B.3. Program Outcomes and Assessment (Criterion 3)

The following are the outcomes expected of the graduates of the IE program. The outcomes (a)-(k) are the ABET mandated outcomes spelled out in more detail as they apply to our program. The outcomes 1-5 are additional ones that are unique to our program. Interpretation of the ABET mandated outcomes and the incorporation of additional outcomes are based on the program educational objectives enunciated in the previous section. For each outcome we list the main courses and/or other vehicles through which that outcome is attained. The required courses are marked with asterisks ( * = required course).

a) An ability to apply knowledge of mathematics, science and engineering.

Specifically, graduates will have

• knowledge of mathematics through multivariable calculus, differential equations and linear algebra, attained through

• knowledge of physics and chemistry, and associated laboratory methods, attained through

• knowledge of selected basic engineering sciences, e.g., mechanics, thermodynamics, electrical circuits and material science, attained through

• an ability to apply knowledge in the above disciplines to the solution of engineering problems, attained through

IE 298: Cooperative Education

IE 312*: Optimization

IE 313*: Stochastic Analysis

IE 396: Summer Internship for International Students

IE 397: Engineering Internship

IE 398: Cooperative Education

IE 348*: Solidification Processes

IE 361*: Quality Control

IE 441*: Industrial Engineering Design

b) An ability to design and conduct experiments, analyze and interpret data.
Specifically, graduates will have

• knowledge of basic probability and statistics necessary to model and quantify variability in data, attained through

  Stat 231*: Probability and Statistical Inference for Engineers

  IE 312*: Optimization

  IE 313*: Stochastic Analysis

  IE 361*: Quality Control

• hands-on experience in conducting laboratory experiments and field surveys to collect data, attained through

  IE 248*: Introduction to Manufacturing Processes and Specifications

  IE 348*: Solidification Processes

  IE 361*: Quality Control

  IE 479x: Metal Casting Processes

  IE 481x: E-Commerce Systems Engineering

c) An ability to design a system, component or process to meet desired needs.
Specifically, graduates will have

• supervised experiences in the design of systems such as production, distribution, facility location, transportation and management information, attained through

Many other courses utilize design processes, often with local industries:

d) An ability to function on multidisciplinary teams.
Specifically, graduates will have

• an ability to work as members of multidisciplinary teams, attained through

  Engr 161*: Engineering Problem Solving

  Engr 170: Engineering Graphics and Introductory Design

  IE 271*: Applied Ergonomics and Work Design

  IE 408: Interdisciplinary Problem Solving

  IE 409: Interdisciplinary Systems Effectiveness

  Team projects in various courses such as IE 466

• co-op/internship work experience
• an ability to assume a leadership role, attained through project work in the above-listed courses
• Extra-curricular activities, such as ISU Solar Car, etc.

e) An ability to identify, formulate and solve engineering problems.
Specifically, graduates will have

• an ability to identify and formulate some of the following engineering problems production and inventory, ergonomics, facility location, logistics, capital investment evaluation, resource allocation, communication and other types of network design, attained through

• an ability to analyze and solve the resulting mathematical models using the techniques of mathematical programming, stochastic processes and computer simulation, attained through

f) An understanding of professional and ethical responsibility.
Specifically, graduates will have encountered issues of safety, discrimination, fairness and honesty, through

IE 101*: Orientation

g) An ability to communicate effectively.
Specifically, graduates will have

• an ability to write a clear and concise technical report dealing with a design project or laboratory experiment, attained through

  Engl 104*: First Year Composition I

Engl 105*: First Year Composition II

• an ability to make a 15 to 30 minute oral presentation of a design project or a proposal, attained through

• an ability to prepare presentation quality visual aids, e.g., PowerPoint presentations, attained through

h) The broad education necessary to understand the impact of engineering solutions in a global societal context.
Specifically, graduates will have

• the necessary exposure to humanities and social sciences which will aid in the understanding of different cultures, and how they are intertwined together globally, attained through

• Study and work abroad experience
• Collaborative courses/projects with student teams in, and from, other countries

i) Recognition of the need for and an ability to engage in lifelong learning.
Specifically, graduates will have

• an exposure to the changing demands and the necessity to adapt in today’s workplace, attained through

• the broad basic education necessary to engage in further education in any desired field, attained through

j) Knowledge of contemporary issues.
Specifically, graduates will have

• an exposure to current issues in IE, attained through

k) An ability to use the techniques, skills and modern engineering tools necessary for engineering practice.
Specifically, graduates will have

• an ability to use computers effectively in engineering practice. They will have competence in the use of general purpose of software (e.g., word processing, spreadsheet), Internet, data base management software, programming in C language, and selected special purpose software (e.g., mathematical, statistical, simulation and optimization), attained through

Most required IE courses including IE 271* (uses EXCEL, MOST, MTM, MannequinPro), IE419* (uses C, MAPLE, EXCEL, ARENA, and AwSim), and IE441* (uses C and ARENA)

• an ability to use, and a familiarity with, some of the tools of other engineering disciplines, attained through

  IE 248*: Introduction to Manufacturing Processes and Specifications

  IE 348*: Solidification Processes

IE 439: Manufacturing Systems Control

IE 448*: Manufacturing Systems Engineering

• an understanding of the capital budgeting process, attained through

• an understanding and ability to evaluate the cost issues associated with projects

In addition to the attributes listed above, IMSE graduates will also acquire the following discipline-specific skills and abilities through group projects in many of our courses and through coop and internship experiences (IE 396, 397, 398):

1) Be able to design, analyze, implement, and manage effective production and service systems.

• ability to breakdown a system into components and building blocks

• ability to identify system requirements and how these requirements relate to one another

• ability to understand the information and material flow requirements of a system

• ability to develop system models and experiment with the model to identify the best operating conditions and limitations

• understand the impact of production planning decisions on system performance

2) Be able to integrate the engineering and business processes of an organization.

• ability to understand system engineering and business constraints

• understand the impact of design and manufacturing on product cost

• ability to recognize the impact of engineering decisions on worker productivity and morale

• ability to recognize the impact of engineering decision making on worker safety and service quality

• understand the elements, resource requirements, and constraints of the product life cycle

3) Be able to integrate processes involving people, material, equipment, information, and controls.

• ability to define main system goals and functions

• understand how organizations function

• ability to understand the relationships between among the components of a system

4) Have a global perspective of enterprise.

• Understanding of global supply chain problems

• An ability to understand the relationships between the units of a global enterprise and how these affect system performance

• An ability to identify the overall goals of a global enterprise and how these goals relate to one another

• Understand the effects of culture and international regulations on the decision making process of global enterprises

5) Be able to provide leadership in multi-functional teams.

• Ability to manage time and complete projects on time and within budget

• Ability to work in a multifunctional team

• Ability to communicate, both written and oral, to team members

• Ability to understand the human, technical, and business aspects of a project

These relationships of courses to a-k and 1-5 are summarized in Table I.

In addition to student development as a result of the traditional curricular involvement, student involvement in co-curricular activities and participation in the larger university experience contribute towards the development of desired program outcomes. Table II provides an overview of the types of co-curricular activities which impact student development related to program outcomes.

A large percentage of our student body participates in one or more of these activities. This involvement leads to students who are well rounded and involved in activities that build skills needed for today’s workplace. For some of these activities that are more programmatic, such as the international work experiences and learning communities, evaluation processes are in place. For other activities that are more a part of the overall university experience, evaluation of the outcomes is not tied directly to a specific program. Evaluation of the effectiveness of these types of activities (such as student organization involvement) is more qualitative and anecdotal.

The program outcomes relate to the program educational objectives as follows.

B.3.2.1 Program Objective 1

which states "Develop an ability in students to competently employ broad-based analytical tools and computers for decision-making and system design, analysis and performance evaluation" is related to outcomes (1), (2), (3), (a), (b), (c), (e) and (k). These outcomes are concerned with specific analytical tools such as mathematics, sciences, operations research, statistics and computing.

B.3.2.2 Program Objective 2

which states "Expose students to formulation of problems in specific application areas, including manufacturing, production, logistics, service industry, public policy and information systems" is related to outcomes (1), (3), (4), (5), (a), (b), (c), (d), (e), (h), (i), (j), and (k). Outcome (e) deals with formulating and solving engineering problems in the above-listed application areas, while outcome (k) deals with economic analyses of engineering projects.

B.3.2.3 Program Objective 3

which states "Expose students to design experiences, which build up in scope and complexity over the duration of their educational program, culminating in a realistic design project comparable to the work that an IE would be expected to do in the workplace" is related to outcomes (1), (2), (3), (4), (5), (a), (b),(c), (f), (g), (h), (i), (j), and (k). Outcome (c) deals with design of engineering systems, while outcome (k) deals with economic analyses of engineering projects which is required for studying various trade-offs necessary in any realistic design problem.

B.3.2.4 Program Objective 4

which states "Provide students with ongoing opportunities for written and oral presentation of their ideas to help them develop good communication skills" is related to outcomes (2), (5), (d), (e), and (g).

B.3.2.5 Program Objective 5

which states "Provide students with ongoing opportunities for working in multidisciplinary teams" is related to outcomes (5), (d), (e), (f), and (g).

B.3.2.6 Program Objective 6

which states "Instill in students a desire for lifelong learning so they can effectively adapt to the changing demands in their workplace and be able to perform tasks outside their field of expertise" is related to outcomes (2), (4), (5), (f), (i), and (j).

B.3.2.7 Program Objective 7

which states "Develop the potential of students to assume top managerial and leadership roles in their chosen professional careers" is related to outcomes (2), (4), (5), (f), (g), (h), (i), and (j). These outcomes are concerned with multifaceted skills necessary for leadership. They include ethical and professional responsibility (outcome (f)), communication skills (outcomes (5) and (g)), global societal perspective (outcomes (4) and (h)), knowledge of contemporary issues (outcome (j)) and business management processes (outcome (2)). In fact, this program objective is related to all outcomes in one way or the other.

The matrix of these relationships is summarized in Table D2 in Appendix I.

A wide array of instruments and procedures are used to assure that graduates have achieved the program outcomes. These include survey instruments to evaluate the educational process itself as well as the products of this process, namely, the graduates. All information is reviewed by CASCOM and the Director of Undergraduate Studies. In Section B.3.4 we explain how the resulting data are used to improve the curriculum.

B.3.3.1 Course Grades

The faculty have mapped their course objectives into program. Therefore satisfactory course grades are a measure of achievement of the program outcomes. A grade point average (GPA) of at least 2.0 is required to graduate. The P/N option is not allowed in any course used towards graduation. The average cumulative GPA of the 1999-2000 IE class was 3.21/4.0.

B.3.3.2 Course and Teacher Evaluations

The department conducts student evaluations of the course content and teacher effectiveness. To a basic core of 15 engineering college-wide questions, several faculty have instituted their own questions, to address different components of a course, e.g., course materials, projects, labs, etc. The rating for each question is on a scale of 1 to 5. A copy of the form is included in Appendix I, Table D11. These evaluations are used not only help in the assessment of program outcomes, but also provide feedback to the instructors regarding how to improve their teaching and course content. Tabulated results for all courses taught during the 1999-2000 academic year will be included in the materials available for review during the ABET visit.

In addition, the student chapter of Alpha Pi Mu administers a mid-semester student evaluation of each course. This provides for not only more feedback to the instructor, but also timely information that can improve course delivery during that semester.

A new course evaluation instrument is being developed and was pilot tested during Spring 2000, with full implementation scheduled for Fall 2000.

B.3.3.3 Faculty Surveys

While the survey provides an evaluation of a course from a student’s perspective, the faculty survey provides an evaluation from an instructor’s perspective. In fact, two faculty surveys were used. The first survey, to be developed for use in Fall 2000, asks the instructor of each course to rate on a scale of 0 to 5 the extent to which the course contributed to the 16 program outcomes listed in Section B.3.1.

The second survey will be conducted every semester. It asks the instructor to list up to five specific components of the course that address each program objective. This form must be filled out at the end of the term after the course instruction is over. This requires the instructors to think carefully about their course contents and how they relate to the program outcomes.

B.3.3.4 Senior Exit Surveys

These surveys have been conducted by the department for many years, but the current exit survey form does not ask any specific questions on the program outcomes. A revised survey is currently under construction. Nonetheless, the opinions and comments of the students help us in assessing the overall program. A copy of the senior exit survey is included in Appendix I, Table D4. Completed survey forms for the Spring 2000 graduating class will be included in the materials available for review during the ABET visit.

B.3.3.5 Alumni Surveys

Since 1992, the IMSE Department has conducted alumni surveys of our graduates of one and three years. Alumni of the program who have worked for at least three years are perhaps in an ideal position to assess the program outcomes because they themselves are the products of the program, and have experienced first hand how well the program prepared them to perform on the job. A copy of the alumni survey form is included in Appendix I, Table D5.

The experience of this survey showed that it is not useful to survey alumni from more than 5-6 years ago for the following reasons: (i) their experiences differ significantly from the more recent alumni because of changes in the curriculum, faculty and facilities, and (ii) the response rate of the survey is markedly lower for the older alumni than for the recent alumni.

Therefore we have decided to do the next alumni survey in Fall 2000 for the 1995, 1996 and1997 graduating classes. We plan to do this survey every year with the previous three graduating classes being the designated sample for the survey.

A more detailed report will be included in the material available for review during the ABET visit.

B.3.3.6 Employer Surveys

Beginning Fall 1992, the IMSE Department has used an employer survey for the campus recruiters and employers of our co-ops, interns, and recent graduates through our Placement Office. The questionnaire is common for all engineering departments, but the recruiters/employers are given an option to fill out a different form for each different major from which they hire. A recruiter may also ask another person from his/her organization who is an immediate supervisor of the new graduates to fill out the form. A new competency based approach is being developed by the college in conjunction with Developmental Dimensions International (Pittsburgh). This approach, based on ABET 2000 criteria, should provide us with more usable data for improving our program. A copy of the current form is included in Appendix I, Table D7.

B.3.3.7 Co-op Performance Evaluations

All co-op students are evaluated on their job performance by their supervisors. Some of the questions on this evaluation form are patterned after the ABET mandated outcomes. A copy of this form is included in Appendix I, Table D8.

These results indicate that the ability levels of our co-op students in all of the above-listed areas, as judged by their employers, range between Very Good to Excellent. This is indeed a very strong endorsement of the quality of our students. It should be mentioned that the results for other criteria such as attitude, dependability, quality and quantity of work, maturity-poise, judgment, ability to learn, initiative, relations with others and overall performance were equally strong, although they are not given here in detail. Copies of these co-op employer evaluation forms will be available for review during the ABET visit.

B.3.3.8 Graduate Employment

We believe that how well the graduates are recruited is another barometer of a program’s success. The IE program graduates are in high demand. Our 1999 graduates (46 students) received an average starting salary of $45,324. 33 of these students responded to a survey and of this number, 30 took job offers with three continuing on to graduate school. The average number of offers to IE graduates was approximately 1.5.

B.3.3.9 Regent’s Program Review

The Board of Regents has a standard procedure of a program review every seven years for each department (including nonacademic departments and programs). In this evaluation, the department is reviewed by two committees. An Internal Review Committee consists of three professors from other departments within the university. The External Review Committee consists of two or three outside reviewers (typically leading faculty from peer institutions). Both committees report directly to the university administration. Although this program review is general, the Undergraduate Program is an important component of it. Our last program review conducted in 1995 resulted in a very strong endorsement of the department as a whole and the undergraduate program in particular. Our next review is scheduled for Spring 2001.

B.3.3.10 Fundamentals Examination

The FE serves as a barometer for determining whether basic engineering information is being appropriately provided to our graduates. Since 1996, 22 of the 25 IMSE students taking the exam have passed.

The data from the outcomes assessment are used to improve the program according to the following procedure (see Figure 1, p23).

1. The data from different surveys are reviewed and summarized by the Chair of the

   Undergraduate Program. The summaries of the results are circulated to the members of the Curriculum, Assessment, and Standards Committee (CASCOM).

2. The results are discussed in regularly scheduled meetings of the CASCOM, and recommendations for program improvement (e.g., curricular changes, new courses, course changes, etc.) are arrived at.
3. Recommendations from the CASCOM are presented to the IE faculty for discussion and approval.
4. All actions of the faculty are passed on to the University Curriculum Committee for final approval and incorporation into the university catalog.

The process is ongoing and iterative, and may take up to a year from initiation to inclusion. The changes become officially effective the following academic year when they are published in the university catalog. They become applicable to students matriculating that year. Previous matriculants may choose to follow the new requirements, but no student is allowed to mix two different sets of requirements.

During the 1997/98 and 1998/99 academic years, the department went through a curriculum revision exercise that was guided by a set of questions.

• Who are our customers and what services do we want to provide?
• How can we best satisfy the needs of our customers?
• Free from any tradition, if we are to design a new industrial engineering program that would prepare the students for engineering practice in the 21^st century, what skills would we like to see the students have?
• How best could the skills be imparted to the students?
• What specific subject areas must be covered in the curriculum? How can these subjects be organized into courses?
• What facilities would be needed to support the courses and enhance students’ learning? What challenges must be overcome to acquire the facilities?

Answers to the above questions combined the college and ABET program criteria were used to design a new industrial engineering program of which the department is proud.

B.3.5.1 Curriculum Revision

Based upon input from students, employers, employer focus groups, our faculty and our Industrial Advisory Council members, several curriculum changes were instituted in the 1999-2000 catalog. The two most notable changes dealt with manufacturing processes and systems, and the addition of management electives.

For the new catalog the three credit manufacturing processes course (IE 374) and the engineering graphics course (Engr 170) were replaced with two-3 credit classes on manufacturing processes and engineering design (IE 248 and IE 348). The intent of these classes is to teach manufacturing processes as well as use manufacturing as a vehicle to teach the fundamentals of engineering design and engineering drawing interpretation. A course that was previously an elective (IE 448, Manufacturing Systems Engineering) is required in the new catalog. This senior level course ties together topics from many classes.

Another factor in the increased emphasis on manufacturing was based in part on the placement data for our graduates. Upon graduation over 60% of our students were employed in manufacturing or process engineering positions. The increased manufacturing emphasis is of great benefit for these students; other students taking jobs related to manufacturing, such as technical sales and software consulting, also benefit from this background.

The second major change was the inclusion of management electives in the curriculum. This addition was a direct result of discussions with our Industrial Advisory Council and companies employing our students. These groups felt strongly that, to develop a more valuable employee, students needed to graduate with an understanding of management concepts, skills, and practices. The IMSE Department has also developed several courses that emphasize management topics within this management electives group.

In addition to the required communication courses, these groups emphasized the additional development of communication skills within each course in the IE curriculum. Based on this recommendation, most courses now include a group project with a written report; an oral presentation is also required in several courses. The new curriculum and the list of Management and Focus electives are included in Appendix I, Table D9. A complete listing of major feedback received from the primary constituents and the improvements made in response is given in Table D3 in Appendix I-A.

These process and procedures covered in Appendix II.

The basic requirements established by the university for transferring credit for the course work done elsewhere includes four conditions. First, the course must be from an accredited college or university. Second, the course must have been taken on a college campus with mostly matriculated college students. Third, the course must not be used to satisfy any of the student’s high school requirements. Fourth, the course must be such that it could be taken here at Iowa State University for credit. If the course is eligible to be transferred by meeting the above conditions then the content of the course is evaluated. All courses are initially evaluated by the Registrar's Office. Courses that cannot be adequately evaluated by the Registrar are referred to faculty in the department responsible for teaching similar courses. Upon the evaluation and approval of the course, credit is given for the corresponding ISU course.

The following materials will be made available for review during the ABET visit.

1. For each course taught during Spring 2000, the course syllabus, copies of selected course materials including handouts, assignments, exams, etc., samples of student work including exams, project reports, etc., text books used in the course, and course evaluation forms.
2. Summary reports of the 1999-2000 alumni surveys, the1999-2000 senior exit surveys, and tabulated course evaluation results for all courses taught during 1999-2000.
3. Employer Assessment forms of co-op students' work performance.
4. Student degree audits, as requested