Industrial Engineering Modules
 

Project Objective
Industrial engineering (IE) lesson modules are being developed to illustrate how active/cooperative learning may be used for teaching many topics in the for the IE curriculum. A team of faculty and graduate students from Texas A&M University (TAMU), Georgia Institute of Technology (GT), Pennsylvania State University (PSU), and Arizona State University (ASU) will develop and test the modules. Modules will be designed, developed, implemented and tested in the courses taught by the multi-institution faculty team in the fall and spring semesters of the 2002–2003 academic year.

Project Participants

  • Paul Griffin (GT)
  • Jorge Leon (TAMU)
  • César Malavé (TAMU)
  • Rene Villalobos (ASU)
  • Rick Wysk (PSU)

    Project Deliverables

  • September 30, 2002 . 20 complete lesson modules in the FC Web site
  • December 31, 2002 . 20 complete lesson modules in the FC Web site
  • April 30, 2003 . 20 complete lesson modules in the FC Web site
  • September 1, 2003 . 15 complete lesson modules in the FC Web site

    Module Topics
    The project will focus on those topics offering in most IE programs. We will place special emphasis on emerging topics in the IE profession.

    Methodology/Tools

    Time value of money

    Present and future values

    Linear Programming: Definition and Graphical Solution

    Graphical solution to LPs

    Application of LP

    Duality

    Queueing theory

    Markov chains

    Sampling (sample estimates)

    Confidence intervals

    Regression

    Linear Programming: Introduction to the Simplex Algorithm

    Linear Programming: Algebraic Approach to the Simplex Algorithm

    Operations/Manufacturing

    Push versus Pull

    MRP systems

    JIT and kanban

    Basic factory dynamics

    Characterizing variability

    Capacity estimation

    Capacity management

    Economic Order Quantity

    Service level

    Forward Reserve Problem (Design of Fastpick)

    Forecasting

    MRPII/ERP

    Control Charts

    Process Capability

    7 types of waste

    Theory of constraints

    Systematic layout planning

    Cellular layout

    Scheduling principals

    Aggregate planning

    Line balancing

    Measures of efficiency

    Lean Manufacturing - part 1

    Lean Manufacturing - part 2

    Setup Reduction

    Cellular Manufacturing

    NC Programming

    Transfer Lines

    Two stage paced lines

    Three stage transfer lines

    Unpaced lines

    Assembly Lines - Reliable Systems

    Approaches to Line Balancing - COMSOAL & RPW Procedure

    Approaches to Line Balancing - Optimal Solutions

    Sequencing Mixed Models and Unpaced Lines

    Supply Chain

    Supply chain dynamics (bullwhip effect)

    Supply chain costs

    Transportation modes (and cost tradeoffs)

    Plant location

    Customer allocation

    Inventory positioning

    Channel coordination

    Collaboration

    Shortest path algorithm

    Traveling salesperson problem

    Single vehicle routing

    The link to the customer (pricing decisions)

    Strategic sourcing

    Procurement through auctions

    International issues

    Make or buy

    Warehouse design

    Pricing issues

    Automated ID/tracking

    3rd and 4th party logistics

    EOQ Inventory control model

    EPL Inventory Contorl Model

    Intorduction to Risk Analysis

    Intorduction to System Dynamics

    Introdution to modeling SD With Stella

    Learning Curve Analysis

    Operations Management using SD part I

    Operations Management using SD part II

    Present Values I

    Present Values II

    Sampling I

    Sampling II

    Simplex

    Statistical Inventory Model III

    Statistical Inventory Model II

    Statistical Inventory Model III

    Statistical Quality Chart Control I

    Statistical Quality Chart Control II

    Time Value of Money I

    Time Value of Money II

    Definiton of Lesson Modules

    General Concepts

    1. All lesson modules use the pedagogical techniques and methodologies of active and cooperative learning.

    2. All lesson modules must use the techniques and methodologies of teaming and teamwork.

    3. All lesson modules will be available in the FC Web site.

    4. Lesson modules must make effective use of technology (software packages and programming) when appropriate.

    5. Lesson modules must include elements of interaction with industry, such as real data and real industrial engineering situations.

    Specific Structure of Lesson Modules
    1. Learning objectives should be included in each lesson module.
  • They will be based on a model by Richard Felder.
  • A typical lesson module will have somewhere between two to five learning objectives.

    2. Each lesson module should include all class material with in-class activities and pre-class preparation and post-class assignments (this is what students will see).

  • We will have an animated PowerPoint presentation for each module.
  • The depth of topics will be selected to ensure that each module's material is about 50 minutes worth of work.
  • Each module will spell out pre-class preparation for students and faculty, including any reading requirements.
  • Post-class homework (including reading and working of problems) will be included with each module.
  • We will use César's model of team/active exercise in which the students will do individual work followed by teamwork and presentation by someone randomly selected from the team (Think, Reflect, Share, Present).

    3. Each lesson module should include appropriate test questions, problems, quizzes, assignments, etc.

  • For each module we will develop sample test questions, sample quizzes, and sample homework assignments.
  • We will use this work when utilizing the modules (piloting) in our classes.
  • All this will be available in the Web site using password protection.

    4. Instructor guide/manual (students do not see; should include tips, traps, hints, etc., based on the experiences gained during the use of modules). An important component of the instructor guide/manual will be an assessment of the total time required to cover topics compared to the traditional (lecture) mode of delivery.

  • Describe where and how the module should be used, for the instructor (tips, traps, and hints for the classroom).

     

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