of its mission and objectives, Industrial and Manufacturing Engineering’s students, faculty, staff, alumni, and friends, over the next five years, are committed to continuous improvement by undertaking new initiatives as outlined in the next three sections.


3.5.1.1 Infrastructure

• Provide students and faculty with suitable space to support educational, service, research and curricular requirements [A4&F5].

• Provide students, faculty and staff the necessary computing support [A].

• Provide opportunities that promote efficiency of operation, leadership, and targeting of resources [A&F].

3.5.1.2 Programs

• Strengthen curricula and faculty to support programs at the undergraduate and graduate levels [F&A].

• Enhance the graduate program’s attractiveness to current and new markets [F&A].

• Rename the department title to: “Industrial Engineering” from “Industrial and Manufacturing Engineering” to better reflect degree granted and the program itself [A].

• Consider new models of education [F&A].

3.5.1.3 Faculty

• Provide support for non-tenured faculty development [A&F].

• Promote and increase the amount of collaboration (academic/curricular and research) among the faculty within the School and College [F&A].

• Develop future leaders of the School [A&F].

• Commit to improve and sustain a sense of community and collegiality among the student, faculty, and staff within the department [A&F&S6].

4 A - indicates administrative responsibility 5 F – indicates faculty responsibility 6 S – indicates student responsibility


4 Assessment Devices The following assessment devices are included in the continuous improvement process. Table 1.1 shows the relationship of the assessment and measurement devices to the program educational objectives and outcomes. Each of the following assessment devices are evaluated using a scale of 1 to 5. Score Implication 5 Excellent, no change needed, continued monitoring

4 Good, no immediate change needed, closer monitoring needed 3 Average, minor changes needed to outcome, instructional methods, evaluation

method, course topics or assessment methods need re-examining 2 Below Average, major changes needed, outcome, instructional methods,

assessment method, course topics or assessment methods need re-examining. 1 Poor, re-evaluation by program faculty and constituents required.

4.1 Surveys

1. A junior level survey of students to evaluate their level of preparedness for upper class study is conducted. This is given during there 2nd semester their junior year in order to provide the student with the appropriate basis for preparedness.

2. Senior exit surveys. This survey is intended to examine the students experience and

his/her opinion of the program after successful completion of the program degree.

3. Survey of graduates 1 year after graduation. This is intended to examine the needs of the student 1 year after graduation or their immediate preparedness for their chosen career.

4. Survey of graduates 4, 5 and 6 years after graduation. This is intended to highlight the

students appreciation of life long learning and to provide feedback with respect to their preparedness into (past the 1st year) of their careers.

5. Employer surveys. This survey is intended to receive input directly from the employers

of our graduates. This survey will be conducted every three years and is intended to provided input related to their preparedness to the profession.

6. Appropriate surveys and contact with the advisory committee. These are intended to

provide direction to the program from outside experts and be an integral part of the continuous improvement process.

Evaluation Responsibility: Department Chair and Program Faculty as needed

Evaluation Frequency: Item 1-3 Every Year

Item 4-5 Every 3 Years Item 6 - As Appropriate (at least yearly).


Evaluation Criteria: 1 – 5 point scale 4.2 Course Notebooks Notebooks will be kept showing a level of performance of average, below average, and above average work in IE courses. Additionally, these materials will be requested and kept by the IE program for other relevant courses (i.e. calculus, physics, …). These measures will be used to examine consistency between semesters/years and will be used as a measure to assure that material being mastered in these courses is as expected as documented by Appendix 4. Course notebooks will be requested every three years for required courses. The notebooks will be archived so the most current and the previous notebook are available. However, if a discrepancy exists then notebooks may be kept beyond the 2 archived copies.

Evaluation Responsibility: Program Faculty

Evaluation Frequency: Every Three Years

Evaluation Criteria: 1 – 5 point scale 4.3 Outcome Notebooks Material is collected from IE courses which show the direct measurement of specified course outcomes and map to program outcomes and objectives. Relevant quizzes, homework, project, etc. It is up to the faculty responsible for each individual course to develop and implement a system of measurement and assessment for each outcome shown by the course subject outcomes (Appendix 4) and the outcomes shown by Course Outcomes vs. Program Outcomes Matrix. However, their system should fit into the program course level assessment process as shown by Figure 6.2. For example, it is up to the course instructor to provide evidence of satisfactory progress for the following outcomes for IE 312: Engineering Economy.

1. Understand the time value of money for engineering projects 2. Be able to compare competing projects under certainty and uncertainty 3. Understand taxes and depreciation 4. an ability to apply knowledge of mathematics, science, and engineering 5. an ability to design a system, component, or process to meet desired needs 6. an ability to identify, formulate, and solve engineering problems 7. the broad education necessary to understand the impact of engineering solutions in a

global and societal context 8. a knowledge of contemporary issues

These outcomes are a combination of the course outcomes from Appendix 4 and the Course Outcomes vs. Program Outcomes Matrix shown by Figure 4.1. The instructor will typically provide evidence of outcome satisfaction though quizzes, exams, projects, presentations, and homework.


Additionally, course assessment and improvement items are to be reviewed at the end of the spring semester by the program faculty.

Evaluation Responsibility: Individual Faculty Member and Program Faculty

Evaluation Frequency: Every Semester Course has been Taught

Evaluation Criteria: Evidence of a satisfactory score achieved for each outcome by 70 % of students who initially registered for the course.

Minimum Criteria: Students must successfully demonstrated a competency in each program outcome by evidence of a minimum score of 70 out of 100 or equivalent on a documented evaluation measure.

4.4 Senior Project Reports and Presentations

1. Each senior project report will be copied after a critique is complete. These senior projects will be archived with a copy of the corresponding presentation. The format of this report is to be professional and the details of the reports are at the discretion of the faculty advisor. However, this report should include an introduction, background, methodology, results, conclusions and relevant appendixes sections. Additionally, the report should consider a majority of the following topics:

a. Economic Concerns and Implications b. Environment Concerns and Implications c. Sustainability d. Manufacturability e. Ethical Concerns and Implications f. Health and Safety Concerns and Implications g. Social Concerns and Implications h. Political Concerns and Implications

2. Additionally, an interview with the student addressing student performance and student

preparation to perform the senior project.

3. Finally, an interview will be conducted with the industry representative associated with the corresponding project will be conducted.

Evaluation Responsibility: Faculty Advisor of Student

Evaluation Frequency: Upon successful completion of each senior design project.

Evaluation Criteria: The cumulative score achieved from the 3 evaluation inputs described above. The weights are at the discretion

of the faculty advisor. However, the final report and presentation must constitute at least 50% of the


earned score.

Minimum Criteria: Students must achieve a minimum score 60 out of 100 or

equivalent. 4.5 Student Activities We believe that the involvement of students in professional development activities is an important piece for student development in college. Western New England College has a Student Chapter of IIE and industrial engineering students also participate in student activities for ASEE, APICS and activities for engineering student council. Figure 4.2 illustrates the student activity scoring system used for assessment.

# of students attending IIE meetings (total over the year) _____ x 1 total: _____ (max 75) # of students attending APICS meetings (total over the year) _____ x 1 total: _____ (max 50) # of students attending engineering _____ x 1 total: _____ (max 25) student council (total over the year) # of students attending sponsored field trips (total over the year) _____ x 5 total: _____ (max 100) regional competitions entered by students _____ x 20 total:_____ (no max) national competitions entered by students _____ x 25 total:_____ (no max) other (describe) _____ total: _____ (max 50) Overall total: _____ Figure 4.1: Level of Student Professional Activity

Evaluation Responsibility: Department Chair and Faculty Advisors

Evaluation Frequency: End of Academic Year Minimum Criteria: A total of 200 points

4.6 Co-op and Internship Interviews Information about student abilities prior to graduation will be gathered by conducting interviews with co-op and internship employers. However, due to the current infrequent participation of our students for these opportunities these interviews will be used to provide additional information for the direction of the program.


Evaluation Responsibility: Faculty Advisors Evaluation Frequency: At completion of co-op or internship

Minimum Criteria: None, information reported to Department Chair 4.7 Faculty Leadership Criteria The faculty of the program of industrial engineering is expected to provide leadership in the Program, School and College at Western New England College. The faculty will be evaluated based upon the 5 point scale discussed at the beginning of this document. The evaluation scores are based on the total activities of the 3 full time tenure track faculty and 1 full time IE Program Chair.

1. # of Credit Hours of Undergraduate Common Engineering Core Courses Taught 0 credit hours 1 points 1-4 credit hours 2 points 5-7 credit hours 3 points 8-10 credit hours 4 points more than 10 credit hours 5 points

2. # of School Committees Active On

0 Committees 1 points 1-2 Committees 2 points 3-4 Committees 3 points 4-5 Committees 4 points 6 or more Committees 5 points

3. # of College Committees Active On

0 Committees 1 points 1 Committees 2 points 2 Committees 3 points 3 Committees 4 points 4 or more Committees 5 points

4. # of Local, Regional and National Committees / Subcommittees Active On

0 Committees 1 points 1 Committees 2 points 2 Committees 3 points 3 Committees 4 points 4 or more Committees 5 points

5. # of Presentations and Papers Published to Recognized Local, Regional and

National Agencies 0 Pres. & Papers 1 points 1 Pres. & Papers 2 points 2 Pres. & Papers 3 points 3 Pres. & Papers 4 points


4 or more Pres. & Papers 5 points 7. Teaching Effectiveness from Student Teaching Evaluations

0.00-1 (average score) 1 points 1.01-2 (average score) 2 points 2.01-3 (average score) 3 points 3.01-4 (average score) 4 points 4.01-5 (average score) 5 points

Evaluation Responsibility: Department Chair and Relevant Faculty

Evaluation Frequency: At end of Academic Year Evaluation Criteria: 1-5 point scale

5 Criterion 1: Students 5.1 Graduation Requirements: Graduation requirements for the Program of Industrial Engineering at Western New England College are outlined and shown by the academic year catalog. Students receiving a Bachelor of Science Degree in Industrial Engineering may graduate under the requirements outlined by the catalog of the year they first began the IE degree program or by any later year catalogs. A final graduation check is done by the associate/assistant dean of engineering prior to the awarding of the degree. At the time of the graduation check, the associate/assistant dean of engineering will request each advising folder from the academic advisor. 5.2 Advising Each student is assigned an academic advisor consisting of a faculty member from the IE Program. It is the responsibility of this faculty member to maintain the folder for each advisee. The folder will track transcripts, grade reports, supporting documentation, the progress made by the students, any course substitutions, and justification and any transfer credits accepted. In order for students to become registered for each academic semester they must see their academic advisor. 5.3 Course Substitutions Any course substitution must be approved by the department chair and the associate/assistant dean of engineering at the recommendation of the academic advisor. 5.4 Transfer Credit Transfer credit from other institutions will be accepted at the discretion of the department chair and the associate/assistant dean of engineering. Either the department chair or the associate/assistant dean of engineering can accept credit received from an articulating institution. Both the department chair and the associate/assistant dean of engineering must approve transfer credit from an institution without an articulation agreement. The forms required for transfer credit and for course substitution are shown in Appendix 2.


6 Criteria 2 and 3: Program Educational Objectives and Outcomes, and Assessment

The process for the establishment, assessment and change of Program Educational Objectives and Program Outcomes is shown below. The process uses the assessment devices described above and can be described by the two loops shown below. Figure 6.1 describes the process for the program objectives and outcomes. Figure 6.2 describes the process of changing the curriculum to meet program objectives.

Figure 6.1: Program Objectives and Outcomes Assessment Plan

Figure 6.2: Course Objectives and Assessment Process


Overall the process is a two loop process which examines the program educational outcomes and objectives at the end of each academic year while collecting a multitude of input throughout the year. The examination of the objectives and outcomes are done in coordination and consultation with our Advisory Board. The current Advisory Board is shown in Appendix 3. The Program Advisory Board consists of employers, alumni, and graduate faculty. The committee was formed (10/15/01). 6.1 Constituents and Their Responsibilities The program constituents and there responsibilities to the process are shown below:

6.1.1 List of Constituents 1. Undergraduate Students 2. Faculty (Non-WNEC) 3. Employers 4. Program graduates 5. Alumni

6.1.2 Representatives of Constituents 1. Undergraduate Students

a. Exit interviews with conducted with students done by department head b. Undergraduate course evaluation forms c. Interviews with current students done during advising

2. Graduate Faculty (Non-WNEC) a. Member of Program Advisory Board (possible destination of our graduates, and

provides an outside perspective of departmental performance versus other programs nationally).

3. Employers a. Employers of program graduates b. Sponsors of a Senior Design Project Course Student c. Members of Program Advisory Board

4. Program graduates a. Graduates 1 year after graduation b. Graduates 4, 5 and 6 years after graduation c. Members of Program Advisory Board

5. Program Faculty a. Responsible for monitoring, compilation and execution of ABET accreditation

efforts, including the collection of all surveys, course evaluation forms and documenting input received from constituents.

6.2 Process for Generating and Maintaining Program Objectives and Outcomes


ABET efforts are coordinated and monitored by the chair of the IE Department. Table 6.1 and 6.2 show this continuous improvement process. Suggestions from the Program Advisory Board are presented to the faculty of the program by the department chair. Upon the agreement of the faculty and department chair changes are implemented. The process has two key mappings. Table 6.1 shows the mapping of the program education objectives to the program outcomes. By satisfying the program outcomes the majority of the objectives are directly satisfied. The remaining educational objectives can be measured and assessed using the assessment devices described above.


Table 6.1: Map of Educational Objective to Program Outcomes

Program Outcomes

a b c d e f g h I j k IE 1 P1 P2

Industrial and Manufacturing Engineering Program Objectives

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educate student engineers with the combination of broad knowledge and critical thinking, and provide ‘real-world’ learning experiences beyond the classroom or laboratory; x x x x x x x x graduate engineers who are individually successful and will be contributors to their profession; x x x x x x x x x

graduate highly qualified industrial and manufacturing engineers: individuals with excellent problem-solving, technical, ethical, teamwork, and managerial skills; x x x x x x x x x x x x x x

contribute to the advancement of the industrial engineering profession through student and faculty leadership and enhance the overall reputation of the School of Engineering and Western New England College; x x

provide service to the School of Engineering: including: course offerings at the undergraduate level, instruction of common core School courses and be a productive member of School and College initiatives; x x x

The second mapping is that of Program Outcomes to Program Curriculum. Table 6.2 shows this mapping. These assessment devices are aimed at the assessment of the course objectives and outcomes by internal methods such as: course outcome notebooks and traditional course notebooks. Additional assessment devices are designed to assess the program outcomes from outside the current curriculum (i.e. employer surveys, alumni surveys). Table 1.1 shows how the assessment devices map to program educational objectives and outcomes.


Table 6.2: Map of Course Outcomes to Program Outcomes

Program Outcomes

a b c d e f g h I j k IE 1 P1 P2

Industrial and Manufacuting Engineering Program Course

Outcome vs. Program Outcomes

an a

bilit

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hem

atic

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and

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xper

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ts, a

s w

ell a

s to

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alyz

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terp

ret d

ata

an a

bilit

y to

des

ign

a sy

stem

, com

pone

nt,

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ss to

mee

t des

ired

need

s

an a

bilit

y to

func

tion

on m

ulti-

disc

iplin

ary

team

s

an a

bilit

y to

iden

tify,

form

ulat

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nd s

olve

en

gine

erin

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oble

ms

an u

nder

stan

ding

of p

rofe

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nal a

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thic

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bilit

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e ef

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the

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ucat

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and

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ct

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text

a re

cogn

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of t

he n

eed

for,

and

the

abili

ty

to e

ngag

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life

-long

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ning

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owle

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of c

onte

mpo

rary

issu

es

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bilit

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the

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kills

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ols

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ssar

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r eng

inee

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prac

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ent a

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prov

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inte

grat

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yste

ms

that

incl

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le, m

ater

ials

, in

form

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an a

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and

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ove

a sa

fe a

nd

prod

uctiv

e w

ork

envi

ronm

ent

an a

bilit

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cod

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d ut

ilize

pro

gram

min

g la

ngua

ges

an

d so

ftwar

e re

leva

nt to

indu

stria

l eng

inee

ring

ENGL 132 X X

ENGL 133 X X

MATH 133 X

MATH 134 X

MATH 235 X

MATH 236 X

PHYS 133 X X

PHYS 134 X X

CHEM 105 X X

EC 205 X X

PEHR 151

PEHR 153-199

ENGR 102 X X X X X

ENGR 103 X X X X X

ENGR 110 X X X X X

ENGR 205 X X

ENGR 212 X X X X

ME 106 X X X

ME 203 X X X

ME 309 X X X

EE 205 X X X ACCT 210 or ME 208 (Mechanics of Materials) X X

HISTORY ELECTIVE HIST xxx X X

CULTURE / SOCIAL SCIENCE ELECTIVE I X X

CULTURE / SOCIAL SCIENCE ELECTIVE II X X

CULTURE ELECTIVE CUL 2xx X


GENERAL ELECTIVE X

BASIC SCIENCE ELECTIVE X

TECHNICAL DESIGN ELECTIVE I X X X TECHNICAL DESIGN ELECTIVE III OE ME 312 X X X

TECHNICAL DESIGN ELECTIVE III X X X

IE 308 X X X X X X X

IE 312 X X X X X

IE 314 X X X

IE 315 X X X X X X

IE 318 X X X X X X X X X




IE 410 X X X X X X X X

IE 420 X X X X X


IE 424 X X X X X X

IE 428 X X X X X

IE 439 X X X


Appendix 4 shows the current list of course outcomes. It is up to the faculty member teaching these courses to suggest new outcomes and present the outcomes to the faculty for change. Additionally, it is the responsibility of the faculty member teaching the course to keep and outcome based notebook (IE faculty) for each course and maintain a separate course notebook when requested every 3 years from the School of Engineering Accreditation Committee.

6.2.1 Plan for Maintenance of Program Objectives and Outcomes • Annual review by departmental faculty (End of Spring Semester) • Coordination of on-going feedback mechanisms from constituents (continually

throughout the year, coordinated by department chair). • Changes can be implemented every year for the educational outcomes and objectives and

the program curriculum.

Table 1.1 shows the current list of activities planned for the next 2 years. 6.3 History of the Department Mission, Program Objectives and Course Level Objectives

and Outcomes

1. Historically developed program objectives were revised and included in the Vision and Mission statement for the Industrial Engineering Department in the Fall of 2001 by Drs’ Keyser, Kamal and Grabiec (9/30/01)..

2. This draft served as a working document for the advisory committee.


3. The advisory committee was presented with an overview of the department, the

department strategic plan and objectives, and curricular outcomes (11/01/01) then surveyed to provide input.

4. The input was compiled, implemented, and feedback was given to the board

(01/01/02-05/15/02).

5. Based on further input from the board, the objectives are adjusted and enacted.

7 Criterion 4: Professional Component 7.1 Capstone Design

Each student must complete a capstone design project. The project may be done in teams of 1, 2 or 3 and it must follow the format and include the content outlined by section 4.4.

7.2 At least 1 year of college level mathematics and basic science with experimental

experience The mathematics and basic science with experimental experience courses required for a degree in Industrial Engineering at Western New England College are shown below.

MATH 133 Calculus I 4 credits PHYS 133 Physics I 4 credits MATH 134 Calculus II 4 credits PHYS 134 Physics II 4 credits CHEM 105 Chemistry I 4 credits MATH 235 Calculus III 3 credits MATH 236 Differential Equations 3 credits ME 309 Material Science 3 credits XXXX XXX Basic Science Elective 3 credits Total Credit Hours 32

7.3 At least 1 ½ years of engineering topics, consisting of engineering sciences and

engineering design appropriate to field of study The following lists the basic engineering science requirements and the engineering requirements leading to a degree in Industrial Engineering at Western New England College.

ENGR 102 First Year Engineering Seminar 1 credits ENGR 103 Introduction to Engineering 4 credits ENGR 110 Computer Applications in Engineering 2 credits ENGR 205 Computer Programming 2 credits ENGR 212 Probability and Statistics 3 credits


EE 205 Introduction to Electrical Engineering 4 credits ME 106 Statics 3 credits ME 203 Dynamics 3 credits IE XXX Other required IE courses 40 credits IE/ME XXX Other required engineering courses 9 credits Total Credit Hours 71

7.4 General education component

The IE program current satisfies and will always satisfy the Western New England College General Education Requirements as shown by the Academic Year Calendar. Courses taken include 2 semesters of English, 3 semesters of culture, economics, accounting, history, and physical education. The following courses and /or course areas are required for completion of a degree in the Industrial Engineering Program. They are intended to round the student into a well-versed and culturally aware student and to improve their technical competence in engineering and science.

Physical Education and Health

PEHR 151 PEHR 153-199

History, Cultures and Social Sciences

HISTORY ELECTIVE HIST xxx CULTURE / SOCIAL SCIENCE ELECTIVE I CULTURE / SOCIAL SCIENCE ELECTIVE II CULTURE ELECTIVE CUL 2xx

Student outside interest elective

GENERAL ELECTIVE (One of the students choice, 3 cr.) Engineering and Science Electives

BASIC SCIENCE ELECTIVE TECHNICAL DESIGN ELECTIVE I TECHNICAL DESIGN ELECTIVE II TECHNICAL DESIGN ELECTIVE III

8 Criterion 5: Faculty All faculty in the Industrial Engineering program hold a Ph.D. as a terminal degree. The faculty represents have a mix of academic and industrial experience and has the expertise to cover the curriculum. The vitae’s of the faculty are maintained by the deans’ office. The current level of 4 full time tenure track faculty members is adequate for the program at its current and for-seeable enrollment levels. The goals of the faculty are illustrated in section 3.5.1.3 in the strategic plan.


9 Criterion 6: Facilities Currently adequate classroom space exists. We maintain a laboratory devoted to the IE Program and we share laboratories with all of the other 3 departments in the School of Engineering. Computing facilities are at an adequate level and are maintained by the Office of Information Technology at Western New England College. Additionally, the program maintains the site licenses of several software packages. These include: MINITAB, Taylor ED, QUEST, IGRIP, SafeWorks, and FactoryCAD. We continue to use resources outside the classroom (local industry) to support our facility needs in addition to participating and leading the Western New England College initiative of ‘learning beyond the classroom’. The goals and needs for infrastructure are outlined by section 3.5.1.1 in the strategic plan.

10 Criteria 7: Institutional Support and Financial Resources In addition to 4 full time faculty, 3 technicians, 3 support staff and a dean and assistant dean for support us. Funding is currently at an adequate level. The goals for the program with respect to administrative support are illustrated by section 3.5.1.2 in the strategic plan. Budget sheets show the level of support provided by the College to the School of Engineering and to the Industrial Engineering Program respectively. The Dean of Engineering and the Inudstrial Engineering Program Chair keep these budget sheets.

11 Criteria 8: Program Criteria The additional program criteria shown below (industrial engineering requirement - #1, and WNEC program requirements - #2 & #3) are approved by the advisory committee and accepted by the departmental faculty. The have been included in the program outcomes and objectives shown by section 3.4 of this document.

1. an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy

2. an ability to design and improve a safe and productive work environment 3. an ability to code and utilize programming languages and software relevant to industrial

engineering


Appendix 1: Surveys Used


INDUSTRIAL EMPLOYERS SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. When our graduates solve work related problems they considered the following issues (please circle the appropriate rating): Impact of environmental concerns 1…..2…..3…..4…..5 NA Ethical concerns 1…..2…..3…..4…..5 NA Sociological concerns 1…..2…..3…..4…..5 NA Technological concerns 1…..2…..3…..4…..5 NA II. Our graduates have the ability to (please circle the appropriate rating): Working in team environments 1…..2…..3…..4…..5 NA Apply math, science and engineering approaches 1…..2…..3…..4…..5 NA III. Our graduates take advantage of the professional development and improvement opportunities (please circle the appropriate rating): 1…..2…..3…..4…..5 NA IV. What is your overall satisfaction with this employee (please circle the appropriate rating): 1…..2…..3…..4…..5 NA IV. Additional comments: Thank you for your time, interest and support of the Industrial Engineering Department at Western New England College. We value your input to our continuous improvement process.


RECENT GRADUATES SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. Please rate your ability to: (please circle the appropriate rating) Identify, formulate and Solve engineering problems 1…..2…..3…..4…..5 NA Include ethical concerns into your solution when applicable 1…..2…..3…..4…..5 NA Apply modern engineering tools when reaching solutions 1…..2…..3…..4…..5 NA Be an effective team member 1…..2…..3…..4…..5 NA Be an effective team leader 1…..2…..3…..4…..5 NA Communicate your ideas and solutions effectively 1…..2…..3…..4…..5 NA II. Additional comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for your time, interest and support of the Industrial Engineering Department at Western New England College. We value your input to our continuous improvement process.


ALUMNI SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. Please rate your ability to: (please circle the appropriate rating) Apply contemporary issues toward your Engineering solutions and designs 1…..2…..3…..4…..5 NA Incorporate ethical considerations Into your solutions when applicable 1…..2…..3…..4…..5 NA Incorporate social and global considerations Into your solutions when applicable 1…..2…..3…..4…..5 NA Design, analyze and implement systems Consisting of people, material, equipment, Information and energy 1…..2…..3…..4…..5 NA Recognize the importance, and need for, Professional development activities. 1…..2…..3…..4…..5 NA II. Please rate your success as a professional at this point in your career: 1…..2…..3…..4…..5 NA III. Please rate your contribution to the profession at this point in your career: 1…..2…..3…..4…..5 NA IV. Additional Input


JUNIOR SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. Please rate your ability to: (please circle the appropriate rating) Solve calculus based problems including derivation and integration 1…..2…..3…..4…..5 NA Solve problems including statics and Dynamics 1…..2…..3…..4…..5 NA Solve problems including electricity and Electrical circuits 1…..2…..3…..4…..5 NA Identify, formulate and solve Engineering problems 1…..2…..3…..4…..5 NA Apply the concepts of math, science, Engineering and computer based tools toward engineering problems 1…..2…..3…..4…..5 NA Use critical thinking in the development of effective solutions to engineering problems.

1…..2…..3…..4…..5 NA Use the engineering design Process toward engineering problems 1…..2…..3…..4…..5 NA II. Your overall preparedness for your 3rd and 4th years of engineering study 1…..2…..3…..4…..5 NA II. Please list any strengths and weaknesses you know about the Industrial Engineering Program


Department of Industrial and Manufacturing Systems Engineering WESTERN NEW ENGLAND COLLEGE

Senior Exit Interview / Survey (circle one) Do you believe in life-long learning and plan to pursue life long learning related to an engineering field? Yes No While a students were you a member of an active engineering society? Yes No Do you plan on being a full member of a engineering society after graduation? Yes No Have you taken the Fundamentals of Engineering Exam? Yes No If you have not taken the Fundamentals of Engineering Exam do you plan to take in the near future? Yes No Do you on one day taking the Fundamentals of Engineering Exam and then the Professional Engineering Exam? Yes No I received significant guidance in writing and speaking both in the School of Engineering and from the College? Strongly Disagree = 1 2 3 4 5 = Strongly Agree My oral and written communication skills have prepared me to be an effective communicator/ Strongly Disagree = 1 2 3 4 5 = Strongly Agree The education and guidance I received at WNEC has prepared me to use time-management and interpersonal communications skills as an engineering professional? Strongly Disagree = 1 2 3 4 5 = Strongly Agree My teamwork experiences and education has provided me a knowledge of team dynamics and the skills to be successful when working in teams. Strongly Disagree = 1 2 3 4 5 = Strongly Agree


The education and guidance I received at WNEC has prepared me to work as part of an multi-disciplinary team? Strongly Disagree = 1 2 3 4 5 = Strongly Agree The education and guidance I received at WNEC has prepared me to use appropriate engineering tools and information gather techniques when faced with a problem. Strongly Disagree = 1 2 3 4 5 = Strongly Agree The education and guidance I received at WNEC has significantly increased my understanding of global issues related to the engineering profession. Strongly Disagree = 1 2 3 4 5 = Strongly Agree The education and guidance I received at WNEC has significantly increased my understanding of an engineers’ role in society. Strongly Disagree = 1 2 3 4 5 = Strongly Agree The education and guidance I received at WNEC has significantly increased my understanding of an engineers’ ethical responsibilities. Strongly Disagree = 1 2 3 4 5 = Strongly Agree Upon graduation I feel prepared to independently design and conduct experiments. Strongly Disagree = 1 2 3 4 5 = Strongly Agree Upon graduation I feel prepared to code and utilize computer packages relevant to industrial engineering. Strongly Disagree = 1 2 3 4 5 = Strongly Agree Upon graduation I feel prepared to design and analyze a safe and productive work environment. Strongly Disagree = 1 2 3 4 5 = Strongly Agree


My overall education and guidance received at WNEC has prepared me to be a successful engineering professional? Strongly Disagree = 1 2 3 4 5 = Strongly Agree

Why did you choose to major in Industrial Engineering at Western New England College? Of the courses you took in the IE department which one was the “best”? Why? Of the courses you took in the IE department which one is the “worst”? Why? What was the most positive aspect of your education experience at WNEC?


What was the most negative aspect of your education experience at WNEC? What are your short term plans? What are your long term plans? If you would like us to keep in touch with you please list an address, phone number and e-mail address where you can be reached.


Appendix 2: Course Substitution and Transfer Forms


Course Substitution Form and Approval (Industrial Engineering Record or Substitution)

Student Name ______________________________ Date ______________ Student SS # _______________________________ Course Substituted Course Substituted For ______ ________________________ _____ ___________________________ ______ ________________________ _____ ___________________________ ______ ________________________ _____ ___________________________ Explanation: _______________________________ Date: _________________ Student Signature(required) _______________________________ Date: _________________ Advisor Signature Approved by: _______________________________ Date: _________________ Industrial Engineering Chair Signature (required) _______________________________ Date: _________________ Assoc./Assist. Dean of Engineering Chair (required) Notes:

• please include supporting material • original to student folder kept by academic advisor • copy to student


Course Substitution Form and Approval (Industrial Engineering Record or Substitution)

Student Name ______________________________________ Date ______________ Student SS # _______________________________________ Transfer Institution __________________________________ Courses Transferred WNEC Transfer Course Equivalent ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ Approved by: _______________________________ Date: _________________ Industrial Engineering Chair Signature (required) _______________________________ Date: _________________ Assoc./Assist. Dean of Engineering Chair (required) Notes:

• please include supporting material • original to student folder kept by academic advisor • copy to student


Appendix 3: Advisory Board The industrial advisory board is composed of professionals who are associated with Industrial Engineering. It is comprised of Western New England College graduates, employers, working professionals and other academicians. The purpose of the board is to provide guidance toward the future direction of the department. We are grateful to the current board members who have volunteered to serve:

Ms. Jessica Rosenberger Ingersol Rand Mr. Mathew Gidman K & M Electronics Dr. Jane Fraser University of Southern Colorado Mr. Stephan Parker National Conveyors Company, INC. Mr. Roger Bemont Hamilton Sundstrand Ms. Carolyn Palmer Pratt and Whitney Mr. Mike Rozolsky Rexam Custom Mr. Dick Lanier Hamilton Sundstrand


Appendix 4: Course Outcomes IE 428 Ability to design, assess, and implement industrial projects

Be able to apply principles of design methodology to the solution of facilities design and planning problems. Be able to design and evaluate materials handling equipment and systems.

Have a working knowledge of the application of analytical models to layout and location problems. IE 427 None, Course deleted content included in IE 428 IE 420 Be able to formulate (mathematically) linear, non-linear, and integer based mathematical programming problems. Understand the impacts of constraints to problems

Use various techniques to solve (optimally and sub-optimally) mathematical programming problems and interpret their solutions. IE 334 Ability to apply basic concepts of computer programming, mathematics and statistics in the design of computer simulation models. Ability to assess, design, and conduct simulation models and interpret results, including the comparison of alternative models. Ability to function effectively in team projects

IE 328 Ability to design, assess, and implement a team project in an industrial environment

Ability to design, assess, and implement projects in an interdisciplinary team environment

Ability to apply manufacturing principles to successfully perform CNC machining operations

Ability to utilize TQM, QFD, and quality engineering principles to improve product quality and inspection. Ability to design, implement and monitor a continuous improvement plan.


IE 326 Review of classical Inventory EOQ and Order Point systems

Review of Push and Pull demand systems

The relationship of inventory and production control within the functions of the entire manufacturing system. IE 318 Ability to design, assess, and implement projects in an interdisciplinary team environment.

Ability to form a process plan for parts consisting of basic prismatic shapes.

Ability to apply manufacturing principles to perform fundamental machining operations

An understanding of basic reliability theory and practice.

An ability to understand and implement basic contemporary computer based tools related toward industrial engineering. IE 315 Apply the principles of total quality management and statistical process control to reduce process variability. Define and implement the concept of process capability analysis in reducing process variability.

Describe and implement lot-by-lot acceptance sampling plans.

IE 314 To understand basic information on materials and processing.

Master the ‘language of manufacturing’ through vocabulary appropriate to each process

To understand basic mechanisms involved in processes such as conventional machining, CNC machines, casting, welding/joining processes, non-traditional machining processes To understand the interrelationship of a single process to other process(es) in the fabrication of a complete assembly or product. IE 312 Understand the time value of money for engineering projects

Be able to compare competing projects under certainty and uncertainty

Understand taxes and depreciation


IE 308 The student will demonstrate the ability to apply fundamental knowledge of mathematics, statistics, andmanufacturing operations, in the evaluation, design, and implementation of successful work measurement systems. The student will recognize human factors research methodologies, and identify the impact of work environment conditions such as noises and illumination on work performance. The student will demonstrate the ability to conduct hands-on human factor-related projects.

IE 440 Specify project objective/goals

Identify and analyze problems

Formulate multiple alternative solution hypotheses or designs

Evaluate and compare alternatives

Select solution, solution specs and implementation procedures with appropriate engineering tools and methods Document, report and present results

IE 439 The ability to properly apply engineering ethics An awareness of contemporary issues w/r/t engineering theory and practice An awareness of patent laws Write a capstone design project proposal An awareness of life-long learning Prepare and deliver an oral report (proposal) IE 410 Understand the requirements for effective project management.

Integrate the concepts of systems and organizations into project development.

Learn people related issues in project management.

Conduct productivity measurement and time management.

Develop project plan and schedule.

Be able to utilize the techniques in CPM and PERT.

Evaluate and select projects through cost analysis.

IE 422 Describe the concept of anthropometry and its far-reaching impact on industrial safety design.

Identify the responsibilities of the safety and health manager in industrial settings.


Describe the duties and responsibilities of OSHA and EPA, and fully recognize OSHA’s primary standards. Define the role of ergonomics in industrial workplace design, and design a product, process, or industrial system which meets sound ergonomic principles. IE 424 A knowledge of automated processes in a modern manufacturing environment.

Using engineering design, and modeling techniques towards flow lines, robotics, numerical control and the integration of computer control/usage in manufacturing. A contemporary knowledge of automated manufacturing principles.

IE 414 A knowledge of advanced topics in modern manufacturing.

Using engineering design, and implement expert systems and knowledge based engineering towards manufacturing. An understanding of contemporary manufacturing/production strategies such and agile manufacturing and group technology. ENGL 132 The ability to read, write and speak effectively in an academic environment. ENGR 102 to learn and adopt methods to promote your success in College. participate in the campus and the external community which will become learning laboratories for all students outside the classroom and course setting. Participate in learning opportunities including workshops, freshman focus programs, and industrial for developing the student as a whole person ENGR 103 Follow a design process Reduce & present data in an engineering manner Work on a design team Communicate technical information effectively Articulate concepts of professional ethics and the social responsibility of engineers MATH 133 An ability to interpret and formulate problems mathematically.

An ability to solve for a derivative of a function and utilize a derivative towards a solution of a problem. PHYS 133 The ability to demonstrate the concepts of forces and motion in one two and three dimensions.

An understanding of kinetic and potential energy, and the conservation of energy.


An understanding of torque, equilibrium, angular momentum, gravitation and elasticity.

ENGL 133 The ability to prepare a logical organization of paragraphs, appropriate transitions, correct and varied sentence structure and standard grammar, diction, idiom, and spelling. The ability to demonstrate a knowledge of standard terms in literary analysis and the demonstration of research procedures requiring evaluation of sources, synthesis, and documentation. ENGR 110 develop the concepts necessary to solve engineering problems using engineering software and insure that any solution process used is producing valid and meaningful results. To present and demonstrate the successful solution of an engineering design problem. The engineering project will be conducted during the course of the semester and must use proper engineering methods. The ability to work in design teams. MATH 134 An ability to solve and apply anti-derivatives of functions.

An ability to relate the distance and area of problems.

The ability to solve differential equations that can be directly integrated or separated.

The ability to construct a Taylor series of a function and use it to approximate a function.

ME 106 Determine centroids and area moments of inertia for simple and composite bodies Solve problems involving friction Solve 2D and 3D equilibrium problems Determine resultants of 2D and 3D force system PHYS 134 An understanding of the basic principles of electricity and magnetism.

An ability to construct and analyze electronic circuits including direct and alternating current.

CHEM 105 and CHEM 105L To demonstrate the knowledge of fundamental ideas and applications of chemistry in sufficient depth to allow further study in chemistry and other sciences. To enable critical thinking, interpretation and apply quantitative procedures in the context of chemistry. The ability to define and explain the fundamental terms and laws used to describe the composition of matter and its changes. The ability to describe the kinetic theory of gasses and use it to explain the observed properties of gasses. The ability to describe the quantum mechanical theory of atomic structure and use it to determine the electronic structure of any element.


The ability to perform calculation involving metric units, chemical formulas and equations, molarity, and gas laws both on a basic level and in an integrated way to reflect their usage in chemistry. The ability to perform thermo-mechanical calculations and relate them to the heat effects involved in the breakage and formation of covalent bonds. The ability to predict the properties of a substance from a knowledge of the particles that comprise it and the attractive forces between them. EC 205 An understanding of microeconomic issues, inflation, unemployment and money and banking.

An understanding of fiscal and monetary policies and international trade and finance.

EE 205 Analyze circuits containing resistors, op amps, and DC sources using ohms law, Kirchoff's laws, and several network theorems. Perform transient analysis of simple RL and RC circuits. Analyze RLC circuits in AC steady state. Become proficient in the use of basic electrical devices. Be able to solve DC circuits using computer simulation. Be able to write technical reports. MATH 235 An ability to utilize vector to solve problems. Including the use of integration and derivation of vector functions. To ability to perform and evaluate directional derivatives, and partial derivative.

The ability to evaluate double and triple integrals of functions.

The ability to apply double and triple integrals to solve problems.

ME 203 Find the displacement, velocity and acceleration of a particle and a rigid body. Solve for the curvilinear motion of a particle using rectangular, normal/tangential and cylindrical coordinates. To use the principle of work and energy to solve problems involving forces, displacements, and velocities. To determine power and efficiency. To use the principle of conservation of energy and impulse and momentum to solve for the motion of particles. To solve problems involving central and oblique impact of bodies. To solve problems involving translation, rotation and planar motion of rigid bodies To use the concepts of instantaneous center of rotation to solve velocity problems. To solve problems of planar kinetics of a rigid body using force and acceleration, work and energy.


ACCT 201 The ability to compile, interpret, and analyze financial information.

The ability to assemble accounting information using the accounting cycle.

An understanding of internal control and its application to the decision-making process and management’s stewardship role A knowledge of generally accepted accounting principles (GAAP), financial accounting concepts, and their application to financial statements. An understanding of alternative methods and the effect of a chosen method on financial information.

ENGR 205 to gain proficiency in the use of a general purpose programming language.

be able to use structured, well document and well designed code to write the necessary code to solve various engineering problems.

MATH 236 The ability to recognize and solve first order differential equations.

An understanding of linear dependent and linear independent function.

The ability to utilize first and second order linear differential equations as models for physical phenomena and interpret their solutions. The ability to find general solutions for second order, homogeneous linear differential equations with constant coefficients with two real roots, two repeated roots, or two complex roots. The ability to utilize Laplace transforms and various properties to find the initial value problems, including those with discontinuous forcing functions. ENGR 212 identify the distribution of a random variable of interest in an experiment, and calculate the probability that the random variable can take on certain values determine measures of central tendency and variation from a data set, and estimate population parameters conduct a hypothesis test and construct confidence intervals for population mean, variance, or proportion, or compare two populations apply the principles of linear regression to predict the outcomes of certain experiment parameters ME 309 To understand the atomic bonding, atomic arrangement and imperfections in the atomic arrangement in order to predict and control the mechanical properties. To understand phase equilibrium, phase diagrams and the microstructures of metals. To review mechanical testing and properties of materials, in particular, metals. To develop, in detail, the methods to control the size, shape and distribution of phases in metals through dispersion strengthening by solidification, phase transformation and heat treatment. To investigate the processing of ferrous and nonferrous alloys by controlling the microstructure of the material, thus, influencing the mechanical behavior.


To interpret and apply these concepts to designs/materials ME 208 To develop the ability to understand, analyze and apply mechanics of materials problems. To apply the principles and solve problems involving equilibrium conditions, compatibility requirements, and material behavior limits. ME 312 To develop the ability to analyze and design mechanisms including gears. To develop the ability to analyze and design mechanisms including cam. To develop the ability to analyze and design mechanisms including linkages. To develop the ability to analyze and design mechanisms including gears, cams and linkages.

Academic Assessment and Continuous Improvement Plan

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