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).