The current Program Educational Objectives (PEO’s) are as follows.
The Industrial Engineering (IE) Program educates its future graduates to accomplish its
educational objectives in their early careers. Specifically, the IE curriculum prepares its majors
so that, within a few years after graduation, graduates’ attainments are
The IE Program currently has the following student outcomes describing what IE majors are expected to know and be able to do by the time of graduation.
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
(l) an ability to design, develop, implement, and improve integrated systems that include people, materials, information, equipment and energy
(m) an ability to provide leadership in multi-functional teams
These student outcomes will prepare IE graduates to attain the program educational objectives.
The assessment and evaluation of the PEO’s and student outcomes, and their corresponding continuous improvement efforts are summarized by the curriculum committee in the following peer-reviewed journal paper. Min, K. J., J. Jackman, and D. Gemmill, “Assessment and Evaluation of Objectives and Outcomes for Continuous Improvement of an Industrial Engineering Program,” International Journal of Engineering Education, Vol. 29, No. 2, pp. 520–532, 2013 (Manuscript IJEE2676).
Other examples of continuous improvement efforts on the courses and curriculum are also documented. e.g., see Min K. J., J. Jackman, and J. Chan, Proceedings of 121st ASEE Annual Conference & Exposition, Educational Research and Methods Division, Indianapolis, Indiana, June 2014 (Manuscript ASEE2014).
Enrollment and graduation data
Fall 2013 student enrollment, 10-day count: 404
Summer 2012, Fall 2012, and Spring 2013 graduation count: 63