The Industrial Engineer of Tomorrow
The Industrial Engineer of Tomorrow
Elizabethtown College
Miles Wheelersburg
May 2012
Abstract
In order to maintain a curriculum that has value and is viewed by professionals as relevant, industrial engineering programs have to develop students into engineers with the right skill sets. Although the opinions held by academic faculty and industry professionals do not always agree, an undergraduate curriculum is an area where they should at least be able to be synchronized. This paper examines the current standards held for undergraduate industrial engineering students with emphasis placed on how they might be changing.
Chapter I: Introduction
Problem Statement
The gap between the opinions of academia and industry on the correct curricula for an undergraduate industrial engineering program prevents students from obtaining a degree with relevant and valuable deliverables.
Purpose of the Study
The introduction to modeling & simulation methods during the EGR 492 course sparked an interest in what appeared to be a highly technical yet valuable skillset. I began to research the relevance of data modeling and simulation in academia and industry. My research uncovered an already present debate on what industry needs out of an industrial engineer, as well as, what an undergraduate IE curriculum should prepare them to do.
Research Questions * Is there value in making modeling & simulation a required skill to teach undergraduate I.E. students? * What challenges do undergraduate students have when applying theories from academia to challenging problems in the real world?
Chapter II: Review of Related Literature
This chapter explores a variety of literature from academic and industry sources on the skills and characteristics of industrial engineers and industrial engineering students. Specifically, this review highlights the different opinions on traditional methods currently taught in academia and implemented in industry, as well as,
Elizabethtown College
Miles Wheelersburg
May 2012
Abstract
In order to maintain a curriculum that has value and is viewed by professionals as relevant, industrial engineering programs have to develop students into engineers with the right skill sets. Although the opinions held by academic faculty and industry professionals do not always agree, an undergraduate curriculum is an area where they should at least be able to be synchronized. This paper examines the current standards held for undergraduate industrial engineering students with emphasis placed on how they might be changing.
Chapter I: Introduction
Problem Statement
The gap between the opinions of academia and industry on the correct curricula for an undergraduate industrial engineering program prevents students from obtaining a degree with relevant and valuable deliverables.
Purpose of the Study
The introduction to modeling & simulation methods during the EGR 492 course sparked an interest in what appeared to be a highly technical yet valuable skillset. I began to research the relevance of data modeling and simulation in academia and industry. My research uncovered an already present debate on what industry needs out of an industrial engineer, as well as, what an undergraduate IE curriculum should prepare them to do.
Research Questions * Is there value in making modeling & simulation a required skill to teach undergraduate I.E. students? * What challenges do undergraduate students have when applying theories from academia to challenging problems in the real world?
Chapter II: Review of Related Literature
This chapter explores a variety of literature from academic and industry sources on the skills and characteristics of industrial engineers and industrial engineering students. Specifically, this review highlights the different opinions on traditional methods currently taught in academia and implemented in industry, as well as,
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