ABET - Accreditation

ABET

Self-Study Report

Industrial Engineering Program

University of Puerto Rico Mayagüez, P.R.

June 19, 2008

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

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Table of Contents

BACKGROUND INFORMATION ................................................................................... 3

CRITERION 1. STUDENTS ............................................................................................ 14

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ...................................... 24

CRITERION 3. PROGRAM OUTCOMES AND ASSESSMENT ................................. 48

CRITERION 4. CONTINUOUS IMPROVEMENT ........................................................ 82

CRITERION 5. CURRICULUM...................................................................................... 93

CRITERION 6. FACULTY ............................................................................................ 106

CRITERION 7. FACILITIES ......................................................................................... 131

CRITERION 8. SUPPORT ............................................................................................. 136

CRITERION 9. PROGRAM CRITERIA ................................................................. 141140

APPENDIX A – COURSE SYLLABI ..................................................................... 143142

Appendix A1: Industrial Engineering Courses ..................................................... 144143 Appendix A2: Non-IE Engineering Sciences ........................................... 213212212212 Appendix A3: Math & Basic Sciences ..................................................... 234233234234 Appendix A4: General Education ............................................................. 246245246246

APPENDIX B – FACULTY RESUMES ..................................................... 256255256256

APPENDIX C – LABORATORY EQUIPMENT .................................. 256255256256300

APPENDIX D – INSTITUTIONAL SUMMARY ................................. 256255256256306

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Self-Study Report

Industrial Engineering Bachelor of Science in Industrial Engineering

University of Puerto Rico at Mayagüez

BACKGROUND INFORMATION

1. Contact Information Dr. Ramón Vásquez – Dean of the College of Engineering (CoE) Dean Office University of Puerto Rico P.O. Box 9040 Mayagüez, PR 00681 Tel: (787) 265-3822 (787) 832-4040 x. 3508 Fax: (787) 833-1190 [email protected] Dr. Agustín Rullán – Department Head Industrial Engineering Department University of Puerto Rico P.O. Box 9043 Mayagüez, PR 00681 Tel: (787) 265-3819 Fax: (787) 265-3820 [email protected] Dr. María Irizarry – IE ABET Coordinator Industrial Engineering Department University of Puerto Rico P.O. Box 9043 Mayagüez, PR 00681 Tel: (787) 265-3819 x. 3220 Fax: (787) 265-3820 [email protected]

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2. Program History The Department of Industrial Engineering is part of the College of Engineering at the University of Puerto Rico at Mayagüez (UPRM). It was established in 1954. That was the beginning of the five-year program toward a BSIE offered by the department. Since its establishment, the first major curricular revision was approved in November 1984. The changes were as follows:

1. Courses which changed in description and titles were: ININ 4009 (Work Measurement), ININ 4011 (Probability Theory for Engineers), ININ 4012 (Statistics for Engineers), ININ 4015 (Engineering Economic Analysis), ININ 4021 (Deterministic Models in Operations Research), ININ 4022 (Probabilistic Models in Operations Research), ININ 4029 (Human Behavior in Work Organizations), ININ 4035 (Human Resource Planning) and ININ 4039 (Production Planning and Control I).

2. Courses ININ 4075 (Production Planning and Control II) and ININ 5565 (Measurement and Prediction of Product Reliability) changed from temporary to permanent.

3. New courses were added: ININ 4085 (Accounting for Engineers), ININ 4086 (Cost Analysis and Control), ININ 4077 (Work Systems Design), ININ 4057 (Real Time Process Control), ININ 4078 (Statistical Quality Control), ININ 4040 (Facility Layout Design), and ININ 4079 (Design Project).

In January 2000 a minor revision was approved where the course ININ 4011 (Probability Theory for Engineers) was substituted by course ININ 4010 (Probability and Statistics for Engineers) and course ININ 4012 (Statistics for Engineers) was substituted by course ININ 4020 (Applied Industrial Statistics). In February 2003 a second minor revision was approved where the course MATE 4009 (Differential Equations) was substituted by ININ 4145 (Differential Equations and Lineal Algebra). Currently, the department is working in a major curricular revision. Details are presented in Criterion 4, Continuous Improvement. Effective in the spring semester of academic year 2007-2008, as part of the process of continuous improvement, a laboratory was added to ININ 4010 (Probability and Statistics for Engineers). This was done to improve the course passing rate. Details are presented in Criterion 4, Continuous Improvement. In 1982-83 the graduate program was established with a Master in Engineering (ME). Currently, the program offers three options: Management Systems, Quality Control, and Manufacturing Systems. During academic year 1996-1997 the University approved the graduate program of Master of Science in Industrial Engineering with the options of thesis and no thesis. The new Masters options have been available since the fall of 1998.

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3. Options

The Industrial Engineering Department offers a program leading to a Bachelor of Science degree in Industrial Engineering. It is a five-year program which prepares professionals for the practice of Industrial Engineering in Puerto Rico and elsewhere. Graduates from the Industrial Engineering program are prepared to work in manufacturing, service and governmental organizations. Employers of some of our industrial engineering graduates include:

• �Manufacturing industries such as pharmaceuticals, textiles, food processing, electronics, clothing and shoes, health and hospital related products.

• Services industries such as: banks, hospitals, supermarket chains, furniture chains, communications, managerial consultants, system developers, public utilities, and cooperatives.

The program also offers students the option of completing courses towards a Certificate in Project Management. The certificate requires 12 credit hours out of which 9 are from required courses and 3 are from an elective course. The required courses and a list of electives among which students can choose from are listed in Table B.1.

Table B.1 Courses for the Certificate in Project Management

Required Courses:

Course Credit Hours

Description

ADMI 4085 3 Fundamentals of Project Management INGE 4008 3 Interdisciplinary Approaches to Project Management ININ 5575 or ININ 4018

3 Sequencing and Scheduling of Resources or Digital Computer Simulation

Elective Course: ININ 5505 3 Total Quality Management ININ 4018 3 Digital Computer Simulation ININ 4035 3 Human Resource Planning ADMI 3155 3 Creativity and Entrepreneurial Innovation ADMI 3315 3 Fundamentals of E-commerce ADMI 3100 3 New Business Development GERH 4027 3 Leadership in Organizations 4. Organizational Structure

The College of Engineering (CoE) is the largest educational unit at UPRM. The CoE is directed by the Dean of Engineering. The organizational structure of the College of Engineering is presented in Figure B.1. The Office of the Dean coordinates the operations within the CoE. The Dean is aided in this task by:

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• The Associate Dean for Academic Affairs in charge of the academic issues. • The Assistant Dean for Administrative Affairs in charge of the budget issues. • The Associate Dean for Research in charge of overseeing all research activities

which occur in the different engineering departments. • The System for the Evaluation of Education (SEED) Office assists the faculty,

staff and students in the design and implementation of program and student learning outcomes, and their assessment strategies.

• The Cooperative (COOP) Education Office reporting to the Associate Dean of Academic Affairs in charge of managing the COOP Education Program.

As explained in the undergraduate catalog, the Cooperative Education Program complements college studies with on-the-job experience alternating study and work periods. Student participation in the program is voluntary; however, interested students are carefully screened by the Cooperative Education Office of the College of Engineering. Work-study periods are scheduled for each student to provide a multitude of learning opportunities available in business, industry, and public agencies which become an integral part of a more comprehensive career-oriented college education.

The Office of Continuous Improvement and Assessment (OMCA for its abbreviation in Spanish) was created in September 8, 2005 as certified in Certification number 05-06-091 of the Administrative Board to support the different academic units within UPRM in their processes for assessment and continuous improvement.

The CoE has six academic departments: (1) Industrial Engineering, (2) Mechanical Engineering, (3) Electrical and Computer Engineering, (4) Civil Engineering, (5) Chemical Engineering, and (6) Materials and Engineering Sciences.

The administrative personnel of the Industrial Engineering Department consists of a Department Head, an Associate Department Head, an Academic Advisor, three administrative assistants, and two computer technicians.

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Figure B.1 Organizational Structure

Dean of Engineering

Associate Dean Administrative Affairs

SEED Office

Associate Dean Academic Affairs

Associate Dean Research

Cooperative EducationProgram

UPRM Chancellor

Civil Engineering Mechanical Engineering

Electrical Engineering

Industrial Engineering Computer Engineering

Chemical Engineering

OMCADean of Engineering

Associate Dean Administrative Affairs

SEED Office

Associate Dean Academic Affairs

Associate Dean Research

Cooperative EducationProgram

UPRM Chancellor

Civil Engineering Mechanical Engineering

Electrical Engineering

Industrial Engineering Computer Engineering

Chemical Engineering

OMCA

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5. Program Delivery Modes The Bachelor of Science in Industrial Engineering program is designed for full-time day students. It takes ten semesters (five years) for completion. The program requires a total of 175 credits, so the students have to take an average of 17.5 credits per semester. All of our courses are offered on-campus. However, some of our courses require projects which are carried out in manufacturing or service companies. Therefore, as designed, the curriculum gives students the opportunity to leave the campus and address real world problems. Also, students can register in ININ 4995, Engineering Practice for COOP students, for six credit hours, and ININ 4046, Industrial Engineering Practice for 3 credit hours. This offers students additional opportunities to gain experience prior to graduation. 6. Concerns from the Previous Evaluation and Actions Taken No deficiencies were noted in the 2002 accreditation visit. However, there were a few areas of concern. The following observations were made in the ABET final statement about the Industrial Engineering Department: A. Criterion 2. Program Educational Objectives.

“There is a concern that the effectiveness of the metrics in determining achievement of the objectives is unclear. The faculty indicates that the metrics are in transition due to a recent change in objectives and that a clearer understanding of metric effectiveness will emerge.” A committee was formed to redesign the questionnaires sent to alumni, employers and graduating students. Both, the questions and the scales were changed. Only on the employers questionnaire respondents are asked to rate not only the alumni’s level of performance, but also the level of importance of each skill. The metric chosen for the evaluation of performance on each educational objective was the percentage of responses on “strongly disagree” and “disagree”. We decided to analyze results using scatter diagrams. Our goal was based on the level of importance given by employers to each educational objective assessed. On those rated 100% of the times as “very important” or “extremely important” the goal was set to a maximum of 10% responses given as “weak” or “very weak”. On those educational objectives never rated as “very important” or “extremely important” the goal was set to a maximum of 20% responses as “weak” or “very weak”. An example is presented in Figure B.2.

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Figure B.2: Scatter diagram on responses from alumni

Those educational objectives with results falling to the right of the goal line represent the areas of opportunity for improvement.

B. Criterion 5. Faculty and Criterion 7. Institutional Support and Financial Resources.

“The industrial engineering program employs nine part-time instructors, as well as two non-tenure-track full-time instructors and a visiting professor to meet its instructional needs. These temporary faculty members are currently teaching approximately 40% of the required industrial engineering undergraduate courses. Although there is a long history of funds being allocated to support these temporary faculty positions, there is a concern that the lack of permanent funding makes it difficult to ensure “…the continued professional development of a well-qualified faculty.” The trend in the number of faculty members is presented in Table B.2. It shows the number of tenured or tenure track professors, visiting professors and temporary faculty members for the past five academic years. The table includes two professors from the College of Business Administration who, for many years, on a regular basis have additional compensations to teach ININ 4029 and ININ 4035. Our students are required to take only one of those two courses. The table includes also one professor with a joint appointment between the College of Business Administration and the Industrial Engineering Department. In academic year 2002-2003 we had 13 tenured and non tenure-track professors. At the end of academic year 2002-2003 Dr. Merbil González retired. For academic year 2003-2004 Dr. Randy Martens was hired as a tenure-track professor, for a total of 12 tenured and one tenure-track. In academic year 2004-2005 Dr. José R. Delíz retired and Mercedes Ferrer was hired as a tenure-track professor, for a total of 11 tenured

Weakness Level vs ImportanceEO Alumni

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

% W & VW

% Im

port

ant &

Ext

rem

ely

Impo

rtan

t

1c

5

1a

1b

23

1d

1e, 4

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and two tenure-track. In academic year 2005-2006 Dr. Jack Allison returned from a leave of absence, Dr. Randy Martens was no longer in the department and Dr. Ahad Alí and Dr. Alexandra Medina were hired as tenure-track professors. At this time the department had 12 tenured and 3 tenure-track. In academic year 2006-2007 Dr. Hector Carlo and Dr. Cristina Pomales, who were on license, completed their Ph.D. degrees and joined the faculty as tenure-track professors. By then the department had 12 tenured and 5 tenure-track professors. The number of tenure-track professors has been increasing and the number of temporary professors has decreased from 8 in academic year 2002-2003 to 2 in academic year 2006-2007. We also have 3 professors on license working towards their Ph.D. degrees. The number of core course sections taught by temporary faculty members has decreased significantly from 26 in 2002 to 5 in 2006. This contrasts significantly with the scenario found during the last accreditation visit where the evaluator found that 40% of the undergraduate core courses were being taught by temporary faculty members. As the numbers show there has been a significant change in the number of core courses being taught by temporary faculty. This will improve even further as the professors in leave of absence complete their Ph.D. degrees.

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Table B.2 Trend in the Number of Faculty Members

Academic Year

Period (S1,S2,V1,V2)

Total No. of

SectionsT TT

No. Sections

No. Prof

No. Sec. Core

Courses

No. Sec. Electives

Service Course

No. Prof

No. Sec. Core

Courses

No. Sec. Electives

Service Course

No. Prof

No. Sec. Core/Elective

Courses

No. Prof

No. Sec. Core

Courses

No. Sec. Electives

2002-2003 S1 53S2 57V1 13V2 5

TOTAL 1282003-2004 S1 50

S2 46V1 14V2 0

TOTAL 1102004-2005 S1 43

S2 44V1 15V2 0

TOTAL 1022005-2006 S1 47

S2 48V1 13V2 0

TOTAL 1082006-2007 S1 46

S2 53V1 16V2 0

TOTAL 115

Total: 14 82 20 4Percentage of Total Core Courses: 3.28% 19.20% 4.68% 0.94%

No. T o TT

12

13

12

11

12

285

1 69 2

3 83

5

0

2 71

93

4

2

3

2

2

2

5 20

6

2

26 2

27 3

16 2

8 1

8 5

0

# Additional Compensation# Visiting # Temporary

3

4

7

5

0

2 1

1 1

42

2

21

5

0

0

0 0

0 0

# Joint Appointment

0 0 0

1 3 04

11 04

6

0

0

2

0

0

7

3

4

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C. Criterion 7. Institutional Support and Financial Resources. “The industrial engineering program uses an academic advisor for curricular advising. When the long-time advisor retired almost a year ago, the academic advisor position was frozen and permission to replace the advisor has not been given. A recently hired temporary advisor is being funded with a special allocation, but the future of this allocation is uncertain and there is a concern that advising effectiveness may be affected”. In March 2004 Griselys Rosado was hired to occupy the position of academic advisor and after an approbatory period of 8 months she became permanent. Her interaction with students has been highly successful. She has helped in the improvement of the professional advising process, and with her help many new advising activities have been implemented. Some examples are: (1) Academic and Professional Orientation on IE elective courses and IE Sub-Specialization Certificates, given one week prior to registration week, (2) orientation on opportunities for graduate studies, given to graduating students each year during the last week of august and January, (3) orientation on free elective courses given by Dr. Agustín Rullán few weeks prior to registration, and (4) an orientation day given by faculty members at the Industrial Engineering study room one week prior to registration. “The industrial engineering program has received approval to search for three additional tenure-track faculty members. There is a concern that low salaries may have a negative impact on the ability to attract new research-oriented faculty members”. In January 2006 Dr. Alexandra Medina-Borja was hired as a tenure-track faculty member. Another professor was hired; however, at the end of academic year 2006-2007 he had to leave for personal reasons. Dr. Cristina Pomales completed her PhD degree and became a tenure-track member in July 2006. Dr. Hector Carlo started in July 2006 as an instructor in tenure-track and in October, once he completed his PhD degree, he became an assistant professor. All of them are research-oriented faculty members. In addition, three more were hired and sent on leave of absence to study for their PhD degrees. The numbers show that the Industrial Engineering Department has been successful in hiring new research-oriented faculty members.

“Although the laboratories are adequate, the stability of funding for laboratory and infrastructure support is uncertain. Several years ago, funding had been approved for construction of additional space for industrial engineering, but the funding is no longer on the priority list for the institution. Faculty members feel that additional space is needed for laboratories and faculty offices. There is a concern that space problems can impact the quality of the program in the future”. In relation to the space problems, no plans have been made to increase space availability for classrooms or laboratories. However, the College of Business

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Administration has a new building and the old building (Efrain Sanchez Hidalgo) which is located across the Industrial Engineering building will be used mainly for faculty offices. Plans are being made to assign a number of offices for the Industrial Engineering faculty. Also, efforts are being made to optimize the use of the current space available. Two walls in room 114 were moved to make more space for the Quality Laboratory. The computers in the Quality Laboratory were moved to room II-114. This room was equipped with new workstations and is being used as a laboratory for quality control, work measurement and human factors. It is also being used as a classroom. Funds were also approved to install in room II-114 the equipment needed to have video conferences at a cost of $50,000. This was completed in May 2007.

Table B.3 shows the funding for laboratory and infrastructure assigned to the Industrial Engineering Department for the last 5 academic years. From the technology funds generated by an increase in tuition for academic year 2005-2006, a new 100MBps network was installed in the first floor and second floor to improve the communication infrastructure at a cost of $32,000. The technology funds for academic year 2006-2007 ($19,100) were assigned to the purchase of a new server.

Table B.3 History of Funding for Laboratory and Infrastructure for the past 5 years

Account

Code

Academic Year

Description

Amount 5011 2002-2003 ABET $53,315.00 5011 2003-2004 ABET $27,184.54 5011 2004-2005 ABET $50,000.00 5000 2005-2006 Technology $34,200.00 5000 2006-2007 Technology $19,100.00 5011 2007-2008 ABET $506,800.00

The Industrial Engineering Computer Center was equipped with new personal computers. Changes were completed by March 2004. With the funding approved for 2007-2008 all the laboratories will receive new equipment. The lists of proposed equipment are presented in the section devoted to Criterion 8. Classrooms were equipped with air conditioning units to address noise and temperature concerns and with data displays and computers. These were ready for the fall 2004 semester. New computers will be bought with the funds approved in 2007. In collaboration with industry partners the installation of the UPRM Model Factory was completed. The laboratory includes an automated Surface Mount Technology (SMT) assembly line and a machine shop. Currently, printed circuit boards used for medical devices are being assembled and the factory runs as an enterprise with faculty and students.

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CRITERION 1. STUDENTS The Industrial Engineering Department has policies and procedures established to evaluate, advice, and monitor students to assure their success in meeting program objectives and their quality and performance. These are described next. 1.1 Student Admission High school students are evaluated for admission based on their grade point average and their scores on the SAT exam. Based on those two criteria a General Admission Index is computed, with each criterion having a weight of 50%. The Department of Industrial Engineering establishes its minimum acceptable General Admission Index for freshmen students based on resources capacity. A history of admissions for the past five years is shown in Table 1.1.

Table 1.1 Historiy of Admissions Standards for Freshmen Admissions for Past Five Years

Academic Year Admission Index

College Board (SAT) Number of New Students Enrolled MIN. AVG.

2003-2004 325 968 1270.32 112 2004-2005 325 968 1268.26 110 2005-2006 320 959 1266.75 106 2006-2007 320 959 1267.87 103 2007-2008 318 994 1256.00 105

1.2 Evaluating Student Performance Once in the program, students are evaluated mainly through exams, assignments, oral presentations, projects, laboratory exercises, and written reports. These are designed to measure the students’ level of achievement of course objectives. These course objectives are in turn related to the program educational objectives, program outcomes and ABET (a) to (k) learning outcomes. Therefore, students’ performance in the courses is a reflection of the level of achievement of program objectives. Professors decide the weight that every evaluation tool will have on the final grade. All departmental courses must be passed with at least a C grade. For other courses the minimum passing grade is D. Students must have a general and major GPA of 2.0/4.0 or above to graduate. There are three major processes to monitor students’ progress across the curriculum: (1) monitoring of progress and performance by the Registrar’s Office, (2) student self-monitoring, and (3) monitoring by the department’s academic advisor. The procedure for monitoring if student’s progress across the curriculum meets minimum requirements is described in the Senate Certification No. 05-32. At the end of each academic year the Registrar analyzes the grade point average, cumulative percentage of credits approved, and the number of years in the program. This is done for all students at

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the university, including freshmen. The purpose of this specific assessment is to identify students whose performance is below minimum requirements, which are at risk of being put on probation. Once these are identified, the information is sent to the Associate Dean of Academic Affairs. A document including a listing of the students is sent by the Associate Dean of Academic Affairs to the Dean of the College of Engineering (or the corresponding college) with copies to the Dean of Students and the Chancellor. In our case, the Dean of the College of Engineering sends the information to Department Heads. The Department Head in turn meets with the academic advisor who contacts all students in the list for individual advising. As mentioned previously, students can monitor themselves. There is a computer-based registration system programmed with the curricular requirements of each academic program including built-in checks for course requisites. Currently, students access this system through the internet. At the time of registration, the system allows the students to register only in courses for which the requisites have been satisfied and which are in their course curriculum. Through the system, students can monitor how they have been progressing through the required courses for their degree. There is an Academic Advisor within the formal departmental administrative structure. This official monitors student progress, certifies that the program requirements are being met, handles exceptions under the direct supervision of the Director, and makes sure that the administrative procedures and university regulations are followed. The department has prepared an electronic spreadsheet to monitor progress of individual students throughout the curriculum. A student can come when desired to the academic advisor or the department head for an evaluation of his progress. It is important to point out that there is a final check that culminates the monitoring of the students before graduation, where the Academic Advisor or the Director, along with the Registrar certify that the graduating student has completed all the requirements. Several publications help the students to monitor themselves and plan their progress through the curriculum. Some examples include the Undergraduate Bulletin of Information (Catalog) published by the Academic Affairs Office, and several brochures, flyers, made accessible and maintained by the Industrial Engineering Department. Publications from the IE Department include: Academic Regulations Pamphlet for IE students, Official List of Approved Socio-humanistic Courses, flyer with procedures for transfer to the IE program, flyer with IE Curriculum, IE program brochure, and the IE Department web page (http://ininweb.uprm.edu). 1.3 Advising Two types of advising are currently provided formally to students: academic advising, and professional advising. Academic advising is provided to the student mostly through the department’s Academic Advisor under the supervision of the Department Head. Professional advising is provided by the department’s faculty. Academic advising is mostly seen as an administrative issue. Students are guided through

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their curriculum complying with all the requirements and university regulations in a reasonable amount of time. The basic academic advice includes the recommended course load, sequence, and the available elective courses. Academic advising starts as soon as students enter the program as freshmen. Every year, usually during the last week of July, orientation sessions are held for entering freshman students. There they are given basic information regarding their curriculum and course sequences, university regulations, and administrative procedures. After that, and throughout the student’s academic career, the office of the Department’s Academic Advisor is available for students to just walk in or make an appointment for obtaining individual advice. At the request of the student, the Academic Advisor evaluates the progress made toward the degree and gives the students advice as to how to best handle deviations from the recommended course load or sequence. There is always a one week period before registration dedicated to academic advising. It is not required for the Academic Advisor to be an Industrial Engineer. On the other hand, professional advising is seen as a career planning issue. It is considered that this type of advice is best given by an Industrial Engineer. This is why this matter is handled by the department’s faculty. Professors make available their regular office hours for students to walk in and request professional advice. Students are provided help dealing with issues related to possible career paths and professional interests within the Industrial Engineering Profession. This way, students get advice as to their choices of professional and free electives, professional experiences, projects, and so on. Prior to academic year 2005-2006 the process for professional advising was informal. A list with faculty names, office hours, extension numbers and areas of expertise was available to students to facilitate visiting professors for professional advice. This system was not successful and in the fall semester of academic year 2005 – 2006 a formal process was designed to invite students to come for advice. All Industrial Engineering students, including freshmen, were distributed evenly among professors based on their last name. A poster was designed and posted in several places motivating students to visit their professors. An application was designed through the university web page to facilitate accessing students. The application is accessed through www.uprm.edu > mi uprm.edu > login > Mi Portal Colegial > My Programs > Consejería Académica > Estudiantes. The last screen shows the last four digits of the student’s number. Through this screen professors can send e-mails to all students at once. Still students were not coming for professional advice. Therefore, in academic year 2006-2007 it was decided to have a professional advice day a week prior to registration with faculty members available at the department’s study room. Brochures with information regarding electives and specialization certificates were available as well as a logbook signed by attending students. This activity was a success and is carried out on a semester basis. Students can access information on academic advising, counseling and orientation through the Industrial Engineering web page. This information is accessed through http:ininveb.uprm.edu > Services > Students > Orientation and Counseling or http://ininweb.uprm.edu/orientation.asp.

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Other professional advising activities going on are: 1. “Academic and Professional Orientation on IE elective courses and IE Sub-

Specialization Certificates” given one week prior to registration week. 2. “Orientation on Opportunities for Graduate Studies” given to graduating students

each year during the last week of August and January. 3. “Orientation on Free Electives” given one week prior to registration. 4. Individual orientation with the Department Head or the Associate Department Head. Professors sometimes also serve as professional advisors on students’ industry projects. In this case, students can decide which professor to visit by means of a published list of specialty areas of professors and the office hours available for academic advising. The list provides the e-mail addresses, telephone extension, office location and hours of every faculty member of the Industrial Engineering Department. 1.4 Transfer Students Students from other academic departments or other academic institutions may apply for transfer to the Industrial Engineering program following well established procedures. A student requesting transfer from any program at UPRM is handled as an internal transfer. The procedure used to handle internal transfers is illustrated in Figure 1.1. The University of Puerto Rico has many campuses around the island. With the campuses located at Bayamón, Ponce, Arecibo, Carolina and Humacao the Mayagüez campus has an Articulate Program Agreement for the Industrial Engineering program. Students can take the basic courses at those campuses and then transfer to the Mayagüez campus. They submit the admission application at their respective campus and those are sent to and evaluated by the Admission Office at the Mayagüez Campus. Once they complete the requirements established in the Articulate Program Agreement, they can transfer to Mayagüez. Their transfer application is then evaluated as an internal transfer.

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Figure 1.1 Procedure and Regulations for Internal Transfers to IE Department

Students from other institutions wanting to transfer to the UPRM Industrial Engineering program are handled as external transfers. These can be classified into three categories: (1) students transferring from any college-level accredited institution outside the University of Puerto Rico, (2) students transferring from an Associate Degree in Technology program from an institution outside the University of Puerto Rico, and (3) non-engineering students transferring from other units of the University of Puerto Rico.

• The Associate Dean of Academic Affairs for the College of Engineering or representative reserves the right to interview any person interested in taking engineering courses and will have the final decision on the transfer.

• The courses approved through advanced placement will not be considered in the application of these guidelines.

• The Faculty of Engineering reserves the right to limit transfers based on space limits of the different academic programs.

• The student should have approved the credit hours required by the Industrial Engineering Department at the moment of submitting his/her transfer request.

• The student will be able to transfer at most twice among programs within the UPRM campus.

Admission Index = that required at ININ for the year he/she

was accepted?

48 or more credits

approved?

GENERAL OPTIONS

Have approved at least 80% of all attempted credits hours.

At least 3.0 GPA in Math, Chemistry, Physics and Engineering Science Courses. Have approved 9 credits

among the following or equivalent: Mate 3171 – 3172, Mate 3031, Quim

3131,3132, 3133, 3134

Grade Point Average (GPA): 3.00Mínimo 24 créditos aprobados


At least 3.0 GPA in Math, Chemistry, Physics and Engineering Science Courses. Have approved 9 credits

among the following or equivalent: Mate 3171 – 3172, Mate 3031, Quim

3131,3132, 3133, 3134

Grade Point Average (GPA): 3.00Mínimo 24 créditos aprobados

NO

YES NO


Have a minimum GPA of 2.90 in Math., Physics., Chem. and Eng.

Science courses. Should have approved the following or

equivalent courses: Mate 3171 –3172, Mate 3031, Quim 3131,

Quim 3133.

Grade Point Average (GPA): 2.90




equivalent courses: Mate 3171 –3172, Mate 3031, Quim 3131,

Quim 3133.





equivalent courses: Mate 3171 –3172, Mate 3031,3032. Quim

3131,3132, 3133, 3134 and Fisi3171-Fisi 3173





equivalent courses: Mate 3171 –3172, Mate 3031,3032. Quim

3131,3132, 3133, 3134 and Fisi3171-Fisi 3173




Science courses. Should have approved the following or equivalent courses: Mate 3031,3032,3063, Quim

3131,3132, 3133, 3134, Fisi3171,3172,3173,3174 InGe

3011,3016,4001

Grade Point Average (GPA): 2.00Minimum of 64 credits

approved



Science courses. Should have approved the following or equivalent courses: Mate 3031,3032,3063, Quim

3131,3132, 3133, 3134, Fisi3171,3172,3173,3174 InGe

3011,3016,4001

Grade Point Average (GPA): 2.00Minimum of 64 credits

approved

YES

Option 1

Option 2

Option 3

Grade Point Average (GPA): 2.75Maximum of 23 credits

Approved

Have approved at least 80% of all attempted

credits hours.

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The guidelines used for external transfers are as follows:

Student Category Guidelines

From any college-level accredited institution outside the University of Puerto Rico system.

• Be free of any disciplinary action at the previous institution.

• Have completed at least 48 credit hours with a minimum GPA of 3.0 (on a scale of 1 to 4).

• At least 3.0 GPA in Math, Chemistry, Physics and Engineering Science courses.

• Have approved Mate 3171-3172, Mate 3031 and Quim 3131, Quim 3133.

• Have approved at least 80% of all attempted credit hours.

From an Associate Degree in Technology program of an institution outside of the University of Puerto Rico system.

• Be free of any disciplinary action at the previous institution.

• Have graduated with a minimum GPA of 3.5 (on a scale of 1 to 4).


Non-engineering students from other units of the University of Puerto Rico.

• Have completed at least 48 credit hours with a minimum GPA of 3.0 (on a scale of 1 to 4).

• At least 3.0 GPA in Math, Chemistry, Physics and Engineering Science courses.

• Have approved Mate 3171-3172, Mate 3031, Quim 3131 and Quim 3133.


Other administrative details, due dates, fees, and so on, are described in the undergraduate catalog. A summary of transferred students for the past five academic years is presented in Table 1.2. For external transfers there is not an easy way to distinguish whether these students came from an engineering articulated program or other programs within the university with the articulated agreement.

20

Table 1.2 Transfer Students for Past Five Academic Years

Academic Year

External Transfers

Internal Transfers 2003-2004 22 11 2004-2005 23 14 2005-2006 13 21 2006-2007 14 22 2007-2008 12 2147

UPRM reserves the right to validate credit for courses taken elsewhere. The current procedure requires the approval of the Department Head and certification of equivalency from the department that offers the course at UPRM. The standard practice is to validate credit for a course taken elsewhere if the content of the course is equivalent to at least 80% of that of a course in the UPRM curriculum. Only courses with a grade of C or better can be considered for credit transfer. For engineering courses, the institution where the course was taken must be accredited by ABET. The credit transfer procedure is facilitated for some courses taken in other campuses of the UPR system. For those, there is a list of courses that the academic computer system automatically recognizes as equivalent. The transfer of credits will occur in two particular situations; current students wanting to take courses at other institutions, for example, as part of an exchange program, or transfer students wanting to transfer credit for courses taken at their original institution. A student seeking to take courses in other institutions must obtain authorization from the department that offers the course (certifying that the course in that institution is equivalent). Then, this has to be authorized by the director of the department where the student is registered, who by doing so certifies that the desired course is in the students’ required curriculum. Finally, the Associate Dean of Engineering for Academic Affairs and the Registrar must approve this petition in order for it to be valid. Completing the form called “Autorización para Tomar Cursos en Otras Instituciones” carries out all this procedure. Transfer students have to go through a similar procedure for the courses taken in the institution of origin that they want validated as equivalent. This is done by filling out form OR-F6-R “Equivalencia de Cursos.” Evidence will be submitted upon request showing that the processes for course validation and student transfer are working. These will include, for example, the undergraduate catalog, bulletins, forms and brochures.

21

1.5 Graduation Requirements1

All departmental courses must be passed with at least a C grade. For other courses the minimum passing grade is D. Students must have a general and major GPA of 2.0/4.0 or above to graduate. The University of Puerto Rico, Mayagüez Campus, reserves the right to make changes in the different curricula and degree requirements whenever, in its judgment, these are considered beneficial to the institution. As a rule, a student is entitled to graduate under the officially established requirements at the time of his or her entrance to the institution and should consult his academic department to obtain a copy of its specific requirements upon enrollment. Both a student who fails to fulfill the graduation requirements within the time period specified in the corresponding curriculum and a student who re-registers after a period of absence from the university are governed by the requirements specific to their graduating class. To receive a degree, a student must satisfy the following conditions: (a) Pass the prescribed courses with a 2.00 minimum GPA. (b) Satisfy the following time-limit requirements for degree-completion:

Normal Time Required for Completion of Programs

Maximum Time Allowed

4 years 8 years 5 years 10 years

After this period, the University reserves the right to require that a student repeats all courses which, in the opinion of the respective Dean, need review. In all such cases, the student must obtain the Dean's written authorization in duplicate form as well as a list of the courses to be repeated. Copies of this authorization must be submitted to the director of the respective department and to the registrar.

(c) Satisfy all financial obligations to the University. (d) File an application for graduation, in the Registrar's Office no later than the date

specified in the Academic Calendar approved by the Administrative Board. (e) Receive faculty recommendation for the degree. (f) Attend Commencement Exercises, unless excused by the Registrar. UPRM celebrates commencement exercises once during the academic year at the end of the second semester. Students who meet their course requirements for the degree at the end of the summer session or at the end of the first semester may apply to the Registrar's Office for a certificate indicating that they have completed their studies. As mentioned earlier, there is an Academic Advisor within the formal departmental administrative structure. This official monitors student progress, certifies that the program requirements are being met, handles exceptions under the direct supervision of the Director, and makes sure that the administrative procedures and university regulations 1 Undergraduate Catalog

22

are followed. There is a final check that culminates the monitoring of the students before graduation, where the Academic Advisor or the Director, along with the Registrar certifies that the graduating student has completed all the requirements.

1.6 Enrollment and Graduation Trends

The enrollment and graduation trends of the Industrial Engineering Program for the past five academic years are presented in Table 1.3. The number of full-time students has been decreasing every year, but increased for academic year 2006-2007. The number of graduates has been steadily decreasing.

Table 1.3 Enrollment Trends for Past Five Academic Years

Category Semester Academic Year

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

Full-time Students

Fall 572 563 546 529 545 Spring 537 507 485 492 516

Part-time Students

Fall 71 56 61 52 46 Spring 43 49 43 48 46

Student FTE1 Fall 611.25 591.25 573.42 555.67 571.67

Spring 560.83 529.61 508.25 517.67 542.33 Graduates 87 83 77 62 64

1 FTE = Full-Time Equivalent

Graduates were contacted by e-mail to learn on their employment and licensure status. Data from the first 25 graduates to answer are presented in Table 1.4. Out of those; three (12%) were unemployed, six (24%) are working out of Puerto Rico, 8 (32%) passed the FE Exam, and 4 (16%) passed the PE exam.

23

Table 1-4. Program Graduates

Numerical Identifier

Admission Year

Graduation Year Licenced Job Title Company

1 2000 2008 no N/A N/A

2 2000 2008 no Supply Chain PlannerNeutrogena Corporation Johnson & Johnson, LA, California

3 2002 2008 no Master Student IE Department at UPRM4 2002 2008 no Master Student MBA at UPRM5 2000 2008 FE Operation Management Trainee Nestle USA, IL6 2001 2008 no Process Engineer Lilly Del Caribe, Carolina PR7 2001 2008 no Quality Engineer I Fenwal International, San Germán PR8 1995 2008 no N/A N/A9 2002 2008 FE & PE Engineer 1 Boston Scientific, Dorado PR

10 2001 2008 no Quality Enginer Lifescan, Cabo Rojo PR11 1999 2008 no Pipe Designer Fluor Enterprises, Houston TX12 2001 2008 no Engineer Deisgner Fluor Enterprises, Houston TX13 2002 2008 FE & PE N/A N/A14 2001 2007 no Technical Services Fenwal International, San Germán PR15 2001 2007 no Industrial Engineer Level 1 Boeing Co., Everett WA

16 2000 2007 FE Engineer and Master StudentRovira Buiscuits, and Master at Universidad Politécnica.

17 2000 2007 FE Manufacturing Assurance Supervisor McNeil Healthcare LLC, Las Piedras PR18 2001 2007 FE & PE Manufacturing Supervisor McNeil Healthcare LLC, Las Piedras PR19 1999 2007 no Quality Engineer Eaton Electrical Cutler Hammer, Cabo Rojo PR20 2000 2007 no Total Quality Manager Government of PR21 2000 2007 no Analyst (Supply Chain Solutions Service Line) Accenture22 2000 2007 FE & PE Production Supervisor Wyeth Consumer Healthcare, PR23 2002 2007 FE Consulting Analyst Accenture, LA24 2001 2007 no Warehouse Manager Walmart, PR25 1998 2007 no Productivity Engineer PepsiCo Foods Caribbean

24

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

The Industrial Engineering program prepares professionals in Industrial Engineering with the capacity to apply their knowledge, skills, attitudes, and the most recent technological developments to the solution of problems in our society. The profile of the IE graduate states the following:

Graduates from the Industrial Engineering program are instrumental in planning, designing, implementing and evaluating products, services, and systems which integrate people, materials, equipment, and information for the progress and improvement of the quality of life of humankind. They insure that these products, services, or systems can be provided economically with the required level of quality necessary for satisfying society’s needs. The Industrial Engineer draws upon knowledge and skills mostly from the areas of mathematics and the physical, social, physiological and computer sciences, together with principles and methods of engineering analysis and design.

Within that framework, with input from its significant constituencies, the Industrial Engineering Department has established a set of Program Educational Objectives. It is understood that Program Educational Objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve a few years (in our case three years) after graduation. The major constituents in the identification, assessment and evaluation of educational objectives are the employers, alumni, and faculty. The faculty designs and implements the curriculum. The student’s professional careers are shaped fundamentally by the educational experiences provided by the program. The professional success of the alumni, to a great extent, is caused by the effectiveness of the education, values, and attitudes instilled by the curriculum they were subjected to. The attainment of the business objectives of employers, in turn, is significantly affected by the quality of the graduates they hire from our program.

2.1 Industrial Engineering Program Educational Objectives The Program Educational Objectives of the Industrial Engineering undergraduate program are the following2: 1. Our graduates will demonstrate extensive training and education in the Industrial

Engineering areas including: • Design of work facilities and systems • Statistical quality control and improvement systems • Automated computer-based control systems • Manufacturing systems • Economic evaluation

2. Our graduates will require minimal additional training to adjust to professional life and will be ready to tackle real-world problems as soon as they graduate due to a rich

2 Revised in Fall 2007 to comply with the definition of broad statements, to be implemented in January 2009.

25

industrial experience gained through participation in: • Students projects in industry • Internships and cooperative education (COOP) • Other interaction with professional and industrial organizations.

3. Our graduates will function effectively in a setting with ethical, social, and

environmental sensibilities, be able to communicate effectively, and become leaders in industry.

4. Our graduates will have the ability to work in multi-disciplinary teams. 5. Our graduates will have an understanding of the need to continue to develop

entrepreneurial skills. With these educational objectives as a guide, the Industrial Engineering Program at the UPRM has been designed to provide students with a well-balanced education stressing classical Industrial Engineering design complemented with additional sophisticated analytical techniques. A strong emphasis is placed upon the fundamentals of the profession, laboratory experiences, real life problem solving, and the use of the computer as an engineering tool. Graduates of the program are prepared to enter the profession upon leaving college, and the most talented are encouraged to pursue graduate studies either in Industrial Engineering or a related field. These educational objectives are published at: 1. Academic Catalog: http://www.uprm.edu/Catalog 2. Industrial Engineering web page: http://ininweb.uprm.edu/uprogram.asp#po 3. IE Plan for the Assessment of Student Learning: http://www.uprm.edu/omca/assessment_plans/Academic/engineering.php 4. Posters at classrooms, laboratories, department office and IE’s study room. 2.2 Alignment of Program Educational Objectives with the Mission Statements The educational objectives of the Industrial Engineering Program are consistent with the missions of the UPRM, the College of Engineering, and the Industrial Engineering Department. Table 2.1 summarizes the relationship between the Program Educational Objectives and the mission statements, which are also presented below: Mission Statement of the University of Puerto Rico at Mayagüez (http://www.uprm.edu/rectoria/about.html) 1. To form educated, cultivated citizens capable of critical thinking and professionally

prepared in the fields of agricultural sciences, engineering, natural sciences, humanities, arts, and business administration capable of contributing to the educational, cultural, social, technological and economic development of Puerto Rico and of the international community within a democratic and collaborative framework.

26

2. To promote research and creative endeavors to meet the needs of our local and international society while preserving, transmitting, and advancing knowledge.

3. To provide excellent service that will contribute to the sustainable and balanced development of our society.

4. To share knowledge so that it becomes accessible to all.

Mission Statement of the College of Engineering (http://ing.uprm.edu/Mission_Vission.php)

“Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong education in engineering and related areas, with rich environmental, ethical, cultural, and social sensitivities; with capacity for critical thinking and for becoming leaders in their fields.

It is also our mission to conduct research, expand and disseminate knowledge, promote an entrepreneurial spirit, provide service to the community, and pursue the innovation and application of technology for the benefit or our global society, with particular emphasis on Puerto Rico.”

Mission of the Industrial Engineering Department (http://ininweb.uprm.edu/missionvision.asp)

“Serve society by preparing excellent Industrial Engineering professionals capable of critical thinking through a curriculum that is responsive to current and future needs, and by performing scientific and applied research that expands the local economy, increases the capabilities of the global manufacturing and service sectors, and improves the state of published knowledge of the profession.”

27

Table 2.1 Relationship between the Program Educational Objectives and the Mission Statements Educational Objective Department

Mission Engineering College

Mission UPRM Mission

Our graduates will demonstrate extensive training and education in the Industrial Engineering areas including: • Design of work

facilities and systems. • Statistical quality

control and improvement systems.

• Automated computer based control systems.

• Manufacturing systems. • Economic evaluation.

The preparation of excellent Industrial Engineering professionals through a curriculum that is responsive to the current and future needs of Puerto Rico and our hemisphere.

Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong education in Engineering.

The development of professionally prepared citizens in the field of engineering.

Our graduates will require minimal additional training to adjust to professional life and will be ready to tackle real-world problems as soon as they graduate due to a rich industrial experience gained through participation in: student projects in industry, internships and cooperative education, and other interactions with professional and industrial organizations.

The Industrial Engineering Department has designed a program to give students rich industrial experience and develop their capability of critical thinking. These experiences give them the opportunity to perform scientific as well as applied research. Results from capstone design projects and applied research performed at manufacturing or service companies are frequently implemented which increases the company’s capabilities.

The rich industrial experiences designed in the program develop the student’s capability for critical thinking, gives them the opportunity to conduct research and to disseminate knowledge. Through the application of knowledge and technology in students’ projects a service is provided to the manufacturing and service industries which benefit from end results. The curriculum and these rich industrial experiences provide Puerto Rico, our neighbors, and the rest of the community with professionals having a strong education in engineering.

The Industrial Engineering curriculum and the experiences designed in the program develop the students’ capability for critical thinking and give them the opportunity to develop the skills and knowledge necessary to contribute to the sustainable and balanced development of our society.

Our graduates will function effectively in a setting with ethical, social, and environmental sensibilities, be able to communicate effectively, and become leaders in industry.

Excellency is achieved not only through a strong technical background. It requires ethical, social and environmental sensibilities. Society is the main stakeholder and should be served complying with a code of ethics. Service requires leadership and good communication skills.

Provide society with professionals in engineering with rich environmental, ethical, cultural, and social sensitivities; with capacity for critical thinking and for becoming leaders in their fields.

The development of professionally qualified engineers with the essential attitudes and values of a democratic society. They should be able to contribute in an efficient manner to the cultural, social and economic development of the Puerto Rican and international communities which requires ethical, social and environmental sensibilities.

28

Educational Objective Department

Mission Engineering College

Mission UPRM Mission

Our graduates will have the ability to work in multi-disciplinary teams.

Excellent Industrial Engineering professionals should be able to work with other disciplines to perform scientific and applied research to expand the local economy, increase the capability of the manufacturing and service sectors, and improve the state of published knowledge of the profession.

Excellent Industrial Engineering professionals should be able to work with other disciplines to conduct research, expand and disseminate knowledge, and pursue the innovation and application of technology for the benefit of our global society, with particular emphasis on Puerto Rico.

Our alumni should have the necessary skills and knowledge to participate effectively in the search of solutions to the problems facing us, to promote the development and transfer of technology.

Our graduates will have an understanding of the need to continue to develop entrepreneurial skills.

Excellent industrial engineers should instill an entrepreneurial spirit to be able to provide solutions.

It is also the mission of the College of Engineering to promote an entrepreneurial spirit.

The development of engineers able to contribute to the economic development of the Puerto Rican and international communities.

2.3 Alignment of the Curriculum with the Program Educational Objectives The Industrial Engineering program has been designed with a curriculum and experiences to ensure achievement of the Program Educational Objectives. The relationship between the cores and departmental elective courses and Educational Objectives is presented in Table 2.2. The Industrial Engineering program also includes mathematics, science, engineering and socio-humanistic courses which make a significant contribution to the development or enhancement of the skills needed to achieve the program outcomes, and therefore the educational objectives since these are interrelated. These courses and their relationship to program outcomes is presented in Section 3.0.

29

Table 2.2 Core and Elective Industrial Engineering Courses Ensuring Achievement of Program Educational Objectives

4009

:Wor

k M

eas.

4010

: Pro

b.

4015

:Eng

.Ec.

4020

:Sta

t.

4021

:Det

.OR

4022

:Pro

b.O

R40

29: B

ehav

ior

4035

: HR

P

4039

:Pro

d.I

4040

: La

yout

4057

:Rea

l Tim

e

4075

: Pro

d II

4077

: Wor

k D

esig

n

4078

:Qua

lity

4079

: Des

ign

4085

:Acc

ount

ing

4086

: Cos

t

4016

: Saf

ety

4017

: Inf

. Sys

tem

s

4018

: Sim

ulat

ion

4027

: DO

E

4046

: IE

Prac

tice

4050

: Prin

ted

Circ

uit B

oard

4810

: Con

c. E

ng.

4995

: CO

OP

4996

: Spe

cial

Top

ics

4998

: Und

ergr

ad. R

esea

rch

5505

: TQ

M55

65: R

elia

bilit

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5595

:Ser

vice

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cess

es

5575

: Sch

edul

ing

EDUCATIONAL OBJECTIVES1 Extensive Trainining and education in IE areas inclcuding:

a. Design of work facilities and systems. 1 1 1 1 1 1 1 1 1 1b. Statistical quality control and improvement systems. 1 1 1 1 1 1 1 1 1 1c. Automated computer based and control systems. 1 1 1 1d. Manufacturing Systems 1 1 1 1 1e. Economic Evaluation. 1 1 1 1 1

2

Minimal Training to adjust to professional life and will be ready to tackle real-world problems due to a rich industrial experience gained through participation in student projects in industry, internships and cooperative education (COOP), and other interaction with professional and industrial organizations. 1 1 1 1 1 1 1 1 1 1 1

3

Function effectively in a setting with ethical, social and environmental sensibilities, be able to communicate effectively, and become leaders in industry. 1 1 1 1 1 1 1 1 1 1 1 1 1

4 Abilitiy to work in multi-disciplinary teams. 1 1 1 1 1 1 1

5Understanding of the need to continue to develop entrepreneurial skills. 1 1 1 1 1 1 1 1 1 1 1 1

ININ Core Courses ININ Elective Courses

30

2.4 Process to Establish and Review the Program Educational Objectives The Educational Objectives of the Industrial Engineering Department were established as part of a departmental strategic planning effort with input from the significant constituencies. These were originally formulated by a committee, approved by the department’s faculty, and were discussed and modified through departmental meetings, Industrial Advisory Board meetings, and departmental retreats at which input from all constituencies was considered. From there on the educational objectives are formally revised every five years with inputs from all the constituents. The formal review process is illustrated in Table 2.3.

Table 2.3 Process for the review of Program Educational Objectives

Action Target Date 1. A committee reviews the Educational Objectives and, if necessary, makes a draft with proposed changes and updates, with input from industry, alumni, faculty, and the students (surveys).

Fall Semester

2. Changes and updates are reviewed, discussed and approved in a departmental meeting with representation from faculty and students.

Fall Semester

3. Results from departmental meeting are brought to the department’s Industrial Advisory Board, where they are ratified.

Fall Semester

4. If significant changes are introduced by the Industrial Advisory Board these are brought to another departmental meeting for faculty approval.

Spring Semester

5. The Industrial Engineering Program Educational Objectives are published in the Undergraduate Bulletin of Information, brochures, web page, bulletin boards, and classrooms.

End of Spring Semester and beginning of Fall Semester.

As planned, the educational objectives were revised at a department faculty retreat, with the participation of members of the Industrial Engineering Advisory Board, held in March 22-23, 2002. At that meeting the educational objectives were reduced from twelve to five. The advisory board recommended reducing the number of indicators used to evaluate and monitor progress. The revision scheduled for the fall semester of academic year 2007-2008 was performed and completed as scheduled. New educational objectives were developed which will be implemented in spring 2009. Even though a formal revision is scheduled to occur every five years, when required the educational objectives can be reviewed at departmental meetings which are held monthly,

31

department faculty retreats which are held every year or meetings with the Industrial Engineering Advisory Board which are held every other year on years ending with odd numbers. 2.5 Process for the Assessment and Evaluation of the Level of Achievement of

Educational Objectives The process established for the assessment and evaluation of the level of achievement of the educational objectives (EO’s) has been changed throughout the years. As mentioned earlier, the major constituents on the identification, assessment and evaluation of the level of achievement of educational objectives are the faculty, alumni and employers. The Industrial Engineering department has the Industrial Engineering Center for Academic Research (IECAR) in charge of data collection, analysis and the generation of reports. It counts with an administrative assistant devoting 25 percent of her time to assessment activities, one assistant, usually a student, working from 15 to 25 hours per week, and the IE ABET coordinator. The IECAR center has the support of the College of Engineering SEED office (System for the Evaluation of the Education). The interaction between the constituents and the flow of information is depicted in Figure 2.1.

Figure 2.1 Processes for the Assessment of Educational Objectives

The evaluation of the level of achievement of educational objectives is performed mainly with results from surveys sent to employers and alumni and from meetings with the Industrial Engineering Advisory Board (IEAB). Up to fall 2006 personnel from IECAR was in charge of the distribution of surveys to alumni and employers. In fall 2006 the system was changed to answering the questionnaires on-line. Invitations are sent to employers and alumni through the College of Engineering SEED office using the

IE Center for Academic Research

Employers & Alumni

Department Faculty

Course Committee Coordinators

Course Committees

SEED Office

IEAB

32

ZOOMERANG software. These are sent on the fall semester of every academic year to alumni who graduated three years ago, and every other year to employers, also on the fall semester, on years ending with even numbers. A preliminary analysis of results and the raw data is sent from the SEED office to the IECAR center. The assistant generates graphs and statistics. Then the IE ABET coordinator performs further analysis, assembles a report and presents results to faculty members either on a department meeting or an ABET retreat. Action items related to courses, in response to identified areas of opportunity, are addressed through course committees. Actions taken by course committees are reported back to faculty in department meetings. 2.5.1 Tools and Metrics The assessment and evaluation of the level of achievement of educational objectives is done primarily through surveys. Up to academic year 2002-2003 the surveys had a scale from 1 to 4 representing very weak, weak, strong and very strong, respectively. When results for that academic year were presented to faculty they had concerns on: (1) the small number of participating alumni and employers, (2) whether the right questions were being asked through the surveys, (3) the scale being used in the surveys, and (4) the metric being used for assessment. A major task resulting from the faculty retreat was the redesign of the tools and metrics used in the assessment and evaluation process. Therefore, academic year 2003 – 2004 was devoted to the redesign of questionnaires, the development of a new assessment metric and the development of strategies to ensure a greater number of participants. On the new questionnaire sent to employers we ask for their professional background, the type of industry they work for, and the number of industrial engineering graduates from UPRM they have supervised in the past 5 years. Each educational objective was broken down into specific skills and several questions in the questionnaire were designed to address each skill. The employer is then asked to rate the level of performance of UPRM graduates on each skill using the following scale: NA : If you have not had the opportunity to observe a particular skill. Very weak (VW) : Extremely below expectations of a new professional (cannot

perform task). Weak (W) : Below expectations (needs substantial guidance to perform task). Adequate (A) : Meets expectations (able to perform task with minimal guidance). Strong (S) : Exceeds expectations (often performs task on own). Very strong (VS) : Substantially exceed expectations (performs tasks on own and

initiates new tasks, innovates). We also ask employers to rate the level of importance each skill has to their company using the following scale:

33

1. Not important : Skill rarely needed to perform IE functions and it is almost

never applied in our company. 2. Somewhat important: Skill is sometimes needed to perform some IE functions and it

is occasionally applied in a few tasks. 3. Important : Skill is needed to perform IE functions and it is applied in

different tasks. 4. Very important : Skill is regularly needed to perform effectively IE functions

and it is routinely applied in several tasks in our company. 5. Extremely important: Skill is indispensable to perform effectively IE functions and

it is applied almost daily in almost every task. The level of importance of each skill is asked only to employers, not to the alumni. Among the questions asked to alumni on the new questionnaires are the number of years taken to graduate, time taken to find a job after graduation, type of industry they are working for, gender, and their status in relation to the Fundamentals of Engineering Exam. Then they are asked to evaluate their level of confidence on each of the skills related to the educational objectives using the following scale: N/A : I have not applied this skill. Very weak (VW) : I cannot perform this task. Weak (W) : I need substantial guidance to perform this task. Adequate (A) : I can perform this task with minimal guidance. Strong (S) : I often perform this task on my own. Very strong (VS) : I can perform this task on my own, initiate new tasks, innovate. The metrics used to evaluate the level of achievement of each educational objective are: (1) the percentage of responses given as weak or very weak and (2) the percentage of responses given as extremely important or very important. Since several questions in the questionnaire address the same skill, a spreadsheet in EXCEL was designed to perform all the calculations. Results from the assessment process are summarized using tables, line graphs and scatter diagrams. Line graphs are usefull in analyzing tendency in the results. The scatter diagrams are used to determine if the objectives were attained. 2.5.2 Assessment Results Tables 2.4 to 2.6 summarize the percentage of weak and very weak responses, as well as the level of importance of each educational objective, obtained from questionnaires to alumni and employers for academic years 2002-2003 through 2006-2007. The level of importance given to the educational objectives was not asked in the questionnaires prior to academic year 2004-2005.

34

Consolidated results are obtained using a weighted average as follows:

( ) ( )EmployersofNoAlumniofNo

EmployersofNoEmployersVWWAlumniofNoAlumniVWWedConsolidat . .

.*&% .*&%+

+=

Where )(&% AlumniVWW represents the number of responses given by alumni as weak or very weak and )(&% EmployersVWW represents the number of responses given by employers as weak or very weak.

Table 2.4 Responses from Alumni and Employers for Academic Year 2002-2003

Educational Objectives % of Weak & Very Weak

Alumni 2002-2003

Employer 2002-2003 Consolidated

1 Extensive Training and education in IE 1a Design of work facilities and systems. 7.58% 10.47% 8.89% 1b Statistical quality control and improvement systems. 16.67% 21.43% 18.83% 1c Automated computer based and control systems. 23.33% 18.52% 21.14% 1d Manufacturing Systems 18.06% 16.67% 17.42% 1e Economic Evaluation. 11.46% 20.41% 15.53% 2 Minimal Training to adjust to professional life. 29.76% 44.07% 36.26% 3 Function effectively in a setting with ethical, social and…. 5.00% 10.71% 7.60% 4 Ability to work in multi-disciplinary teams. 11.11% 10.00% 10.61% 5 Need to continue to develop entrepreneurial skills. 20.45% 17.31% 19.02%


Educational Objectives % of Weak & Very Weak

EI & VI Employer

Alumni 2004-2005


1 Extensive Training and education in IE 1a Design of work facilities and systems. 20.00% 5.9% 12.94% 76.5% 1b Statistical quality control and improvement systems. 8.33% 17.6% 12.99% 88.2% 1c Automated computer based and control systems. 66.67% 35.7% 51.19% 28.6% 1d Manufacturing Systems 20.34% 19.8% 20.07% 71.6% 1e Economic Evaluation. 10.34% 11.1% 10.73% 88.6% 2 Minimal Training to adjust to professional life. 0.00% 16.7% 8.33% 94.4% 3 Function effectively in a setting with ethical, social and…. 5.88% 17.1% 11.51% 94.3% 4 Ability to work in multi-disciplinary teams. 0.00% 22.2% 11.11% 88.9% 5 Need to continue to develop entrepreneurial skills. 5.56% 27.8% 16.67% 94.4%

35


Educational Objectives % Weak & Very Weak

EI & VI Employer

Alumni 2006-2007


1 Extensive Training and education in IE 1a Design of work facilities and systems. 10.0% 37.5% 22.94% 43.8% 1b Statistical quality control and improvement systems. 33.3% 56.3% 44.12% 62.5% 1c Automated computer based and control systems. 44.4% 43.8% 44.12% 43.8% 1d Manufacturing Systems 13.8% 43.8% 27.89% 54.2% 1e Economic Evaluation. 4.55% 56.25% 28.88% 78.13% 2 Minimal Training to adjust to professional life. 0.0% 50.00% 23.53% 50.00%

3 Function effectively in a setting with ethical, social and…. 0.00% 53.13% 25.00% 59.38%

4 Ability to work in multi-disciplinary teams. 0.00% 37.50% 17.65% 81.25% 5 Need to continue to develop entrepreneurial skills. 9.09% 75.00% 40.11% 75.00%

2.5.3 Trends on Alumni and Employers Responses Figures 2.2 to 2.10 show, for each educational objective, the trend on the percentage of weak and very weak responses given by alumni to their level of confidence and by employers to the level of performance of alumni. It can be appreciated that in 56% of the cases (5/9) there was a steady increase in the number of responses given by employers as weak or very weak. Also, in 67% of the cases (6/9) there was a significant increase in the percentage of answers given by employers as weak or very weak when comparing academic years 2004-2005 with 2006-2007. The alumni’s perception on their level of confidence presented a scenario which in general differs significantly from the employers’ perception. In 56% of the cases (5/9) there was a decrease in the number of responses given as weak and very weak when comparing academic years 2004-2005 with 2006-2007. In 22% of the cases (2/9) there was an increase in the percentage of weak and very weak responses, and in the remaining 22% the percentages remained the same.

36

Design of Work Facilities and Systems (1a) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.2 Tendency on Weak and Very Weak Percentages for EO 1a

Statistical Quality Control and Improvement Systems (1b) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.3 Tendency on Weak and Very Weak Percentages for EO 1b

37

Automated Computer-Based and Control Systems (1c) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.4 Tendency on Weak and Very Weak Percentages for EO 1c

Manufacturing Systems(1d) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.5 Tendency on Weak and Very Weak Percentages for EO 1d

38

Economic Evaluation (1e) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.6 Tendency on Weak and Very Weak Percentages for EO 1e

Minimal Trainning to Adjust to Professional Life (2) Alumni & Employer

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer

Figure 2.7 Tendency on Weak and Very Weak Percentages for EO 2

39

Function Effectively in a Setting with Ethical .... (3) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer


Ability to Work on Multidisciplinary Teams (4) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer


40

Need to Develop Entrepreneurial Skills (5) Alumni & Employer 02-06

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

02-03 04-05 06-07

Academic Year

% W

& V

W

AlumniEmployer


The trend on the employers’ perception on the level of importance of each educational objective is presented in Figures 2.11 to 2.13. As seen, the level of importance summarized as the percentage of responses given as extremely important or very important, had a decrease on all cases except when comparing academic year 2004-2005 to academic year 2006-2007. With the objective of validating these results, the employer questionnaire was distributed and answered by members of the IE Industrial Advisory Board at a meeting held in October 4, 2007. These members are also employers of our graduates. At the time this report was been assembled those results had not been analyzed yet.

41

Figure 2.11 Trend on the Level of Importance for Educational Objectives 1a to 1d.

Statistical Quality Control and Improvement Systems (1b) - Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Automated Computer-Based and Control Systems (1c) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Manufacturing Systems (1d) Employers level of imortance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Design of Work Facilities and Systems (1a) Employer's Level of Importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

42

Figure 2.12 Trend on the Level of Importance for Educational Objectives 1e to 4.

Economic Evaluation (1e) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Minimal Training to Adjust to Professional Life (2) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Function Effectively in a Setting with Ethical .... (3) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

Ability to Work on Multidisciplinary Teams (4) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

43

Figure 2.13 Trend on the Level of Importance for Educational Objective 5

2.5.4 Other Inputs from Employers, Alumni and Members of the Advisory Board The questionnaires to alumni and employers provide also a blank space for additional comments. This space has been used by them to coment on the strength and weaknessess of our program, and to list other skills they consider important which they think are not been addressed in the industrial engineering curriculum. These results can be made available upon request. Surveys to employers are sent only every other year, on years ending in even numbers. Prior to academic year 2004-2005 employers were not asked for their opinions on the level of importance of each skill required to achive the educational objectives. In October 6, 2005 at the meeting held with the Industrial Engineering Advisory Board, a survey was distributed where they expressed the need to improve in the following areas:

1. Communication skills, 2. Management of Human Resources, 3. Human Resources Behavior, 4. Knowledge in Environmental, Health and Safety, 5. Systems integration and manufacturing, 6. Marketing, 7. Logistics, 8. Entrepreneurial skills, 9. Lean Manufacturing, and 10. Management and leadership skills.

Many of these skills were also areas of concern of employers and alumni.

Need to Develop Entrepreneurial Skills (5) Employers level of importance

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

04-05 06-07

Academic Year

% E

I & V

I

44

Inputs from the members of the Advisory Board, employers and alumni were valuable in determining the level at which the curricular revision been worked on addressess the weaknessess and incorporates those other skills identified as important by them. Details are presented in Criterion 4, Continuous Improvement. 2.5.5 Achievement of Goal on Educational Objectives Academic year 2003-2004 was devoted to the redesign of the assessment process, tools and the selection of a new metric. The metric chosen for the evaluation of performance on each educational objective was the percentage of responses given as “weak” or “very weak”. We decided to analyze results using scatter diagrams. Our goal was based on the level of importance given by employers to each educational objective assessed. On those educational objectives rated 100% of the times as “important” or “extremely important” the goal was set to a maximum of 10% responses given as “weak” or “very weak”. On those educational objectives never rated as “important” or “extremely important” the goal was set to a maximum of 20% responses given as “weak” or “very weak”. Those two pairs of points define a diagonal line on the scatter diagram. All the points in the scatter diagram falling to the right of the diagonal represent educational objectives for which the goal was not achieved. Therefore, those are our identified areas of opportunity. Even though surveys are sent to alumni every year, scatter diagrams can only be constructed for those academic years for which we have the employers’ responses on the level of importance. These scatter diagrams are presented in Figures 2.14 and 2.15. A summary of the areas of opportunity identified through the assessment and evaluation process is presented in Table 2.7.

45

EO's Alumni & Employers 2004-2005

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

% W & VW

% E

I & V

I

1a, 1b, 1c, 1d, 1e, 5

EO's Alumni 2004-2005

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

% W & VW

% E

I & V

I

1a1d

1c

EO's Employers 2004-2005

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

% W & VW

% E

I & V

I 1a

1e

1b, 1c, 1d, 2, 3, 4, 5

Figure 2.14 Scatter Diagrams on Alumni and Employers Results in 2004-2005

46

EO's Alumni & Employers 2006-2007

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

% W & VW

% E

I & V

I

EO's Alumni 2006-2007

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

% W & VW

% E

I & V

I 1b

1c

EO's Employers 2006-2007

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

% W & VW

% E

I & V

I

Figure 2.15 Scatter Diagrams on Alumni and Employers Results in 2006-2007

47

Table 2.7 Areas of Opportunity Identified through the Assessment and Evaluation Process

Academic Year

Educational Objective

2004-2005 2006-2007

Alumni Employer Consolidated Alumni Employer Consolidated 1. Extensive Training and education

in IE areas including: a. Design of work facilities and

systems. x x x x b. Statistical quality control and

improvement systems. x x x x x

c. Automated computer based and control systems. x x x x x x

d. Manufacturing Systems x x x x x e. Economic Evaluation. x x

2. Minimal Training to adjust to professional life. x x x

3. Function effectively in a setting with ethical, social and…. x x x

4. Ability to work in multi-disciplinary teams. x x x

5. Need to continue to develop entrepreneurial skills. x x x x

48

CRITERION 3. PROGRAM OUTCOMES AND ASSESSMENT As stated by ABET, program outcomes are statements that describe what students are expected to know and are able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their journey/process through the program. Our program outcomes include ABET outcomes (a) through (k) plus eleven outcomes we have articulated. An assessment and evaluation process is in place to determine the level of achievement of program outcomes. 3.1 Process for Establishing and Revising Program Outcomes As with the Industrial Engineering Educational Objectives, the Progam Outcomes were originally formulated by a committee, approved by the department’s faculty, and were discussed and modified through departmental meetings, Industrial Advisory Board meetings, and departmental retreats at which input from all constituencies was considered. From there on it was planned to revise them simultaneously with Educational Objectives every five years. The same process used to review educational objectives presented in Table 2.3 is used for the revision of program outcomes. 3.2 Industrial Engineering Program Outcomes The Industrial Engineering Department with input from its constituents has established the following eleven program outcomes in addition to outcomes (a) through (k). Our graduates will be able to: 1. Design a work facility or system. 2. Design and implement quality control systems. 3. Design computer-based control and information systems. 4. Plan and control a production system. 5. Evaluate the economics of engineering solutions. 6. Develop models to experiment, evaluate, or solve a problem. 7. Use engineering design process from IE point of view. 8. Use modern telecommunication and computer technology. 9. Present information to individuals or to an audience. 10. Establish goals and work to reach them. 11. Understand and practice leadership. Our program outcomes are published at: 1. Industrial Engineering web page: http://ininweb.uprm.edu/uprogram.asp#po 2. IE Plan for the Assessment of Student Learning: http://www.uprm.edu/omca/assessment_plans/Academic/engineering.php 3. Posters at classrooms, laboratories, department office and IE’s study room.

49

3.3 Relationship between Program Outcomes and Program Educational Objectives It is understood that the program outcomes should lead to the achievement of the educational objectives. So, in formulating the Program Outcomes care was taken to establish a direct relationship with the Program Educational Objectives. This relationship is summarized in Table 3.1.

50

Table 3.1 Alignment of Program Outcomes with Educational Objectives

Educational Objectives

Our graduates will demonstrate extensive training and education in IE areas including: design of work facilities and systems, statistical quality control and improvement systems, automated control systems, manufacturing systems, and economic evaluation

Our graduates will require minimal additional training to adjust to professional life and will be ready to tackle real-world problems as soon as they graduate due to a rich industrial experience gained through participation in student projects in industry, internships and cooperative education (COOP), and other interaction with professional and industrial organizations.

Our graduates will function effectively in a setting with ethical, social, and environmental sensibilities, be able to communicate effectively, and become leaders in industry.

Our graduates will have the ability to work in multi-disciplinary teams.

Our graduates will have an understanding of the need to continue to develop entrepreneurial skills.

Prog

ram

Out

com

es

1 Design a work facility or system. X X

2 Design and implement quality control systems. X X

3 Design computer-based control and information systems. X X

4 Plan and control a production system. X X

5 Evaluate the economics of engineering solutions. X X

6 Develop models to experiment, evaluate or solve problems. X X

7 Use engineering design process from IE point of view. X X X

8 Use modern telecommunication and computer technology. X X X

9 Present information to individuals or to an audience. X X X

10 Establish goals and work to reach them. X X X X

11 Understand and practice leadership. X X X

51

3.4 Relationship between Program Outcomes and Outcomes (a) to (k) The eleven program outcomes articulated for the industrial engineering program have a relationship to outcomes (a) through (k). This relationship is demonstrated in Table 3.2. A “1” in the table is used to show relationship between the outcomes. Dissemination of educational objectives throughout the department has been accomplished through several means: posters in every classroom, laboratory, computer center, and bulletin board. They have also been posted on our web page, as well as distributed to all employees and to students in a packet of information including a pocket card. 3.5 Courses in the Curriculum Contributing to the Achievement of Program Outcomes. The Industrial Engineering Department has a program in place including a curriculum designed to produce the program outcomes. The curriculum can be divided into: (1) department courses (59 credits), (2) mathematics and general engineering courses (51 credits), (3) general education courses (63 credits), and two credits in physical education. Among the general education courses students are required to take 6 credits in Spanish, 12 credits in English, 15 credits in Humanities and Social Science electives, 18 credits in Sciences (Chemistry/Physics), and 12 credits in free elective courses. Each course in the curriculum contributes to the development of the skills needed to produce the program outcomes. Tables 3.3a and 3.3b show the department courses contributing to the achievement of program outcomes. Table 3.4 shows the mathematics, science, and general engineering courses contributing to program outcomes. As will be explained later on, even though many courses contribute to the achievement of program outcome, a sampling plan was designed to assess using direct and indirect measures from classroom activity only at those courses with a strong relationship to each outcome. This plan is presented in Section 3.6.2. It will help the evaluation team to relate the display of materials to each program outcome.

52

Table 3.2 Alignment Program Outcomes with Outcomes (a) to (k)

1 2 3 4 5 6 7 8 9 10 11

Design a work facility or system.

Design and implement quality control systems.

Design computer-based control and information system

Plan and control a production system.

Evaluate the economics of engineering solutions.

Develop models to experiment, evaluate or solve problems.

Use engineering design process from IE point of view.

Use modern telecommunication and computer technology.

Present information to individuals or to an audience.

Establish goals and work to reach them.

Understand and practice leadership.

aAbility to apply mathematics, science, and engineering. 1 1 1 1 1 1

bAbility to design and conduct experiments, as well as to analyze and interpret data. 1 1 1 1 1

c

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. 1 1 1 1 1 1 1

dAbility to function on multidisciplinary teams. 1 1 1 1

eAbility to identify, formulate, and solve engineering problems. 1 1 1 1 1 1

fUnderstanding of professional and ethical responsibility. 1 1 1 1 1 1

g Ability to communicate effectively. 1 1 1

h

Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context. 1 1 1 1 1 1

iRecognition of the need for, and an ability to engage in life-long learning. 1

j Knowledge of contemporary issues. 1 1 1 1 1 1

k

Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 1 1 1 1 1 1

Industrial Engineering Program Outcomes

Outcomes (a) to (k)

53

Table 3.3a Department Courses Contributing to Outcomes (a) to (k)

4009

:Wor

k M

eas.

4010

: Pro

b.

4015

:Eng

.Ec.

4020

:Sta

t.

4021

:Det

.OR

4022

:Pro

b.O

R

4029

: Beh

avio

r

4035

: HR

P

4039

:Pro

d.I

4040

: La

yout

4057

:Rea

l Tim

e

4075

: Pro

d II

4077

: Wor

k D

esig

n

4078

:Qua

lity

4079

: Des

ign

4085

:Acc

ount

ing

4086

: Cos

t

4016

: Saf

ety

4017

: Inf

. Sys

tem

s

4018

: Sim

ulat

ion

4027

: DO

E

4046

: IE

Pra

ctice

4050

: Prin

ted

Circ

uit B

oard

4810

: Con

c. E

ng.

4995

: CO

OP

4996

: Spe

cial

Top

ics

4998

: Und

ergr

ad. R

esea

rch

5505

: TQ

M

5565

: Rel

iabi

lity

5595

:Ser

vice

Pro

cess

es

5575

: Sch

edul

ing

ABET'S A-KA Knowledege of mathematics,science, and engineering. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1B Design and conduct experiments and data analysis. 1 1 1 1 1 1 1 1 1 1 1

C

Design a system, componentes, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

D An ability to function on multidisciplinary teams. 1 1 1 1 1 1 1 1E Identify, formulate and solve engineering problems. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1F Professional and ethical responsibility. 1 1 1 1 1 1 1 1 1 1G An ability to communicate effectively. 1 1 1 1 1 1 1 1 1

H

The broad education necessary to undertstand the impact of engineering solutions in a global, economic, environmental, and societal context.

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

IA recognition of the need for, and an ability to engage in life-long learning. 1 1 1 1 1 1 1 1 1 1 1 1

J Knowledge of contemporary issues. 1 1 1 1 1 1 1 1

KAn ability to use techiniques, skills, and modern engineerig tools necessary for engineering practice. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


54

Table 3.3b Department Courses Contributing to Program Outcomes 1 to 11

4009

:Wor

k M

eas.

4010

: Pro

b.

4015

:Eng

.Ec.

4020

:Sta

t.

4021

:Det

.OR

4022

:Pro

b.O

R

4029

: Beh

avio

r

4035

: HR

P

4039

:Pro

d.I

4040

: La

yout

4057

:Rea

l Tim

e

4075

: Pro

d II

4077

: Wor

k D

esig

n

4078

:Qua

lity

4079

: Des

ign

4085

:Acc

ount

ing

4086

: Cos

t

4016

: Saf

ety

4017

: Inf

. Sys

tem

s

4018

: Sim

ulat

ion

4027

: DO

E

4046

: IE

Pra

ctic

e40

50: P

rinte

d C

ircui

t Boa

rd

4810

: Con

c. E

ng.

4995

: CO

OP

4996

: Spe

cial

Top

ics

4998

: Und

ergr

ad. R

esea

rch

5505

: TQ

M55

65: R

elia

bilit

y

5595

:Ser

vice

Pro

cess

es

5575

: Sch

edul

ing

IE PROGRAM OUTCOMES1 Design a work facility or system. 1 1 1 1 12 Design and implement quality control systems. 1 1 1 13 Design computer-based control and information systems. 1 14 Plan and control a production system. 1 1 15 Evaluate the economics of engineering solutions. 1 1 1

6Develop models to experiment, evaluate, or solve a problems. 1 1 1 1 1 1

7 Use engineering design process from IE point of view. 1 1 1 1 1 1 18 Use modern telecommunication and computer technology. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 Present information to indviduals or to an audience. 1 1 1 1 1 1 1 1 1 1

10 Establisch goals and work to reach them. 1 1 1 1 1 1 1 1 1 1 1 111 Understand and practice leadership. 1 1 1 1 1 1 1 1


55

Table 3.4 Courses in Mathematics, Science and Engineering Sciences Contributing to Program Outcomes

Mat

e 30

05: P

re-C

alcu

lus

Mat

e 30

31: C

alcu

lus

IM

ate

3032

: Cal

culu

s II

Mat

e 30

63 C

alcu

lus

IIM

ate

4145

: Lin

Agl &

Diff

. Ec

Qui

m 3

131:

Gen

Che

mis

tryQ

uim

313

3: L

ab C

hem

istry

Qui

m 3

132:

Gen

Che

mis

tryQ

uim

313

4: L

ab C

hem

istry

Inge

301

1: G

raph

ics

Inge

303

1: S

tatic

s

Fisi

317

1: P

hysi

cs I

Fisi

317

3: P

hysi

cs I

Lab

Inge

301

6: C

omp.

Pro

gIn

ge 4

011:

Mec

h of

Mat

Inge

303

2: D

ynam

ics

Fisi

317

2: P

hysi

cs II

Fisi

: 317

4: P

hysi

cs II

Lab

Inge

400

1: E

ng. M

ater

ials

Inm

e 40

45: T

herm

oIn

el 4

075:

Elec

t. En

g.In

me

4055

:Man

uf. P

roc.

Inm

e 4

056:

Man

uf L

abIn

el 4

076:

Ele

ctro

nics

Inel

407

7: E

lect

roni

cs L

ab

AAbility to apply knowledege of mathematics,science, and engineering. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

C

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.

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

D An ability to function on multidisciplinary teams. 1 1 1 1 1 1

FAn understanding of professional and ethical responsibility. 1

G An ability to communicate effectively. 1 1 1 1 1 1

H

The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

1 1

L

An ability to use techiniques, skills, and modern engineerig tools necessary for engineering practice.

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 Design a work facility or system. 1 1 1 1 1 1 1 1 1 1 1 1 1 1

3Design computer-based control and information system 1

6Develop models to experiment, evaluate or solve problems. 1 1 1 1 1 1 1 1 1 1 1 1 1

8Use modern telecommunication and computer technology. 1

9Present information to individuals or to an audience. 1 1 1 1 1 1

10 Establish goals and work to reach them. 1 1 1 1 1 111 Understand and practice leadership. 1 1 1 1 1 1

Program Outcomes

56

3.6 Documentation and Process Used to Produce each of the Program Outcomes The assessment of student learning has been institutionalized. Each college within UPRM performs assessment of student learning. The Office for Continuous Improvement and Assessment (OMCA3) was established in 2005 to support the institution’s assessment processes. Based on the fact that the College of Arts and Sciences assess the general education courses, and the Department of Materials and Engineering Sciences within the College of Engineering assess the engineering science courses, the Industrial Engineering Department process for assessing and evaluating the level of achievement of program outcomes has been based on the department courses. The process used to produce IE Program Outcomes relies heavily on the course sequence and other educational experiences. Each course contributes in enhancing the skills required to achieve program outcomes. Once the students go through a series of courses, it is expected they be prepared to achieve the desired program outcomes. As an example, the courses directly contributing to the achievement of Program Outcome 1 include ININ 4077, 4009, 4040, 4029, and 4035. Courses ININ 4077 and ININ 4040 require a design project. In addition elective course ININ 4016 may enhance the achievement of this program outcome. The course sequence used to produce this outcome is presented in Figure 3.1.

Figure 3.1 Course sequence to produce Program Outcome 1

3 Acronym in Spanish for “Oficina de Mejoramiento Continuo y Avalúo”

or

INME 4055Manufacturing

ProcessesA-J-S

ININ 4077Work Systems

DesignA-S

FISI 3171Physics I

A-J-S

FISI 3172Physics II

A-J-S

ININ 4035Human

Resources Plan.A-J

ININ 4029Human Behavior

in Work Org.A-J

INEL 4077Fundamentals Electronics Lab.

A-J-SINEL 4076

Fundamentalsof Electronics

A-J-S

INEL 4075Fundamentals of Electrical Eng.

A-J-S

INGE 3011Graphics I

A-J-SMATE 3031Calculus I

A-J-S

INGE 3031StaticsA-J-S

MATE 3005*Pre-calculus

A-J-S

INGE 4011Mechanics of

Materials IA-J-S

INGE 3032Dynamics

A-J-S

MATE 4145**Diff Equations & Lineal Algebra

A-J-S

MATE 3032Calculus II

A-J-S INGE 3016Alg. ComputerProgramming

A-J-S

ININ 4009Work

MeasurementJ-S

ININ 4022Prob. Models in Operation Res.

J-S

ININ 4020Applied Statistics

J-S

ININ 4040Facilities Layout

And DesignA-J-S

ININ 4079Design Project

A-J

ININ 4075Prod. Planning and Control II

A-J

ININ 4039Prod. Planning and Control I

A-J

ININ 4015Eng Economic

AnalysisA-J-S

Free Elective(6 credits)

ININ 4010Probability and

StatisticsA-J-S

INGL 3XXX 2nd year Engl.

A-J-S

INGL 3XXX 1st year Engl.

A-J-S

INGL 3XXX1st year Engl.

A-J-S

ESPA 3101Basic Spanish I

A-J-S

ESPA 3102Basic Spanish II

A-J-S

INGL 3XXX2nd year Engl.

A-J-S

ININ 4086Cost Analysis and Control

A-J

ININ 4021Det. Models in Operation Res.

A-S

MATE 3063Calculus III

A-J-S

ININ 4057Real Time

Process ControlA-J-S

ININ 4078Statistical

Quality ControlA-J

ININ 4085Accounting

for EngineersA-J

ECON 3021Principles of Economics I

A-J-S

INGE 4001Eng. Materials

A-J-S

57

The assessment and evaluation process is done through indirect and direct measures. It is worthwhile mentioning that even though many courses contribute in the achievement of program outcomes, it was decided to assess only in those courses with a strong relationship to the outcome. 3.7 Assessment of Program Outcomes The process established for the assessment and evaluation of the level of achievement of program outcomes has changed throughout the years. The major constituents are the faculty and students. The tools used in the assessment process and the timing of changes are as follows:

ABET Outcomes A – K Monitoring through the curriculum

2002-03 until 2005-06: Course Skills Assessment Form 2006-07: Direct and indirect measures from classroom

activity Evaluation at the end of curriculum

Graduating Student Exit Survey Ethics Integration Assessment Form

11 IE Program Outcomes Monitoring through the curriculum

2002-03 until 2005-06: Traditional process of classroom assessment with exams, quizzes, projects and presentations.

2006-07: Direct measures from classroom activity and the Course Goals Assessment Form.

Evaluation at the end of curriculum 2002-03 until 2005-06: Graduating Student Exit Survey 2006-07: Graduating Student Exit Survey and Direct

measures from the FE exam. Hard copies of the questionnaires are prepared every semester by the Center for Academic Research (CAR) Office and distributed by professors among the students. Professors hand in the answers to the CAR office for analysis and development of reports. In academic year 2006-2007 an on-line version of the Graduating Student Exit Survey was developed. Invitations to graduating students are sent by the SEED Office personnel using the ZOOMERANG software. An EXCEL file with results is sent to the CAR office for analysis and generation of reports. Also, in academic year 2006-2007, the Course Skill Assessment Form was redesigned. The new questionnaire surveys the level of mastery gained on each course goal instead of the level of mastery gained on each outcome (a) to (k). This facilitates the identification of areas of opportunity related to specific course goals which in turn improve achievement of outcomes (a) to (k). The distribution of the “Course Goals Assessment Form” remained a classroom activity since this guaranteed a higher percentage of student participation.

58

Another change involved the inclusion of direct measures from classroom assessment for the assessment of program outcomes. In an attempt to make this a simple process, it was decided to measure one of the eleven and one of the (a) to (k) outcomes in each core course in the curriculum. Each professor is asked to submit assessment results only once per academic year. A sampling plan was designed and professors have freedom to choose the assessment tool and metric. The Fundamentals of Engineering Exam (FE) was also selected as a direct measure of achievement of program outcomes. Only results from students still enrolled at the moment of the FE exam are used in this analysis. In summary, the assessment of program outcomes is currently performed through indirect as well as direct measures. Indirect measures come from surveys such as the Graduating Student Exit Survey, the Course Goals Assessment Form and the Ethics Integration Assessment Form. Others come from rubrics such as the one designed to measure ability to work in multidisciplinary teams. Direct measures are mainly based on: (1) classroom assessment, and (2) FE exam. Statistics generated by the Office for Institutional Research and Planning (OIIP) have also been used when needed to support the assessment process. Results from the Course Skills Assessment Form (Course Goals Assessment Form after 05-06) are summarized and a report is prepared by course and by professor. This report is given to the professor and a copy is placed in the course binder at the CAR Office. Any action items related to specific courses which are brought up at faculty meetings are addressed at course committees through the committee coordinator. Results from classroom assessment are used by professors to monitor themselves and examples can be found in the course binders at the CAR office. Results from the Graduating Student Exit Survey and the FE exam are summarized and presented to faculty either at department meetings or faculty retreats. The interaction between the constituents and the flow of information in the assessment of program outcomes is depicted in Figure 3.8.

59

Figure 3.8 Processes for the Assessment of Program Outcomes 3.7.1 Results from the Course Skills Assessment Form Prior to academic year 2006-2007 the Course Skills Assessment Form was used to obtain an indirect measure on the students’ level of mastery of outcomes (a) to (k). As is done for the evaluation of the achievement of educational objectives, it was decided to use as a metric the percentage of answers given as weak or very weak. Results from this questionnaire are summarized on a semester basis and a report is submitted to each professor at the beginning of the following semester. As agreed on a department meeting, professors should react to percentages higher that 20%. As an example, results for academic years 2004-2005 are presented in Table 3.10. A summary across the curriculum is presented in Table 3.11. A series of line graphs were built to have a clear view on the behavior of these percentages across time. These graphs are presented in Figures 3.9 to 3.19. Unquestionably, some courses do better than others at developing or enhancing the skills needed to achieve outcomes (a) to (k). The most outstanding result comes from the observation of Figures 3.9 to 3.19. There has been a significant improvement in the achievement of program outcomes across time. The percentage of answers given as weak or very weak has been declining in most of the cases. Through the observation of the graphs it is concluded that outcome k has the greatest area of opportunity for improvement, based on the students’ perception.

Center for Academic Research

Employers & Alumni

Department Faculty

Course Committee Coordinators

SEED Office

IE IAB

OIIP Office

Course CommitteesFE Exam

60

Table 3.10 Weak and Very Weak % from Course Skills Assessment for the Fall Semester of Academic Year 2004-2005

A B C D E F G H I J KININ 4009 SEC 071 0.00% 0.00% 0.00% 4.88% 0.00% 4.88% 9.76%ININ 4010 SEC 081 6.25% 0.00% 12.50%ININ 4010 SEC 091 0.00% 4.76% 9.52%ININ 4010 SEC 096 0.00% 0.00% 0.00%ININ 4010 SEC 136 0.00% 0.00% 11.11%ININ 4010 SEC 141 25.00% 0.00% 12.50%ININ 4015 SEC 081 52.63% 52.63% 47.37% 47.37%ININ 4015 SEC 121 10.53% 10.53% 5.26% 5.26%ININ 4015 SEC 131 7.14% 7.14% 0.00% 14.29%ININ 4016 SEC 181 4.76% 0.00% 4.76% ININ 4018 SEC 101 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%ININ 4021 SEC 076 0.00% 0.00% 0.00% 14.29%ININ 4021 SEC 096 8.70% 17.39% 13.04% 26.09%ININ 4035 SEC 111 0.00% 10.00%ININ 4039 SEC 101 30.43% 30.43% 13.04%ININ 4040 SEC 071 0.00% 0.00% 5.26% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%ININ 4057 SEC 086 87.50% 100.00% 93.75% 56.25% 56.25% 50.00% 75.00%ININ 4075 SEC 091 10.53% 26.32% 21.05% 10.53% 15.79% 10.53% 10.53% 10.53% 15.79%ININ 4077 SEC 091 0.00% 0.00% 0.00% 4.35% 0.00%ININ 4077 SEC 141 0.00% 0.00% 0.00% 0.00% 9.76%ININ 4078 SEC 086 0.00% 16.67% 0.00% 0.00% 0.00%ININ 4085 SEC 126 0.00% 9.52% 0.00% 4.76%ININ 4085 SEC 136 0.00% 4.55% 4.55% 4.55%ININ 5595 SEC 161 0.00% 0.00% 0.00%

Average: 11.07% 10.10% 17.23% 2.63% 11.97% 3.68% 12.23% 7.90% 14.75% 3.51% 12.62%

ABET A-K OUTCOMESCourse Section

61

Table 3.11 Summary of Weak and Very Weak % from Course Skills Assessment Results across the Curriculum

Semester a b c d e f g h i j kFall 2004 11.07% 10.10% 17.23% 2.63% 11.97% 3.68% 12.23% 7.90% 14.75% 3.51% 12.62%

Spring 2005 1.05% 1.10% 6.03% 1.67% 2.60% 4.65% 4.67% 3.21% 2.66% 1.19% 4.90%Fall 2005 3.44% 4.33% 7.08% 3.94% 12.36% 8.12% 3.75% 7.64% 3.35% 20.14%

Spring 2006 0.49% 1.43% 2.44% 0.00% 1.12% 0.88% 0.55% 0.00% 1.92% 0.96% 7.23%

Average 4.01% 4.24% 8.19% 1.43% 4.91% 5.39% 6.39% 3.71% 6.75% 2.25% 11.22%

Outcome (a) to (k)

Figure 3.9 % Weak and Very Weak for Outcome a Figure 3.10 % Weak and Very Weak for Outcome b

Outcome a

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Fall 2004 Spring 2005 Fall 2005 Spring 2006

Semester

% W

&VW

Outcome b

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome a

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

% W

&VW

Outcome b

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

62

Figure 3.11 % Weak and Very Weak for Outcome c Figure 3.12 % Weak and Very Weak for Outcome d Figure 3.13 % Weak and Very Weak for Outcome e Figure 3.14 % Weak and Very Weak for Outcome f

Outcome c

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome d

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Fall 2004 Spring 2005 Spring 2006

Semester

%W

&VW

Outcome c

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome d

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Fall 2004 Spring 2005 Spring 2006

Semester

%W

&VW

Outcome e

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome f

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome e

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome f

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

63

Figure 3.15 % Weak and Very Weak for Outcome g Figure 3.16 % Weak and Very Weak for Outcome h Figure 3.17 % Weak and Very Weak for Outcome i Figure 3.18 % Weak and Very Weak for Outcome j

Outcome g

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome h

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome g

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome h

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome i

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome j

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome i

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

Outcome j

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

64

Figure 3.19 % Weak and Very weak for Outcome k As mentioned earlier, in the fall semester of academic year 2006-2007 the course goals levels of mastery were surveyed for the first time replacing the measurement of outcomes (a) to (k). This was done to improve our understanding of the students’ perception on the level of achievement of course goals. That fall semester was spent in the redesign of the questionnaires. Since each course has a different number of course goals, each questionnaire has a different number of questions. Also, questions are completely different among questionnaires. The scale used in the “Course Goals Assessment Form” has five points ranging from excellent mastery to very weak mastery. The metric used in the analysis of results was the percentage of answers given as weak or very weak. As an example, results obtained for the spring semester of academic year 2006-2007 are summarized in Table 3.12. The results offer professors a broad view of the skills students feel they are not well prepared to achieve. For example, the greatest area of opportunity at ININ 4009 is question 5. This question relates to the application of learning curves to new processes. As done in the past, a report by course is submitted to each professor. Based on these results professors can implement strategies to improve achievement of course goals which in turn should result in improving achievement of program outcomes. As agreed on a department meeting, professors should react to percentages higher that 20%.

3.7.2 Results on Direct and Indirect Measures from Classroom Activity Results from the assessment of classroom activity using direct and indirect measures are used by professors to monitor themselves and to establish strategies for improvement. The inclusion of direct measures from classroom assessment started in academic year 2006-2007. The assessment plan and results for academic years 2006-2007 are presented in Table 3.16. Reports submitted by professors can be found in course binders available at the CAR Office and are available to professors at www.uprm.edu > mi uprm > Groups > ABET 2008. Access can be given upon request.

Outcome k

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Semester

%W

&VW

65

Table 3.12 Weak and Very Weak % from Course Skills Assessment for the Spring Semester of Academic Year 2006-2007

Course Section Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18ININ 4009 SEC 020 0.0% 0.0% 0.0% 0.0% 25.0% 0.0% 12.5% 0.0% 0.0%ININ 4009 SEC 040 0.0% 0.0% 0.0% 0.0% 4.2% 0.0% 0.0% 0.0% 0.0%ININ 4009 ALL 0.0% 0.0% 0.0% 0.0% 14.6% 0.0% 6.3% 0.0% 0.0%ININ 4010 SEC 094 0.0% 0.0% 22.2% 44.4% 44.4% 28.6%ININ 4010 SEC 020 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4010 SEC 040 0.0% 4.0% 4.0% 4.0% 16.0% 8.0%ININ 4010 SEC 081 9.1% 9.1% 13.6% 4.8% 4.8% 25.0%ININ 4010 SEC 090 0.0% 0.0% 0.0% 6.7% 20.0% 6.7%ININ 4010 SEC 037 6.7% 13.3% 0.0% 40.0% 40.0% 50.0%ININ 4010 ALL 2.6% 4.4% 6.6% 16.6% 20.9% 19.7%ININ 4015 SEC 071 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 18.8% 0.0%ININ 4015 SEC 080 0.0% 0.0% 0.0% 0.0% 5.9% 0.0% 14.7% 5.9%ININ 4015 SEC 036 0.0% 0.0% 0.0% 4.8% 0.0% 0.0% 0.0% 4.8%ININ 4015 SEC 090 0.0% 0.0% 0.0% 0.0% 7.7% 3.8% 11.5% 3.8%ININ 4015 ALL 0.0% 0.0% 0.0% 1.2% 3.4% 1.0% 11.2% 3.6%ININ 4018 SEC 096 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4020 SEC 020 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4022 SEC 096 5.6% 5.6% 11.1% 5.6% 11.1% 22.2% 5.6% 16.7% 5.6% 5.6% 5.6% 5.6% 5.6% 0.0% 5.6% 5.6% 0.0% 0.0%ININ 4022 SEC 076 0.0% 0.0% 25.0% 12.5% 0.0% 25.0% 0.0% 0.0% 12.5% 0.0% 0.0% 37.5% 12.5% 0.0% 12.5% 0.0% 0.0% 0.0%ININ 4022 ALL 2.8% 2.8% 18.1% 9.0% 5.6% 23.6% 2.8% 8.3% 9.0% 2.8% 2.8% 21.5% 9.0% 0.0% 9.0% 2.8% 0.0% 0.0%ININ 4035 SEC 076 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4040 SEC 030 0.0% 0.0% 0.0% 0.0% 0.0% 6.3% 0.0% 0.0% 0.0%ININ 4057 SEC 020 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4057 SEC 060 0.0% 0.0% 6.3% 0.0% 0.0% 0.0% 6.7%ININ 4057 ALL 0.0% 0.0% 3.1% 0.0% 0.0% 0.0% 3.3%ININ 4077 SEC 060 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4078 SEC 026 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4078 SEC 076 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4078 ALL 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%ININ 4085 SEC 030 0.0% 0.0% 0.0% 0.0%ININ 4085 SEC 020 0.0% 12.5% 12.5% 0.0%ININ 4085 ALL 0.0% 6.3% 6.3% 0.0%ININ 4086 SEC 020 0.0% 0.0% 0.0%ININ 4086 SEC 030 0.0% 0.0% 0.0%ININ 4086 ALL 0.0% 0.0% 0.0%ININ 5505 SEC 016 0.0% 4.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 4.0% 4.5%

Questions

66

Table 3.16 Assessment from Classroom Activity for Academic Year 2006-2007

Fall Goal

Achieved? Spring Goal

Achieved?

4057Dr. William Hernández A

Ability to apply science and engineering.

Average of 3.82 on a 4 point

scale across all performance

measures

Achieved on three out of five

performance measures

4021 Dr. Pedro Resto A Ability to apply mathematics.Average grade

of 79.89 Achieved

4021 Dr. Noel Artiles A Ability to apply mathematics.


scale Achieved

4022 Dr. Noel Artiles B An ability to analyze and interpret data.


scale Achieved

4077Dra. María Irizarry C

An ability to design a system, components, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

Average grade of 92.1 Achieved

4077Dra. Cristina Pomales C

An ability to design a system, components, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

Average grade of 71.14 across all performance

measures

In 43% of the performance

metrics

4021 Dr. Pedro Resto EAn ability to identify, formulate and solve engineering problems.

Average grade of 66.63 Not achieved

4022 Dr. Noel Artiles EAn ability to identify, formulate and solve engineering problems.


scale Achieved

4078Dr. David González E

An ability to identify, formulate and solve engineering problems.


4035Prof. Cándida González F

An understanding of professional and ethical responsibility.


4009Dra. María Irizarry G

An ability to communicate effectively (oral and/or written).


An ability to communicate effectively (oral).

Average grade of 88.3 across

all performance maeausres Achieved

An ability to communicate effectively (written).

Average grade of 88 across all

preformance measures Achieved

4035Prof. Cándida González H

The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.


4040 Dr. Omell Pagán IA recognition for, and an ability to engage in life-long learning.


4015Prof. Mercedes Ferrer J A knowledge of contemporary issues.

Average grade of 78.5 across

all performance measures Not achieved

4057Dr. William Hernández K

An ability to use techniques, skills, and modern engineering tools necessary for engineering practice.


scale across all performance

measures

Achieved on three out of five

performance measures

2006 - 2007

Dra. Cristina Pomales4077 G

ABET OutcomeProfessorCourse

67

3.7.3 Results from the Ethics Integration Assessment Form A survey with the title “Ethics Integration Assessment Form” was designed in an attempt to have an overview of the different efforts made to integrate ethics across the curriculum. This survey is answered by the students registered at the capstone course. Prior to academic year 2005-2006 the survey had a five point scale ranging from strongly disagree to strongly agree. This scale was changed that academic year to a two point scale, yes or no. The metric used prior to academic year 2005-2006 was the percentage of answers given as disagree and strongly disagree. The metric used thereafter was the percentage of answers given as “no”. The statements in the survey are as follows:

1. I have read parts of an engineering code of ethics. 2. I have participated in an activity that has a major ethical component. 3. I have attended a special lecture or conference. 4. I have spent time identifying and addressing the ethical issues in a major design

experience. 5. I have taken a course in ethics. 6. I have discussed ethics study questions for the FE exam. 7. I have attended an engineering course where the professor or instructor included

an ethics module in one of his or her classes. 8. During the last three years, a guest lecturer has come to at least one of my classes

and discussed ethical issues in engineering. 9. I have participated in an ethics competition such as the Ethics Bowl. 10. I have participated in drafting a student code of conduct for my student

association or for COOP internship students. Results from this survey are summarized in Table 3.18.

Table 3.18 Results from the “Ethics Integration Assessment Form”

% Disagree & Strongly Dis.

% Disagree & Strongly Dis.

% of "No" Answers

% of "No" Answers

% of "No" Answers

02-03 03-04 05-06 06-07 07-08

Q1 Read parts of an engineering code of ethics 11.84% 15.00% 50.00% 14.29% 14.29%

Q2Participated in activities with major ethical components 13.16% 25.00% 47.06% 14.29% 21.43%

Q3 Attended special lecture or conference 15.79% 45.00% 55.88% 14.29% 64.29%

Q4Spent time identifying and addressing ethical issues 23.68% 50.00% 70.59% 42.86% 50.00%

Q5 Took a course in ethics. 40.79% 55.00% 64.71% 42.86% 64.29%

Q6Discussed ethics study questions for the "Reválida" (FE exam). 15.79% 15.00% 61.76% 28.57% 42.86%

Q7An engineering instructor included ethics in his class. 27.63% 10.00% 29.41% 0.00% 0.00%

Q8A guest lecturer came to discuss ethical issues 27.63% 45.00% 67.65% 71.43% 21.43%

Q9 Participated in an ethics competition 60.53% 85.00% 94.12% 100.00% 92.86%

Q10Participated in drafting a student code of conduct 48.68% 60.00% 82.35% 57.14% 85.71%

Question

68

Analyzing the last three academic years, where the questionnaire was changed to a “yes” or “no” answer, results show a significant increase in the number of students reading the code of ethics, the number of instructors discussing ethic issues in the classroom, and the number of professors bringing lecturers to discuss ethic issues. The number of students taking an ethics course is still very low. The involvement of students in an ethics competition and in drafting a code of conduct has decreased dramatically. 3.7.4 Results from the Graduating Student Exit Survey The Graduating Student Exit Survey is used to assess the perception students have on their level of mastery on the program outcomes at the time of graduation. The survey includes outcomes (a) to (k) and the additional 11 outcomes articulated for our program. This questionnaire is answered by students registered at the capstone course. Students are asked to rate their level of mastery on each of the skills listed in the questionnaire. A worksheet in EXCEL was designed to relate the questions on the survey to the program outcomes. The questionnaire has a five point scale as follows: A: I cannot perform this task. B: I need substantial guidance to perform this task. C: I can perform this task with minimal guidance. D: I often perform this task on my own. E: I can perform this task on my own, initiate new tasks, innovate. To be consistent, the metric used for assessment is the percentage of answers given on the two lowest points in the scale (A and B), equivalent to very weak and weak. Results for the last three academic years prior to the assembly of this report are presented in Tables 3.19 and 3.20. The consolidated result is a weighted average based on the number of students who participated in the survey.

Table 3.19 Assessment of Outcomes (a) to (k) through the Exit Survey Weak & Very Weak %

Outcomes (a) to (k) Student 2004-2005

Students 2005-2006

Students 2006-2007

Consolidated Results

a Knowledge of mathematics, science, and engineering. 0.0% 0.0% 0.0% 0.0%

b Design and conduct experiments and data analysis. 5.7% 4.3% 0.0% 4.0%

c Design a system, components, or process to meet desired needs…. 1.9% 0.0% 4.0% 2.0%

d An ability to function on multidisciplinary teams. 0.0% 0.0% 0.0% 0.0% e Identify, formulate and solve engineering problems. 0.0% 0.0% 0.0% 0.0% f Professional and ethical responsibility. 0.0% 0.0% 0.0% 0.0% g An ability to communicate effectively. 1.9% 1.7% 0.0% 1.4% h The broad education……. 3.8% 4.3% 0.0% 3.0% i Engage in life-long learning. 0.0% 0.0% 4.0% 1.0% j Knowledge of contemporary issues. 3.8% 8.7% 0.0% 4.0%

k Use techniques, skills, and modern engineering tools…. 0.0% 0.0% 0.0% 0.0%

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Table 3.20 Assessment of Outcomes 1 to 11 through the Exit Survey Weak and Very Weak %

IE PROGRAM OUTCOMES 2004-2005 2005-2006 2006-2007 Consolidated Results

1 Design a work facility or system. 0.0% 0.0% 36.0% 8.9% 2 Design and implement quality control systems. 7.5% 4.3% 28.0% 11.9%

3 Design computer-based control and information systems. 27.6% 16.7% 17.5% 22.6%

4 Plan and control a production system. 1.9% 0.0% 8.0% 3.0% 5 Evaluate the economics of engineering solutions. 0.0% 0.0% 12.0% 3.0%

6 Develop models to experiment, evaluate, or solve problems. 14.2% 10.0% 4.0% 10.7%

7 Use engineering design process from IE point of view. 12.1% 10.4% 0.0% 8.7%

8 Use modern telecommunication and computer technology. 4.0% 4.3% 0.0% 3.1%

9 Present information to individuals or to an audience. 3.8% 4.3% 0.0% 3.0%

10 Establish goals and work to reach them. 1.9% 0.0% 0.0% 1.0% 11 Understand and practice leadership. 0.0% 0.0% 0.0% 0.0%

As can be appreciated from Table 3.19 the percentages for weak and very weak answers are very low for every outcome (a) to (k). By the time of graduation students feel well prepared to achieve these outcomes. Results presented in Table 3.20 show a significant increase in the percentages for academic year 2006-2007 in the areas of: (1) facility and work design, (2) design and implementation of quality control systems, (3) plan and control production systems, and (4) evaluate the economics of engineering solutions. The table also shows a significant decrease in the percentages in the areas of: (1) developing models to experiment, evaluate, or solve problems, and (2) using engineering design from IE point of view. Since academic year 2004-2005, every other year, employers are asked to rate the level of importance of each of the industrial engineering program outcome. These results are very important in the determination of the level of achievement. Results on the percentage of answers given as “extremely important” or “very important” are presented in Tables 3.21 and 3.22. It is amazing to see how the levels of importance given to most of the (a) to (k) and IE program outcomes experienced a significant reduction from academic year 2004-2005 to academic year 2006-2007. Some of the percentages are extremely low which is difficult to understand. With the objective of validating these results, the employer questionnaire was distributed and answered by members of the IE Industrial Advisory Board at a meeting held in October 4, 2007. These members are also employers of our graduates. At the time this report was been assembled those results had not been analyzed yet.

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Table 3.21 Level of Importance on Outcomes (a) to (k) % EI &VI

Outcomes (a) to (k) 2004-2005 2006-2007 Consolidated %

a Knowledge of mathematics, science, and engineering. 88.89% 50.00% 70.59%

b Design and conduct experiments and data analysis. 94.44% 50.00% 73.53%

c Design a system, components, or process to meet desired needs. 87.50% 56.25% 72.79%

d An ability to function on multidisciplinary teams. 88.89% 81.25% 85.29%

e Identify, formulate and solve engineering problems. 88.89% 68.75% 79.41%

f Professional and ethical responsibility. 88.89% 93.75% 91.18% g An ability to communicate effectively. 97.22% 53.13% 76.47% h The broad education 61.11% 31.25% 47.06% i Engage in life-long learning. 61.11% 31.25% 47.06% j Knowledge of contemporary issues. 38.89% 25.00% 32.35%

k Use techniques, skills, and modern engineering tools. 88.89% 37.50% 64.71%

Table 3.22 Level of Importance on Outcomes 1 to 11 % EI &VI

Outcomes 1 to 11 2004-2005 2006-2007 Consolidated % 1 Design a work facility or system. 76.5% 43.8% 61.1%

2 Design and implement quality control systems. 88.2% 62.5% 76.1%

3 Design computer-based control and information systems. 29.6% 43.8% 36.3%

4 Plan and control a production system. 75.0% 56.3% 66.2%

5 Evaluate the economics of engineering solutions. 88.6% 78.1% 83.7%

6 Develop models to experiment, evaluate, or solve a problem. 62.1% 45.2% 54.1%

7 Use engineering design process from IE point of view. 64.8% 50.4% 58.0%

8 Use modern telecommunication and computer technology. 76.5% 53.3% 65.6%

9 Present information to individuals or to an audience. 94.4% 56.3% 76.5%

10 Establish goals and work to reach them. 94.4% 75.0% 85.3% 11 Understand and practice leadership. 94.1% 68.8% 82.2%

3.7.5 Results from the Fundamentals of Engineering Exam In academic year 2006-2007 results from the FE exam for the last four and a half years, corresponding to a total of 182 students, were used to analyze students’ performance. UPRM students’ performance was compared to that of the comparator group developed

71

by Carnegie for Industrial Engineering programs with Masters Degrees. Table 3.23 summarizes the total number of students taking the test and the percentage passing rate for the three groups. These results include students taking the general as well as the industrial engineering topics during the afternoon.

Table 3.23 Passing Rates for UPRM and Carnegie Comparator Group

DateNo.

TakingNo.

Passing% Passing

UPRMNo.

TakingNo.

Passing% Passing

Carnegie OnlyApril 02 18 13 72% 56 39 70%Oct 02 14 8 57% 14 9 64%April 03 18 12 67% 46 33 72%Oct 04 18 13 72% 10 3 30%April 04 30 18 60% 49 33 67%Oct 04 13 4 31% 5 4 80%April 05 19 11 58% 29 22 76%Oct 05 8 4 50% 3 2 67%April 06 15 11 73% 24 17 71%Oct 06 7 6 86% 38 28 74%

Total: 160 274Average: 63% 67%

UPRM Carnegie w/o UPRM

The passing rate of IE students from UPRM is on the average four points below the Carnegie group. These statistics also show that in average 40 students from the IE program at UPRM take the FE exam every year. Statistics obtained from the OIIP Office show that for academic years 2002-2003 to 2005-2006 the average graduation rate of the Industrial Engineering department was 77 students per year. This means that on the average 53% of our students take the FE exam. Figure 3.20 shows the trend in the percentage of students passing the FE exam for the two groups. Even though the passing rate of UPRM students is smaller on the average, it has been above Carnegie for the last two semesters.

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Figure 3.20 Comparison of Passing Rate between the two Groups

Trend in Passing Rate UPRM vs. Carnegie Comparator Group

0%

20%

40%

60%

80%

100%

April 02 Oct 02 April 03 Oct 03 April 04 Oct 04 April 05 Oct 05 April 06 Oct 06

Date

% P

assi

ng % PassingUPRM

% PassingCarnegie

Results on the performance of students per topic are presented in Tables 3.24 and 3.25. Table 3.24 summarizes the percentage of correct answers for UPRM students. Table 3.25 summarizes the same results for the Carnegie comparator group with master degree.

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Table 3.24 Percentage of Correct Answers for UPRM Students

Topics April 02 Oct 02 April 03 Oct 03 April 04 Oct 04 April 05 Topics Oct 05 April 06 Oct 06INDUST COST ANALYSIS 67 29 69 52 44 44 21 Engineering Economics 50 42 54COMPUT COMP & MODEL 61 38 57 41 43 41 49 Probability and Statistics 47 51 43ENGINRING ECONOMICS 26 40 30 44 33 64 18 Modeling and Computation 50 50 59INDUST ERGONOMICS 72 69 9 61 37 33 46 Industrial Management 69 60 59

ENGINRNG STATISTICS 19 60 44 48 31 33 23Manufacturing and Production Systems 61 46 56

DESIGN OF INDUST EXP 35 50 15 30 26 28 33 Facilities and Logistics 62 62 54

FACILITY DSGN & LOC 37 31 56 74 69 44 46Human Factors Productivity Ergonomics and Work Design 45 49 55

INFO SYSTEMS DESIGN 61 33 35 52 20 38 33 Quality 64 57 41INDUSTRIAL MNGMENT 48 48 54 48 30 49 58 No. of Examinees: 8 15 20MANUFACTRNG PROCESS 44 69 41 41 48 46 79MANUFACTRNG SYS DSGN 67 48 35 61 58 44 39MAT HAND SYS DESIGN 44 36 22 65 50 26 37MATH OPTIM & MODELNG 48 43 46 22 48 49 67PROD MEAS & MNGMENT 56 31 50 35 49 38 32PROD PLAN & SCHED 35 40 41 28 34 15 61STAT QUALITY CONTROL 43 60 50 72 46 26 49TOTAL QUALITY MGMT 65 40 46 69 61 77 54QUEUING THRY & MODEL 31 36 48 31 39 49 26SIMULATION 33 45 63 48 57 21 46WORK PERF & METHODS 52 33 28 44 41 28 28

No. of Examinees: 18 14 18 18 30 13 19

% Correct Answers IE at UPRM % Correct Answers IE at UPRM

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Table 3.25 Percentage of Correct Answers for Carnegie Comparator Group

Topics April 02 Oct 02 April 03 Oct 03 April 04 Oct 04 April 06 Topics Oct 05 April 06 Oct 06INDUST COST ANALYSIS 75 23 75 49 59 66 29 Engineering Economics 54 49 58COMPUT COMP & MODEL 48 42 81 16 56 66 67 Probability and Statistics 54 58 39ENGINRING ECONOMICS 30 40 36 27 39 46 38 Modeling and Computation 54 63 66INDUST ERGONOMICS 75 65 24 61 43 47 48 Industrial Management 51 58 68

ENGINRNG STATISTICS 28 60 48 40 36 40 21Manufacturing and Production Systems 65 56 63

DESIGN OF INDUST EXP 48 50 19 22 37 28 21 Facilities and Logistics 55 62 67

FACILITY DSGN & LOC 49 53 62 49 67 58 36Human Factors Productivity Ergonomics and Work Design 45 51 59

INFO SYSTEMS DESIGN 66 39 54 58 36 49 33 Quality 49 59 47INDUSTRIAL MNGMENT 57 54 51 26 48 78 50 No. of Examinees: 11 39 43MANUFACTRNG PROCESS 43 67 48 49 50 82 89

MANUFACTRNG SYS DSGN 46 48 50 50 55 58 41MAT HAND SYS DESIGN 66 40 47 54 56 58 62MATH OPTIM & MODELNG 51 43 57 16 61 45 69PROD MEAS & MNGMENT 49 31 42 38 49 56 42PROD PLAN & SCHED 39 46 58 31 39 33 63STAT QUALITY CONTROL 31 62 40 50 38 44 46TOTAL QUALITY MGMT 57 58 42 58 61 48 46QUEUING THRY & MODEL 42 40 37 31 50 38 46SIMULATION 45 43 60 37 57 25 48WORK PERF & METHODS 35 29 38 33 35 14 33

No. of Examinees: 74 28 64 28 79 18 48

% Correct Carnegie (w/o UPRM)% Correct IE Carnegie Group (w/o UPRM)

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The identification of areas of opportunity from the FE exam results was based on a statistical analysis on the difference between the percentages of correct answers between the two groups. Since results from the IE students at UPRM are contained within the results obtained by the Carnegie comparator group, it was necessary first to remove UPRM results from the latter. This was done as follows:

oupCarnegieGrPQuestionsNooupCarnegieGrStudentsofNoTotalSuccessesofNoTotal∧

= *.*)( . .

UPRMPQuestionsNoOnlyPRStudentsNoRSuccessesPNo∧

= *.* ..

QuestionsNooupCarnegieGrStudentsofNoTotalegieTrialsCarnNo .*)( . . =

QuestionsNoOnlyPRStudentsNoTrialsPRNo .* .. =

TrialsUPRMNoegieTrialsCarnNoPRMSuccessesUNoarnegieSuccessesCNoP OnlyCarnegie

..

..

−−

=∧

The null hypothesis states that the percentage of correct answers from both populations is the same. The test statistic is as follows:

⎟⎟⎠

⎞⎜⎜⎝

⎛+⎟

⎠⎞

⎜⎝⎛ −

−=

∧∧

∧∧

lyCarnegieOnUPRMPooledPooled

lyCarnegieOnUPRMstatistic

NNPP

PPZ111

Where;

( )lyCarnegieOnUPRM

lyCarnegieOnlyCarnegieOnUPRMUPRMPooled

NNNPNP

P+

+=

∧∧∧ **

The calculated values for statisticZ are presented in Table 3.26. We decided to identify the areas of opportunity as those topics for which the null hypothesis is rejected more than once, specifically those for which Zcalculated < -1.96. As shown, the areas of opportunity at a 95% confidence level were:

1. Computation and Modeling 2. Information Systems 3. Facilities and logistics 4. Material Handling

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The areas where our students consistently performed well (i.e. the calculated value of Z was never below -1.96) between April 02 and April 05 were:

1. Engineering statistics 2. Design of industrial experiments 3. Manufacturing systems design 4. Mathematical optimization and modeling 5. Production measurement and management 6. Statistical quality control 7. Total quality management 8. Simulation

After April 05 these were:

1. Engineering economics 2. Probability and statistics 3. Industrial management 4. Manufacturing and production systems 5. Human factors, productivity ergonomics and work design 6. Quality

In some cases our students excelled the Carnegie comparator group. These were highlighted in yellow.

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Table 3.26 Summary of Statistical Analysis of the Differences between the Percentages of Correct Answers

April 02 Oct 02 April 03 Oct 03 April 04 Oct 04 April 05 Oct 05 April 06 Óct 06INDUST COST ANALYSIS -1.1416 0.6268 -0.7810 0.2460 -2.1722 -1.4219 -1.1072 Engineering Economics -0.3250 -1.1887 -0.7115COMPUT COMP & MODEL 1.6898 -0.3742 -3.3593 2.3724 -1.9277 -1.6602 -2.1810 Probability and Statistics -0.6501 -1.1909 0.7180ENGINRING ECONOMICS -0.5585 0.0000 -0.7319 1.5200 -0.9980 1.2046 -2.5435 Modeling and Computation -0.2866 -2.1173 -1.2894INDUST ERGONOMICS -0.3852 0.3898 -2.3836 0.0000 -0.9797 -0.9817 -0.1946 Industrial Management 1.3819 0.2459 -1.5005ENGINRNG STATISTICS -1.3481 0.0000 -0.5210 0.7415 -0.7629 -0.4968 0.2345 Manufacturing and Production Systems -0.3156 -1.6771 -1.3588DESIGN OF INDUST EXP -1.6980 0.0000 -0.6768 0.8309 -1.7932 0.0000 1.5501 Facilities and Logistics 0.5850 0.0000 -2.2328

FACILITY DSGN & LOC -1.5254 -2.0426 -0.7077 2.3202 0.2582 -0.9487 1.1896Human Factors Productivity Ergonomics and Work Design 0.0000 -0.2612 -0.6291

INFO SYSTEMS DESIGN -0.7084 -0.5728 -2.4275 -0.4934 -2.6286 -0.7227 0.0000 Quality 1.1700 -0.2647 -0.9416INDUSTRIAL MNGMENT -1.1886 -0.5500 0.3470 2.0080 -2.6941 -1.9147 0.9731MANUFACTRNG PROCESS 0.1706 0.1965 -0.8696 -0.7432 -0.2410 -2.3871 -1.6321MANUFACTRNG SYS DSGN 2.7037 0.0000 -1.9130 0.9935 0.4853 -0.9487 -0.1983MAT HAND SYS DESIGN -2.9442 -0.3776 -3.1847 1.0084 -0.9668 -2.2358 -2.9163MATH OPTIM & MODELNG -0.3379 0.0000 -1.3913 0.6148 -1.9414 0.2372 -0.2082PROD MEAS & MNGMENT 0.8449 0.0000 1.0477 -0.2562 0.0000 -1.1967 -1.2007PROD PLAN & SCHED -0.5221 -0.5554 -2.0840 -0.2710 -0.7485 -1.4811 -0.2001STAT QUALITY CONTROL 1.6049 -0.1879 1.2256 2.0494 1.2246 -1.2810 0.3892TOTAL QUALITY MGMT 1.0305 -1.6501 0.5252 1.0312 0.0000 2.0496 0.9715QUEUING THRY & MODEL -1.3855 -0.3776 1.4154 0.0000 -1.6918 0.7132 -2.4013SIMULATION -1.5404 0.1846 0.3554 0.9909 0.0000 -0.2860 -0.1946WORK PERF & METHODS 2.2515 0.3963 -1.2721 1.0040 0.9980 1.1098 -0.6300

Rejected ( < -1.96) at 95% Confidence LevelRejected ( > 1.96) at 95% Confidence Level

Topics Topicsca l cu l a t edZ ca l cu l a t edZ

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3.8 Level of Achievement of Program Outcomes Results from direct measures from the assessment of classroom activity are used only for monitoring the students’ performance and for the identification of areas of opportunity for continuous improvement. The level of achievement of program outcomes is determined based on the combination of results from the Graduating Student Exit Survey and the FE exam. The achievement of goals using results from the Graduating Student Exit Survey is determined using scatter diagrams as was done when evaluating the achievement of educational objectives. Scatter diagrams are developed using the percentage of answers given by graduating students as weak or very weak and the percentage of answers given by employers as extremely important or very important. Since employers are surveyed only every other year, diagrams will be presented only for those years. The goal of the IE program is to have a maximum of 10% of weak and very weak answers on those outcomes considered 100% of the times as extremely important or very important. The goal is to have a maximum of 20% of weak and very weak answers on those outcomes considered 0% of the times as extremely important or very important. These two pairs of points when connected form a diagonal. The goal is considered achieved on all outcomes with results falling to the left of the diagonal and not achieved on outcomes with results falling at the right of the diagonal. An example of a Scatter diagram corresponding to assessment results on academic year 2004-2005 is presented in Figure 3.21. Table 3.27 summarizes the areas of opportunity in the achievement of program outcomes identified through the exit survey and the FE exam. It also includes the relationship between those opportunities and the educational objectives identified as areas of opportunity by employers and alumni.

79

%W&VW 2004-2005

%EI&VI 2004-2005

a 0.0% 88.89%b 5.7% 94.44%

c 1.9% 87.50%d 0.0% 88.89%e 0.0% 88.89%f 0.0% 88.89%g 1.9% 97.22%h 3.8% 61.11%i 0.0% 61.11%j 3.8% 38.89%k 0.0% 88.89%

An ability to communicate effectively.The broad education………………Engage in life-long learning.Knowledge of contemporary issues.Use techniques, skills, and modern engineering

Outcomes (a) to (k)

Knowledge of mathematics, science, and Design and conduct experiments and data analysis.Design a system, components, or process to meetdesired needs…….An ability to function on multidisciplinary teams.Identify, formulate and solve engineering problems.Professional and ethical responsibility.

W & VW % Outcomes (a) to (k) 2004-2005

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0%% W & VW

% E

I & V

I

Figure 3.21 Results on Outcomes (a) to (k) Academic Year 2004-2005

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Table 3.27a Summary of Areas of Opportunity in the Achievement of Program Outcomes

EO 1. Our graduates will demonstrate extensive training and education in IE areas



Modeling and Computation

6. Develop models to experiment, evaluate, or solve problems.

EO 1e. Economic evaluation. EO 1e. Economic evaluation.

5. Evaluate the economics of engineering solutions.

EO 1c. Automated computer based and control systems.


Information Systems Design.

3. Design computer-based control and information systems.

EO 1b. Statistical quality control and improvement systems.


2. Implement quality control systems.

EO 1a. Design of work facilities and systems.



Facilities and LogisticsMaterial Handling

1. Design a work facility or system.

Employers and IAB Fall 2007

Alumni & Employers 2006-2007


Relationship to Areas of Opportunity in EO's

FE Exam UPRM vs Carnegie

Graduating Student Exit Survey




Modeling and Computation

6. Develop models to experiment, evaluate, or solve problems.

EO 1e. Economic evaluation. EO 1e. Economic evaluation.

5. Evaluate the economics of engineering solutions.



Information Systems Design.

3. Design computer-based control and information systems.



2. Implement quality control systems.




Facilities and LogisticsMaterial Handling

1. Design a work facility or system.






Graduating Student Exit Survey

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Table 3.27b Summary of Areas of Opportunity in the Achievement of Program Outcomes

EO 5. Need to continue to develop entrepreneurial skills.



EO 4. Ability to work in multi-disciplinary teams.


EO 3. Function effectively in a setting with ethical, social and environmental sensibilities, be able to communicate effectively, and become leaders in industry.


EO 2. Minimal training to adjust to professional life.







Graduating Student

Exit Survey















Graduating Student

Exit Survey

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CRITERION 4. CONTINUOUS IMPROVEMENT Continuous improvement activities are planned on our annual faculty retreats devoted to assessment issues. When needed, assessment issues are also discussed at faculty department meetings. During the faculty retreat held on May 24, 2004, it was decided to present reports to faculty during each spring semester using only results from the fall semester. This was done to speed up the process of identifying areas of opportunity and closing the loop faster. Based on the assessment results for academic year 2002-2003, the decision was made to redesign the assessment tools and metrics. This also addressed one of the concerns of the previous accreditation visit where there was a concern on the effectiveness of the metrics in determining the achievement of outcomes. This redesign was mostly based on the following areas of concern:

1. The small number of employers and alumni who answered the surveys. 2. The extent of direct supervision of industrial engineers who graduated from our

department by the respondents. 3. The need to start surveying the importance given by each company to the

different skills included in the survey. 4. The amount of opportunity provided to the alumni to practice the surveyed skills

at the company answering the survey. 5. The level of knowledge of the employer in the skills included in the survey.

Specifically, those related to the industrial engineering profession. 6. The lack of uniformity between the Graduating Student Exit Survey, the Alumni

and Employers Survey which complicates the analysis of results. 7. The type of scale being used which did not have a mid point representing

“adequate” and therefore forcing employers and alumni to rate either on the good side or bad side, and

8. The metric used in the evaluation of performance. A committee was created on that faculty retreat to address that action item. The fall semester of academic year 2004-2005 was devoted to the redesign of the tools and metrics. This was completed and implemented during that fall semester. Results from the assessment process for academic year 2004-2005 were presented to faculty during the retreat held on May 19, 2005. The consensus was to concentrate on the completion of the curricular revision since it addressed most of the areas of new knowledge pointed out by employers and alumni as needed to improve performance of graduates from our program. The proposal for the new curriculum was completed and submitted in February 2007. Two main objectives of the curricular revision were: (1) to offer students the possibility of specializing in a given area based on the students main interests and the needs of the manufacturing and service sectors, and (2) to incorporate the skills and knowledge

83

identified by alumni and employers as needed to improve graduates performance. First, the new curriculum allows students to use 9 technical credit hours to specialize in one of four specialty areas: Production and Logistics (P&L); Environmental, Health, and Safety (EHS); Quality and Industrial Statistics (Q&IS); and Industrial Automation (IA). New courses are being developed for each of the areas of specialization. Technical electives by specialty area are presented in Table 4.1.

Table 4.1 Courses by Specialty Areas

Specialty Area

Course Title

Credits

P&L ININ 4120 – Advanced Production Planning and Control

New

3

P&L ININ 5995 – Planning and Design of Service Processes

Existing

3

P&L ININ 5575 – Sequencing and Scheduling of Resources

Existing

3

P&L ININ 4018 – Digital Simulation Existing 3 EHS ININ 4230 – Environmental, Health and Safety New 3 EHS ININ 4220 – Advanced Methods Improvement

and Work Measurement

New 3

EHS ININ 4240 – Ergonomics and Human Factors in Work Systems Design

New

3

EHS PhEd 4115 – Biomechanics of Human Movement Existing 3 EHS Biol 3715 – Anatomy and Physiology Existing 3

Q&IS ININ 4310 – Advanced Quality Control New 3 Q&IS ININ 4320 – Compliance with Regulations and

Validations New 3

Q&IS ININ 5505 – Total Quality Management Existing 3 Q&IS ININ 5565 – Measurement and Prediction of

Reliability Existing 3

IA INEL 5516 – Automation and Robotics Existing 3 IA INME 4009 – Automatic Controls Existing 3 IA ININ 4410 – Real-Time Process Control II New 3 IA ININ 4430 – Material Handling New 3 IA ININ 4420 – Manufacturing Integration New 3 IA ININ 4810 – Concurrent Engineering Existing 3

Among the courses listed in Table 4.1, 47% are existing courses and 53% are new courses. The second objective of the curricular revision was to seek improvement in the skills and knowledge identified by the constituents, through their comments, as being highly relevant to the profession however not well addressed in the current curriculum. Table 4.2 shows how new courses in the curriculum address the areas of concern of constituents.

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Table 4.2 Skills and Knowledge Important to Constituents

Skills and Knowledge New Courses Communication Skills INGL 3236: Technical Report Writting

INGL 3250: Public Speaking, or INGL 3191: Conversational English

Environmental, Health and Safety ININ 4230: Environmental, Health and Safety

Systems Integration and Manufacturing

ININ 4420: Manufacturing Integration ININ 4430: Material Handling ININ 4018*: Digital Simulation

Entrepreneurial Skills ADMI 3100: New Business Development, or ADMI 3155: Creativity and Entrepreneurial Innovation, or

ADMI 3125: Technology Based Entrepreneurship, or ADMI 4085: Fundamentals of Project Management, or

ADMI 3315: Fundamentals of E-Commerce, or INGE 4008: Interdisciplinary Approaches to Project

Management, or

GERH 4027: Leadership in Organizations, or INGL 3236: Technical Report Writing, or

INGL 3250: Public Speaking

Lean Manufacturing ININ 4120: Advanced Production Planning and Control ININ 4220: Advanced Methods Improvement and Work

Measurement

Management and Leadership Skills

ADMI 4085: Fundamentals of Project Management, or INGE 4008: Interdisciplinary Approaches to Project

Management, or GERH 4027: Leadership in Organizations

Electronics In-depth INEL 5516: Automation and Robotics ININ 4410: Real-Time Process Control II

Professional Ethics FILO 3155: Introduction to Ethics, or FILO 3156: Modern and Contemporary Ethics, or

FILO 3178: Business Ethics, or FILO 4045: Ethics in Engineering

Product and Process Validation ININ 4320: Compliance with Regulations and Validations Time Management ADMI 4085: Fundamentals of Project Management

Problem Solving Tools ININ 4220: Advanced Methods Improvement and Work Measurement

Statistical Process Control ININ 4310: Advanced Quality Control

Design of Experiments ININ 4027*: Design and Analysis of Engineering Experiments

Costing ININ 4005: Cost Management Information Technology ININ 4017*: Computer-Based Information Systems

* Previously electives, now required courses The process to analyze and approve curricular revisions is lengthy. In an effort to speed up the implementation of courses addressing issues of entrepreneurship and management skills, a minor curricular revision was proposed and approved at a departmental meeting held on September 27, 2005. This minor revision is presented in Table 4.3. It was submitted to the corresponding authorities and its final approval is pending on the approval of new courses ININ 4150, ININ 4160 and ININ 4005.

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Table 4.3 Minor Curricular Revision Course

Eliminated Credit Hours

Course Added Credit Hours

Justification

ECON 30211 3 ADMI 3100 or ADMI 3155 or ADMI 3125

3 Incorporates courses in entrepreneurship.

ININ 4021 ININ 4022

3 3

ININ 4150 and ININ 4018

4 3

Strengthens the areas of modeling and programming.

ININ 4039 ININ 40752

3 3

ININ 4160 4 Consolidates basic concepts in one course. An advanced course was designed to be taken as a professional elective to strengthen the area of production.

ININ 4017 Strengthens the area of information technology.

ININ 4085 ININ 4086

3 3

ININ 4005 4 Strengthens the area of cost management.

Total 21 21 1 To be recommended as a socio-humanistic elective course. 2 Students will have the opportunity to take an advanced course in production planning and control as a

professional elective. In academic year 2006-2007 we incorporated direct measures in the assessment process. In compliance with the annual assessment plan, professors assess program outcomes using direct measures and submit reports including results, conclusions and future actions. These reports can be found at http://www.uprm.edu > mi uprm.edu > ABET 2008 > Group Shared Folders. Academic year 2006-2007 was the first time we had enough data to analyze trends in the assessment results. As a group we analyze global assessment results and decide where to focus our improvement efforts. As an example, a summary of assessment results was presented at the faculty retreat held on May 9, 2007. The discussion of results continued during the fall semester of academic year 2007-2008. At a meeting held on November 6 it was decided that among all the identified areas of opportunity, previously presented in Tables 3.7a and 3.7b, we would focus on IE Outcome 6, “Develop models to identify, formulate or solve problems”. This program outcome has a relationship to ABET outcome E, “Identify, formulate and solve engineering problems”. A committee comprising professors who have taught ININ 4021 (Deterministic Models in Operations Research), ININ 4022 (Probabilistic Models in Operations Research), ININ 4018 (Systems Simulation with Digital Computers), and ININ 4078 (Statistical Quality Control) was formed to device strategies to address these outcomes. At the department meeting held on April 08, 2008 Dr. Pedro Resto, one of the committee members, presented a proposal to address this outcome in ININ 4021. Results collected will be presented to faculty in the fall semester of academic year 2008-2009. Assessment results also showed that although we have increased the students’ exposure

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to ethics, very few of them are taking a course on ethics. This will be a requirement under the new curriculum. In a conversation with Dr. Roberta Orlandini, Humanities Department Head, it was understood that the reason for the small number of students being able to take a course in ethics was the lack of resources to increase the offering. The Humanities Department will be interviewing in the fall semester of academic year 2008-2009 for a new professor with that expertise to start in the spring semester of the same academic year. This will increase their capability and will allow more of our students to register in ethics courses. In the fall semester of academic year 2007-2008 we analyzed data collected by the Office for Institutional Research and Planning (OIIP) on the passing rate of ININ 4010 (Probability and Statistics for Engineers). The percentage of students passing with a grade of A, B or C for academic years 2002-03 to 2005-06 was 58%. Based on these results it was decided to add a laboratory component to the course to:

1. Increase the number of contact hours to give students more time to practice problems.

2. Incorporate more hands-on activities. 3. Have more exposure to software such as Minitab and Excel.

Students registered in the Capstone course ININ 4079 perform their projects at service or manufacturing industries across the island. Projects are performed by teams of at most three students. In the past few semesters, however, this has changed since many students are deciding to work alone. As part of the continuous improvement process, the professor’s involvement in the students’ project has become more intense. One of the issues that needed attention was the amount of support given by the company to the students, which if lacking, could affect the students’ performance and the company’s acceptance of the end results. Three of the major changes made were:

1. Increase the number of times the professor accompanies the students to the project company. This has increased to three to four times per semester.

2. Instead of having students search for a project, the companies now have to submit a proposal for a project. The justification for this change is that companies will be more motivated to support students if they have a genuine need for the project results to be implemented.

3. Whenever feasible, students’ recommendations should be implemented and tested prior to the end of the semester.

These changes have had very positive results as evidenced by the two examples of e-mails received (Spanish and then translated to English) presented in Figures 4.1 and 4.2.

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Figure 4.1 E-mail from a Project Facilitator to Dr. Mario Padrón

Dialy Quiñones Martínez Servicio al Cliente Relaciones con la Comunidad Hospital Perea Tel. (787) 834-0101 Ext. 2288 Saludos y muy agradecida Dr. Padrón. Deseo expresarle mis mas sinceras gracias por el excelente trabajo que presentaron sus estudiantes, quiero decirle adicional que los mismos trabajaron con un gran esmero y dedicación en la función que ejercieron en su investigación, me siento muy orgullosa de haberlos conocido y lo felicito a usted por la enseñanza ofrecida a ambos chicos. Le felicito grandemente y cuente siempre con nosotros tanto como Hospital brindándole un servicio de excelencia siempre y como amigo. Éxito. Dialy Quiñones Translation: “Greetings and very grateful Dr. Padrón: I want to express my most sincere thanks for the excellent work that your students presented, I want to in addition tell you that they worked with great care and dedicationin their research, I feel very proud to have met them and I congratulate you for theknowledge you have conveyed to them. I greatly congratulate you and always count with us as a hospital providing you a alwaysa service of excellence and as a friend. Success. Dialy Quñones.”

on



on

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Figure 4.2 E-mail from a Project Facilitator to Dr. Mario Padrón

RE: Proyecto Final de Diseño de Ingeniería Industrial From: Jaime Maestre ([email protected])

Sent: Tuesday, June 05, 2007 8:01:39 AM To: [email protected]; Carlos Lopez Roura ([email protected]); Dialys Quinones Martinez ([email protected]); Joannie Garcia ([email protected]); Joannie Hernandez Soto ([email protected]); Leyza M. Gonzalez Valentin ([email protected]); Madeline Matos Rios ([email protected]); Wilson E. Rodriguez ([email protected]); Zayda Hernandez ([email protected]) Cc: [email protected] Anoche tuvimos una presentación adicional sobre el trabajo que realizaron los estudiantes de ingeniería industrial, sobre el impacto del uso de las telemetrías en nuestra operación. Estuvo excelente y me parece que fue un concientizarnos de lo mucho que tenemos por hacer y ya comenzamos. Midiendo y aceptando que tenemos que hacer las cosas diferentes. El Dr. Padrón es esencial en poder identificar estudiantes que puedan realizar estudios prácticos en el hospital. Créanme que son pocos los hospitales que realizan esto y que tienen la suerte de tenerlos en el patio del hospital. Les comparto la carta que el Dr. Padrón me envío y en la próxima reunión de gabinete, estaremos trayendo ideas de proyectos. Gracias a todos Jaime Translation: “Cc: mariopadron@ hotmail.com Last night we had an additional presentation on the work performed by the industrial engineering students on the impact of the use of telemetry in our operations. It wasexcellent and I think it created awareness on how much we have to do which we juststarted by measuring and accepting that we need to do things differently. Dr. Padrón is essential in identifying students which can perform practical projects in our hospital. Believe me, it is only a few hospitals which have done this and which are aslucky as us to have them very close by. I am sharing with you the letter Dr. Padrón sent me (asking for a proposal) and in thenext Cabinet meeting we will be bringing project ideas. Thanks to all

RE: Proyecto Final de Diseño de Ingeniería Industrial From: Jaime Maestre ([email protected])

Sent: Tuesday, June 05, 2007 8:01:39 AM To: [email protected]; Carlos Lopez Roura ([email protected]); Dialys Quinones Martinez ([email protected]); Joannie Garcia ([email protected]); Joannie Hernandez Soto ([email protected]); Leyza M. Gonzalez Valentin ([email protected]); Madeline Matos Rios ([email protected]); Wilson E. Rodriguez ([email protected]); Zayda Hernandez ([email protected]) Cc: [email protected] Anoche tuvimos una presentación adicional sobre el trabajo que realizaron los estudiantes de ingeniería industrial, sobre el impacto del uso de las telemetrías en nuestra operación. Estuvo excelente y me parece que fue un concientizarnos de lo mucho que tenemos por hacer y ya comenzamos. Midiendo y aceptando que tenemos que hacer las cosas diferentes. El Dr. Padrón es esencial en poder identificar estudiantes que puedan realizar estudios prácticos en el hospital. Créanme que son pocos los hospitales que realizan esto y que tienen la suerte de tenerlos en el patio del hospital. Les comparto la carta que el Dr. Padrón me envío y en la próxima reunión de gabinete, estaremos trayendo ideas de proyectos. Gracias a todos Jaime Translation: “Cc: mariopadron@ hotmail.com Last night we had an additional presentation on the work performed by the industrial engineering students on the impact of the use of telemetry in our operations. It wasexcellent and I think it created awareness on how much we have to do which we juststarted by measuring and accepting that we need to do things differently. Dr. Padrón is essential in identifying students which can perform practical projects in our hospital. Believe me, it is only a few hospitals which have done this and which are aslucky as us to have them very close by. I am sharing with you the letter Dr. Padrón sent me (asking for a proposal) and in thenext Cabinet meeting we will be bringing project ideas. Thanks to all

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A requirement of ININ 4009 (Work Measurement) is a project in industry. As part of our continuous improvement process, to improve the company’s support and the quality of end results it was decided that students have to submit a project proposal to the company, specifying clearly the objectives and methodology to be adopted. As with ININ 4079, at the end of the semester students make a presentation of results and recommendations. Students are then evaluated by the company facilitator. Results have been very positive so far as evidenced by the two examples of facilitator evaluations presented in Figures 4.3 and 4.4.

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Figure 4.3 Facilitator Evaluation for Project on Spring 2007

María Emanuelli

Translation of comments: “It has been a pleasure to have had this group of three students working at TPI. They have been very professional, responsible and have done a great project. Their recommendations have been very realistic and they will be of benefit to the area. We appreciate your effort.”

María Emanuelli

Translation of comments: “It has been a pleasure to have had this group of three students working at TPI. They have been very professional, responsible and have done a great project. Their recommendations have been very realistic and they will be of benefit to the area. We appreciate your effort.”

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Figure 4.4 Facilitator Evaluation for Project on Fall 2007

Translation of Comments:

The time study performed by the students has been very efficient and will be of great help. Congratulations for your extraordinary work. Keep up. We will follow your suggestions and will work on them.

Translation of Comments:

The time study performed by the students has been very efficient and will be of great help. Congratulations for your extraordinary work. Keep up. We will follow your suggestions and will work on them.

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Also as part of our continuous improvement process, professors are more actively involving students in projects (ININ 4996, Special Problems) and undergraduate research work (ININ 4998, Undergraduate Research). Statistics on the number of students who have taken these courses in the past five years are presented in Table 4.4. It can be seen that the number of students enrolling in these courses have increased significantly. We also organize an annual research fair where students present posters of their research work and support from different companies is used for students’ prizes.

Table 4.4 Statistics on Students who have taken ININ 4996 and 4996

Academic Year Semester

No. of Students

Total/Year ININ 4996 ININ 4998 2003 1 21 3

2 1 0 25 2004 1 1 2

2 0 8 11 2005 1 7 6

2 0 1 14 2006 1 3 1

2 16 23 43 2007 1 14 16

2 0 20 50 In summary, professors’ involvement in the assessment process has been increasing throughout the years, contributing positively to our process of continuous improvement. On a yearly basis we discuss assessment results and determine where to focus our improvement efforts.

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CRITERION 5. CURRICULUM The IE program is a five year bilingual program that is broad, based on mathematics, basic science, engineering sciences, and the fundamentals of the profession. The program provides a good balance between traditional and modern industrial engineering techniques. The curriculum includes 175 credits in ten semesters of which 20 are in math, 18 in basic sciences, 15 in humanities and social sciences, 90 in engineering topics, 6 in Spanish, 12 in English, 2 in Physical education, and 12 in free electives. Table 5.1 shows the distribution of the courses in the curriculum among the categories of basic math and sciences, engineering topics, general education, and others. The only courses included under “others” were the 12 credit hours in free electives. These credits can be taken in engineering courses to increase the student’s breadth or depth of knowledge or other courses to improve the general knowledge. 5.1 Math and Science Students under the current curriculum must complete 38 credits hours in mathematics and natural science courses. These courses range from calculus through differential equations, probability and statistics, chemistry and physics. This satisfies the minimum ABET requirement of thirty-two credit hours. Science courses also require laboratory experience to apply the theory learned in class. The curriculum includes 20 credits in mathematics including Pre-calculus (5 credits), Calculus I (4 credits), Calculus II (4), Calculus III (3), and Linear Algebra and Differential Equations (4). The science component consists of 16 credits including General Chemistry I (3), General Chemistry Lab I (1), General Chemistry II (3), General Chemistry Lab II (1), Physics I (4), Physics I Lab (1), Physics II (4), and Physics II Lab (1). 5.2 Engineering Topics The engineering topics include engineering fundamentals and industrial engineering subjects. These courses are aimed to develop the student’s ability to apply the concepts and techniques relevant to the analysis and solution in the field of industrial engineering and to develop the communication skills necessary to present results of professional work. To achieve these objectives, the required engineering topics include engineering fundamentals, fundamentals of other engineering fields, such as electrical, mechanical, and industrial engineering topics. Engineering Mechanics (Static and Dynamics), Mechanics of Materials I, and Thermodynamics are examples of the required courses which represent the foundation of the engineering profession. The Industrial Engineering program has 90 credits in engineering topics which exceeds the 48 credit hours required by ABET. The distribution of these courses is presented in Table 5.1. The engineering topics required in the curriculum are well balanced between engineering

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science and design. A course is classified as engineering science if only the mathematics and basic science concepts are presented with the objective of applying these to the analysis and solution of real engineering problems. However, when it is required to obtain a solution to an engineering problem which involves the design or the development of a system, component, or process to achieve certain objectives, then the course is classified as engineering design. The curriculum is designed in such a way that balances theory and practice through laboratory experiences. 5.3 Industrial Engineering Subject Areas The courses in the IE curriculum devoted to industrial engineering topics are divided into the following subject areas: probability and applied statistics, operations research, production planning and control, automation and information systems and systems design. Students that want to further develop their skills in the different areas can choose from several elective courses. Furthermore, upper-level talented students can register for graduate courses with the Department Head’s approval. Among the most popular courses are ININ 6045 – Material Handling Systems, ININ 6030-Advanced Economics for Engineers, and ININ 6016- Human Factors Engineering. Table 5.2A and Table 5.2B summarize the course and section sizes for industrial engineering courses in academic year 2006-2007. Figure 5.1 depicts the IE curriculum including pre-requisite and co-requisite courses. Precedence relationships among IE courses are clearly presented in this figure. Table 5.3 depicts the required and elective courses for each program outcome.

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Table 5.1 Curriculum Industrial Engineering Program

Course(Department, Number, Title)

MATE 3005 Pre-Calculus 5QUIM 3131 General Chemistry I 3QUIM 3133 General Chemistry Lab I 1INGL 3--- First year course in English 3ESPA 3101 Basic Course in Spanish 3ELECTIVE **Sociohumanistic Elective 3MATE 3031 Calculus I 4QUIM 3132 General Chemistry II 3QUIM 3134 General Chemistry Lab II 1INGL 3--- First year course in English 3ESPA 3102 Basic Course in Spanish 3EDFI ---- Physical Education Elective 1INGE 3011 Engineering Graphics I 2

MATE 3032 Calculus II 4FISI 3171 Physics I 4FISI 3173 Physics Laboratory I 1INGL 3--- Second year course in English 3INGE 3031 Engineering Mechanics-Statics 3INGE 3016 Algorithms and Computer 3MATE 3063 Calculus III 3FISI 3171 Physics II 4FISI 3174 Physics Laboratory II 1INGL 3--- Second year course in English 3INGE 3032 Engineering Mechanics-Dynamics 3INGE 4011 Mechanics of Materials I 3EDFI ---- Physical Education Elective 1

Second Semester

First Semester

Second Semester

First Semester

OtherFirst Year

Category (Credit Hours)

Second Year

Year and Semester

Math & basic sciences

General education

Engineering Design

Engineering topics

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ININ 4010 Probability and Statistics for Engineers 3MATE 4145 Linear Algebra and Differential Equations 4INME 4045 General Thermodynamics for Engineers 3INGE 4001 Engineering Materials 3INEL 4075 Fundamentals of Electrical Engineering 3ELECTIVE **Socio-humanistic Elective 3INME 4055 Manufacturing Process 3 XINME 4056 Manufacturing Process Laboratory 1INEL 4076 Fundamentals of Electronics 3INEL 4077 Fundamentals of Electronics Laboratory 1ININ 4020 Applied Statistics in Industry 3ECON 3021 Principles of Economics I 3ELECTIVE **Socio-humanistic Elective 3

ININ 4057 Real Time Process Control 3 XININ 4015 Engineering Economic Analysis 3ININ 4021 Deterministic Models in Operations Research 3ININ 4078 Statistical Quality Control 3 XININ 4077 Work Systems Design 4 XININ 4085 Accounting for Engineers 3ININ 4039 Production Planning and Control I 3 XININ 4009 Work Measurement 4 XININ 4022 Probabilistic Models in Operations Research 3 XELECTIVE **Socio-humanistic Elective 3

Second Semester

First Semester

Second Semester

Third Year

Fourth Year

Engineering Design


OtherYear and Semester

First Semester


Engineering topics

General education

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ININ 4086 Cost Analysis and Control 3ININ 4040 Facility Layout and Design 3 XININ 4075 Production Planning and Control II 3 XELECTIVE Industrial Engineering Elective 3ELECTIVE Free Electives 6ININ 4079 Design Project 3 XININ 4035 Human Resources Planning or 3ININ 4029 Human Behavior in Work Organizations 3ELECTIVE Industrial Engineering Elective 3ELECTIVE **Sociohumanistics Elective 3ELECTIVE Free Electives 6

38 90 35 1232 48

175

Other


TOTALS-ABET BASIC-LEVEL REQUIREMENTSOVERALL TOTAL FOR DEGREE

TOTAL PER CATEGORY

Engineering Design

First Semester

Second Semester

Fifth Year

Year and Semester


Engineering topics

General education

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Table 5.2A Course and Section Size Summary Academic Year 07-08

Course No. Title Responsible

Faculty Member

No. of Sections Offered in

Academic Year 07-08

Avg. Section Enrollment Lecture Laboratory Other

InIn 4007 Industrial Organizational and Management Rafael Blanes

5 29 100% Waldemar Ramírez InIn 4009 Work Measurement María Irizarry 4 21 75% 25%

InIn 4010 Probability and Statistics for Engineer

Agustín Rullán

14 30 100%

David González Griselle Betancourt Hector Carlo Mercedes Ferrer Nazario Ramírez Noel Artiles

InIn 4015 Engineering Economy Analysis

Omell Pagán

11 28 100% Rafael Blanes Viviana Cesaní William Hernández

InIn 4016 Industrial Safety Cristina Pomales 1 16 100% InIn 4017 Computer-Based Information Systems William Hernández 1 11 100% InIn 4018 Systems Simulation with Digital Computers Sonia Bartolomei 1 17 100%

InIn 4020 Applied Industrial Statistics Nazario Ramírez

4 27 100% Omell Pagán

InIn 4021 Deterministic Models in Operation Research

Pedro Resto 3 30 100% William Hernández

InIn 4022 Probabilistic Models in Operations Research Arun Nambiar 3 27 100%

InIn 4027 Design and Analysis of Experiments David González 2 21 100%

Noel Artiles

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Course No. Title Responsible

Faculty Member

No. of Sections Offered in

Academic Year 07-08

Avg. Section Enrollment Lecture Laboratory Other

InIn 4029 Human Behavior in Work Organization Marisol Oliver 2 25 100% InIn 4035 Planning Human Resources Cándida González 2 17 100% InIn 4039

Production Planning and Control I

Arun Nambiar 3 22 100%

Viviana Cesaní

InIn 4040 Facility Layout and Design Hector Carlo 3 20 75% 25% Omell Pagán

InIn 4057 Real Time Process Control William Hernández 2 29 75% 25%

InIn 4075 Production Planning and Control II Arun Nambiar 2 23 100% Viviana Cesaní InIn 4077 Work Systems Design Cristina Pomales 3 26 75% 25%

InIn 4078 Statistical Quality Control David González 3 28 75% 25% Mercedes Ferrer InIn 4079 Design Project Mario Padrón 4 13 100% InIn 4085 Accounting for Engineers Freddie Hernández 4 26 100% InIn 4086 Cost Analysis and Control Alexandra Medina 2 29 100% InIn 4810 Concurrent Engineering Pedro Resto 1 3 100% InIn 4995 Coop Agustín Rullán 2 16 100% InIn 4996 Special Project Alexandra Medina 1 14 100%

InIn 4998 Undergraduate Research

Cristina Pomales

15 2 100%

David González Hector Carlo Mercedes Ferrer Alexandra Medina Viviana Cesaní William Hernández

InIn 5005 Modern Optimization Noel Artiles 1 5 100% InIn 5575 Sequencing and Scheduling of Resources Arun Nambiar 1 28 100%

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Year Sem

or

4

1

2

1

2

5

1

2

2

3

2

1

1

2

1

INGE 3011Eng. Graphics I

QUIM 3131 & 3133 General Chemistry I

I

INGE 4011 Mechanics of Materials I

INME 4055Manufacturing

Processes

MATE 3005Pre-Calculus

INGE 4001Engineering

Materials

MATE 3031Calculus I

INGL 3101English I

INGL 3102English II

INGL 3201Second year

course in English

INGL 3202Second year

course in English

INGE 3016Algorithms and Comp. Prog.

MATE 3032Calculus II

MATE 3063Calculus III

MATE 4145Lin. Alg & Ord. Differential Ecuations

ININ 4077Work Systems

Design

INEL 4077Basic Electronics

Laboratory

ININ 4040Facility Layout and

Design

ININ 4009Work Measurement

INME 4045Gen. Thermo. for

Engineers

INME 4056Manufacturing Processes Lab.

INEL 4076Fundamentals of

Electronics

INEL 4075Fundamentals for

Electrical Eng.

FISI 3172Physics II

FISI 3171Physics I

ININ 4029Human Behavior in

Work Org.

ININ 4035Human Resources

Planning

ININ 4022Prob. Mod. in

Operations Res.

ININ 4020Applied Industrial

Statistics

ININ 4010Prob. and Stat. for

Engineers

FISI 3173 Physics Lab. I

FISI 3174Physics Lab. II

ININ 4078Statistical Quality

Control

ININ 4039Production Planning

and Control I

ININ 4075Production Planning

and Control II

ININ 4079Design Project

ININ 4021Det. Mod. in

Oper. Research

ECON 3021Principles of Economics I

ININ 4015Eng. Economic

Analysis

ININ 4085Accounting for

Engineers

ININ 4086Cost Analysis and

Control

ININ 4057Real Time Process

Control

ESPA 3102Spanish II

ESPA 3101Spanish I

IN GE 3031 Eng. Mechanics

Statics

INGE 3032Eng. Mechanics-

Dynamics

QUIM 3132 & 3134 General Chemistry II

II

LEGEND: : Pre-requisite : Co-requisite

Important!!! The student must complete 15 credit hours in Sociohumanistic electives, plus 6 credit hours in Departmental electives, selected by the student. For more information please seeList of Recomended Courses.

Figure 5.1 Curriculum of the IE Program

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Table 5.3 Required and Elective Courses per Program Outcome

Program Outcome Required Course Elective Course

Design a work facility or system

ININ 4040, 4077, 4009, 4075, 4079 ININ 4016, 5575, 6016

Design and implement quality control systems ININ 4078, 4020, 4010 ININ 5505, 5565, 4027

Design computer-based control and information systems ININ 4057 ININ 4017

Plan and control production systems ININ 4075, 4039, 4021 ININ 5575

Evaluate the economics of engineering solutions ININ 4015, 4085, 4086 ININ 6030

Develop models to experiment, evaluate or solve problems

ININ4020, 4022, 4040, 4057, 4078 ININ 4018, 4027, 5565

Use engineering design from an IE point of view

ININ 4079, 4075, 4040, 4022, 4009 ININ 4018, 4027, 5565, 5575

Use modern communication and computer technology

ININ 4079, 4057, 4022, 4040, 4078 ININ 4017, 4018

Present information to individuals or to an audience

ININ 4079, 4075, 4057, 4021, 4009, 4077 ININ 4810, 4018, 4017

Establish goals and work to reach them

ININ 4079, 4075, 4040, 4077, 4009

ININ 4027, 4046, 4017, 4995, 4996

Understand and practice leadership ININ 4079, 4075, 4029, 4035 ININ 4810, 5505

5.4 Laboratory Experience Hands on laboratory experiences are available throughout the curriculum starting with the basic sciences, chemistry, and physics (QUIM 3001, QUIM 3002, FISI 3173, and FISI 3174). In the engineering science courses, laboratory experience is required in INME 4056-Manufacturing Processes Laboratory and INEL 4077- Electronics Laboratory. Laboratory experiences are part of the following industrial engineering courses: ININ 4009-Work Measurement, ININ 4040-Facility Layout and Design, ININ 4057-Real Time Process Control, ININ 4077-Work Systems Design, and ININ 4078-Statistical Quality Control. These labs are designed to enhance the basic principles discussed in the courses and give the students hands on guided experience in the use of basic equipment, software, methodologies, and models utilized in industrial engineering. Lab reports or completed projects are an important outcome of this effort. As part of the laboratory material, safety procedures are taught. Students are responsible

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for following such procedures and this is considered in their evaluation. As an example, safety guidelines related to electrical hazards are presented as part of the laboratory material in the ININ 4057-Real Time Process Control course. 5.6 Oral and Written Communication Twelve credits hours are required in the area of oral and written communication in English. The first six hours, using an oral approach, give the students the command of the fundamental structure of the language and develop their skills for reading and writing. The next six hours are devoted to compositions and oral reports upon selected readings including essays, short stories, poems, dramas, and novels. English grammar and idiomatic expressions are given attention as needed. Currently, students are encouraged to take as electives: INGL 3236-Technical Report Writing, INGL 3191-Speech and Oral English, INGL 3250-Speech Communication, INGL 3179-Professional Presentations, and INGL 3198-Professional Interviews. In the curricular revision students are required to take conversational English or public speaking and technical writing. Non-technical skills in reading, writing, and oral reporting are also developed using the Spanish language. Six credit hours are required in this area. Opportunities are provided for the development of competence in oral and written communication in the engineering laboratory and design courses. Technical reports in oral presentations are graded on their content as well as on the professional level of their communications skills. Students make oral presentations and hand in written reports in ININ 4077, ININ 4009, ININ 4040 and ININ 4079. 5.7 Computer Experience The IE program assures that its graduates fully understand the fundamentals of their profession and, at the same time, is instrumental in the development of their competence in computer programming and use of software packages for the solution of engineering problems. The program includes INGE 3016- Algorithms and Computer Programming as a required course. This course was previously taught using C language and it was changed to Visual Basic. The high level language used for teaching computer programming has migrated from Fortran (70’s until mid 80’s), to C-Language (mid 80’s to early 2000’s) to Visual Basic (2003 until present). IE graduates have a lot of exposure to the Microsoft Office tool set, which includes Excel, Word, Access, and Power Point. Excel worksheets are especially useful for many IE-related analysis and decision making. The Visual Basic language resides at no additional cost in the Microsoft tool set, known as Visual Basic for Applications (VBA). It is preferable to teach our students the basics of computer programming and show them how this software code is useful in interacting with the various Microsoft software. This course covers the development of algorithms and their implementation, and the application of programming techniques to the solution of engineering and mathematical problems. Every semester the Department offers optional seminars to introduce students to some of the most popular software packages. Throughout the semester graduate students assigned to the computer labs offer seminars on Minitab, Excel, Mathcad, Matlab, and Power

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Point. During a given semester, the faculty members teaching courses requiring knowledge on some of these or other specialized software packages coordinate the seminars with the graduate assistants. Examples of these packages include: Autocad, Wonderware, Arena, Access, Visual Basic, and MS SQL Server. 5.8 General Education (Humanities and Social Sciences) Students in the Faculty of Engineering are required to take a minimum of 15 credits hours in socio-technical electives. The College of Engineering publishes and maintains a list of electives in humanities and social sciences by area of specialization that is used to guide students in their course selection.

5.9 Engineering Design The design experience is well integrated in the curriculum since students are exposed to engineering design concepts from their sixth semester of study up to the last semester. The students are exposed to a good number of engineering design related experiences such as: open-ended problems, considerations of alternative solutions, formulation of design problem statements, and consideration of realistic constraints, among others. In a good number of courses the students are required to go to industry for class projects. Students are required to work on projects in manufacturing, service, or governmental facilities on several courses throughout the curriculum. Among these courses are: ININ 4009- Work Measurement, and ININ 4040 – Facility Layout Design. Students apply the knowledge acquired throughout the course and integrate it with previous knowledge to solve real problems. Also, the course ININ 4077 – Work Design requires a design project and some of the laboratory work includes design experience. Students work on a major design project in the area of manufacturing automation in the course ININ 4057 – Real Time Process Control Systems. In this course, students design, build, and control scale models, mainly of manufacturing operations, using a computer. Some students further develop their professional skills in elective courses such as ININ 4046- Industrial Engineering Practice, ININ 4995- Engineering Cooperative Practice, ININ 4501- Application of IE Techniques to Service Enterprises, ININ 4810- Concurrent Engineering, ININ 4018- Systems Simulation with Digital Computers, and ININ 4017- Information Systems. In electives such as ININ 4017 – Computer Based Information Systems and ININ 4027 – Design and Analysis of Engineering Experiments practical projects are also required. Samples of project work will be available in the course binders at the CAR Office. 5.10 Engineering practice A capstone engineering design course, ININ 4079 - Design Project, is included in the last semester of the senior year when students have taken the vast majority of the engineering courses and thus are prepared to integrate the acquired knowledge and concepts to solve a real life situation.

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The goals for ININ 4079 include:

Develop the technical and professional skills of the student to prepare him/her for the practice of the profession.

Provide the student practice and experience in the applications of the principles, methods and techniques learned in earlier course work.

Develop the oral and written communications skills of the students by means of progress reports, technical reports, and oral presentations at a professional level.

Develop the skills of the student in the interpersonal activities working as part of a design team.

The student should be made aware and take into consideration energy related, ethical, legal, and societal issues relevant to the design project.

Complement the educational process with real life problem solving experience. Integrate the principles, methods, and techniques of earlier course work into a

problem solving situation. Specifically the students will: Identify and formulate real world problems; Gather and analyze real world data; Use his/her creativity in the development of multiple alternatives for the

solution of the problems that were identified; and select the best alternative based on an economic analysis.

The course is divided in three phases including writing a proposal, progress reports, and a final report and presentation. The design teams (usually composed of two to three students) should include in the proposal all the information related to the project and specify the particular areas to be addressed. The projects must include at least three IE areas from the following listing:

1. Cost analysis and engineering economics 2. Manufacturing automation and information systems 3. Production planning and control 4. Layout 5. Statistics and quality control 6. Operations research 7. Work design and ergonomics

The following are considerations that students use in this design experience:

• Economic factors Estimate variable and fixed costs for the product or service involved in their design project. Identify the relevant costs involved in the project. They must use these economic considerations to justify the solutions by at least obtaining rate of return on the investment and making a sensitivity analysis of the solution. These factors are presented in the ECON 3021 - Principles of Economics I, ININ 4085 – Accounting for Engineers, ININ 4086 – Cost Analysis and Control, and ININ 4015 - Engineering Economic Analysis.

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• Safety Assess the impact of their designs, layouts, work systems and standards on people who will work in the organization. Learn about the applicable regulations such as OSHA, PROSHA, ADA, etc. Include ergonomic consideration in their designs. These factors are presented in ININ 4009 - Work Measurement, ININ 4077 - Work Systems Design, ININ 4040 - Facilities Layout and Design, and ININ 4016 – Industrial Safety.

• Ethics Recognize ethical problems in real world contexts. Recognize stakeholders, see situations through value system, and identify conflicts of interest. These factors are introduced in humanities and social sciences courses and are reinforced in ININ 4079 - Design Project. Also, ethic issues are addressed across the curriculum.

• Social and Political Impact Understand the impact designs will have in human beings in their social interaction and organizational behavior to reduce resistance to change and increase chances of success. These factors are presented in humanities and social sciences courses, and in ININ 4029 - Organizational Behavior and ININ 4035 – Human Resources Management.

• Manufacturability Design systems, services, or products that can be produced with available technology in the most efficient way. These factors are introduced in courses such as ININ 4077 – Work Systems Design, and INME – Manufacturing Processes.

• Sustainability Understand the long-term impact of their designs (layouts, work methods, standard times, quality control systems, information systems, and automation-process control). Interpret this concept for IE as reliability of the design (how long will it be valid), the process capability, and the support it provides to the organization and its scheduling requirements. These factors are covered in ININ 4040 – Facilities Design, ININ 4010 - Probability and Statistics for Engineers, ININ 4020 – Applied Statistics in Industry, ININ 4078 – Statistical Quality Control, and ININ 4075 Production Planning and Control II.

• Environmental Factors Demonstrate the environmental impact that their design has outside the plant and in the community. Learn about environmental regulations that apply to their project.

Examples of design projects will be available in the ININ 4079 course binder at the CAR Office.

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CRITERION 6. FACULTY 6.1 Program Leader and Responsibilities The Bachelors of Science in Industrial Engineering Program is ascribed and managed by the Department of Industrial Engineering. As such, the leader of the program is the Director or Department Head. Currently, this position is occupied by Dr. Agustín Rullán. The responsibilities of the Director are stipulated in section 25.3.3 of the Regulations of the University of Puerto Rico. Our translation of this section (from Spanish) is as follows:

“The director will be the chief executive and administrative officer of every department. Will preside department meetings and will be the official representative of the department to the Faculty (College) and other university authorities. He will be in charge of guiding the formulation of agreements made by the members of the department in their properly constituted meetings, and will bring forward those agreements to the corresponding authorities as required. The director will be ex-officio president of all the permanent committees of the department except the Personnel Committee. In matters related to the Personnel Committee, the director of the department will be one of its members and its president will be elected among the members.”

Section 25.5 of the regulations also states the following:

“ The members of the department, united under the presidency of the director, can reach agreements and make recommendations, consistent with the Law of the University and the Regulations, to achieve the most effective development of the departmental objectives, as per their discipline, including the establishment of educational norms; and approve the programs of study of the specializations, options and concentrations of the department, for the consideration of the corresponding Faculty (College).

6.2 Authority and Responsibility of Faculty The department faculty is fully involved in the development of new courses and the evaluation or modification of existing courses. Figures 6.1A and B show the process used for the development of a new permanent course. The process is initiated either by a professor interested in the development of a new course or by the faculty. As shown in Figure 6.1A, this initiative is assigned to one of the existing course committees. Once the committee completes an initial draft of the course syllabus, this is presented at a faculty meeting for evaluation and approval. Once approved, the IE Department Head sends the course documentation to the Dean of the College of Engineering which in turn submits the documentation to the College of Engineering Committee of Academic Affairs. This committee reviews the documentation and if approved submits a report to the CoE Dean and presents the proposed course at a CoE faculty meeting. If approved, all the

107

documentation needed for the creation of the new course is sent by the CoE Dean to the Dean of Academic Affairs. The flowchart shows the actions to be taken and the flow of the documentation when the proposed course fails approval at any step of the process. Figure 6.1B shows the steps followed once the course documentation arrives at the Office of the Dean of Academic Affairs. The Dean sends the information to the Academic Senate where the review of documentation is performed by the Senate’s Course Committee. If approved, this committee submits a report to the Dean of Academic Affairs. The recommendation for approval is presented by the Dean of Academic Affairs at a meeting of the Academic Senate. If approved, the Senate documents the approval with a certification sent to the CoE Dean with a copy sent to the IE Department Head. The Dean of Academic Affairs in turn sends all the documents to the Vice Presidency of Academic Affairs at the Central Administration Office of the University of Puerto Rico. All the course documents are reviewed and upon approval a code is assigned to the course and it is registered officially. The course code is notified to the UPRM Dean of Academic Affairs, the CoE Dean and the IE Department Head. The flowchart shows the actions to be taken and the flow of the documentation when the proposed course fails approval at any step of the process. The process required for the creation of a new temporary course is shown in Figure 6.2. As can be appreciated it is much simpler. Once the course is approved by the IE faculty members, the documents are submitted by the Department Head to the CoE Dean. The course documents are presented by the Dean at a meeting of the Heads of Departments within the College of Engineering. If approved the course documents are sent directly to the Vice Presidency of Academic Affairs at the Central Administration Office of the University of Puerto Rico. From there on it follows the same path as a permanent course. A temporary course can be offered only twice. To ensure the consistency of the courses an official course syllabus is kept on the IE Department records. At the beginning of each semester an administrative official makes copies for the professor teaching the course and for the students registered in the course. The course syllabus includes the topics to be covered and the course goals. The professor can change the order in which he covers the different topics. However, any changes in the course content have to be approved by the course committee members. Changes in the course content greater than 25% need the approval of the faculty. To evaluate the consistency and the quality of the courses, students are surveyed at the end of the semester. The Course Goals Assessment Form is used to evaluate the students’ perception of their preparedness on each of the course goals. A survey used to evaluate the teaching performance of the professor includes questions related to the course syllabus.

108

Figure 6.1A Flowchart for the Creation of a New Permanent Course

A professor or the faculty identifies the need for a new course

A first draft of the course syllabus is presented to the IE Department Head

for its approval

The course committee presents the course to the faculty

The IE Department Head assigns one of the existing course committees to work on the development of the new course

Approved?No

Approved?

Yes

Yes

No

The IE Committee works on recommended changes


The course committee fills out the documentation needed for the creation

of a new course and submits to the IE Department Head

The Department Head submits the documentation to the Dean of the CoE

The Dean submits the documentation to the CoE Committee of Academic Affairs

The Committee of Academic Affairs reviews the documentation

Approved?The IE Course committee

works on the recommended changes

Major changes?

No

NoYes

The Committee of Academic Affairs submits a report with a positive recommendation

to the Dean and the CoE Faculty

Approved?

Yes

The CoE Dean sends the course documents to the Dean of Academic Affairs

No

Yes

A



for its approval

The course committee presents the course to the faculty


Approved?No

Approved?

Yes

Yes

No



The course committee fills out the documentation needed for the creation

of a new course and submits to the IE Department Head

The Department Head submits the documentation to the Dean of the CoE

The Dean submits the documentation to the CoE Committee of Academic Affairs

The Committee of Academic Affairs reviews the documentation

Approved?The IE Course committee

works on the recommended changes

Major changes?

No

NoYes

The Committee of Academic Affairs submits a report with a positive recommendation

to the Dean and the CoE Faculty

Approved?

Yes

The CoE Dean sends the course documents to the Dean of Academic Affairs

No

Yes

A

109

Figure 6.1B Flowchart for the Creation of a New Permanent Course

The Dean of Academic Affairs (D of AA) refers the documentation to the Senate

The Senate refers the documentation to the course committee

The committee reviews the documentation

Approved?A

The committee submits a report to the D of AA

The D of AA reports the decision to the Senate

Approved?No

The Senate emits a certification of approval

The certification is sent to the CoE Dean with a copy sent to the IE Department Head

The D of AA sends the documentation to the Vice Presidency of Academic Affairs at the Central Administration

Offices of UPR

Yes

Yes

No

B

The documentation is reviewed

Approved? BNo

A code number is assigned to the course and it is registered officially for

the IE Department at UPRM

Yes

The course code is notified to the D of AA, the CoE Dean, and

the IE Department Head

The Dean of Academic Affairs (D of AA) refers the documentation to the Senate

The Senate refers the documentation to the course committee

The committee reviews the documentation

Approved?A

The committee submits a report to the D of AA

The D of AA reports the decision to the Senate

Approved?No

The Senate emits a certification of approval

The certification is sent to the CoE Dean with a copy sent to the IE Department Head


Offices of UPR

Yes

Yes

No

B


Approved? BNo



Yes



110

Figure 6.2 Flowchart for the Creation of a New Temporary Course



for its approval


Approved?No

Yes


The IE Department Head submits the documentation to the CoE Dean

The documentation is reviewed at a meeting of the Department Heads

of the CoE

A

Approved?No

Yes

A


Offices of UPR


Approved? ANo



Yes



The IE Committee works on the recommendations



for its approval


Approved?No

Yes


The IE Department Head submits the documentation to the CoE Dean

The documentation is reviewed at a meeting of the Department Heads

of the CoE

A

Approved?No

Yes

A


Offices of UPR


Approved? ANo



Yes



The IE Committee works on the recommendations

111

6.3 Faculty In academic year 2007-2008 the Industrial Engineering Department had 22 faculty members consisting of 68% (15) full-time professors, 4.5% (1) professor from the College of Business Administration with a joint appointment (50%) with the IE department, and 27.5% of the faculty divided as follows: 14% (3) professors with additional compensations, 9% (2) part-time professors, and 4.5% (1) visiting professor. All of them are directly involved in teaching at the undergraduate level. Of the 15 full-time faculty members there are 13 PhD’s, one ME, and one BS degree. The professor with the joint appointment also has a PhD degree. In addition, we have four more professors on leave of absence studying for their Ph.D. degrees. Table 6.1A presents the percentage distribution of the faculty workload for academic year 2007-2008 and Table 6.1B presents a summary of the faculty workload in credit hours for the same academic year. In both tables courses ININ 6999 (Master Thesis) and ININ 6998 (Master Project) were considered as research activity. Averages of the percentage distribution and credit hours are presented in Table 6.1C for the entire faculty members and full-time members only. The average percentage of time dedicated to teaching activities across all faculty members is 68.13% and 56% when considering full time professors only. The percentage of time dedicated to research is 16.99% when considering all faculty members and 25.41% for full time professors. The average percentage of time dedicated to other activities, which in all cases are service activities, is 14.87% when considering all faculty members and 18.59% for full time professors. The average workload is 13.22 credit hours per semester across all faculty members and 15.83 for full time professors. Table 6.2 describes the composition, size, credentials, and experience of the faculty that supports our program. Among the 15 full-time professors (excluding the visiting professors) 12 are tenured professors and 3 on tenure-track. The academic ranking of the full-time professors include 10 full professors, 3 assistant professors, and 2 instructors. Of those, 7 (47%) have professional registration. The academic background of the full-time faculty with PhDs (excluding the visiting professors) includes degrees from eleven different universities: Penn State University (2), Texas A&M (3), Lehigh University (1), University of Wisconsin-Madison (1), North Carolina State University (1), Iowa State University (1), University of PR (2), University of Michigan (2), Virginia Polytechnic Institute (1), and Universidad Politécnica de Madrid (1). The cultural background of our professors is also diverse; the department has professors from India, Nicaragua, Mexico, Ecuador, and Puerto Rico. As shown in Table 6.2, 8 (53%) of the 15 full time professors have experience in the government or the industry. The professor from the College of Business Administration with the joint appointment also has a significant number of years of experience with the government and industry. Thirteen out of 15 (87%) have some level of involvement in research activities. The diverse professional background of the faculty covers applied and theoretical

112

research work, managerial as well as technical positions in government and private industry, and extensive consulting and training to local industry in the areas of applied statistics, work measurement, facilities planning, simulation, production planning and control, and manufacturing automation.

113

Table 6.1A Faculty Workload Summary (Percentage Distribution) Industrial Engineering Program

Academic Year 2007-2008

Faculty Member Classes Taught (Course No. /Credit Hrs.)

FT or PT Teaching

Research or

Scholarly Activity Other Description

Artiles, Noel 4010 (1sec) 3.33crs./ 4027 (1sec) 3.00crs/ 5505 (1sec) 3.00crs/ 6078 (1sec) 3.00crs/ 6995 (1sec) 1cr/ 6998 (2sec) 4crs/ 6999 (1sec) 1 cr. FT 48.82% 17.38% 33.80%

Senator and Member of Univ. Board

Bartolomei, Sonia 4018 (1sec) 3.00crs/ 4995 (1sec) 2.00crs./ 6026(1sec) 3.00crs./ 6998 (1sec) 1 cr/ 6999 (2sec) 3 crs FT 40.91% 18.18% 40.91%

CoE Associate Dean of

Academic Affairs and a

S i lBlanes, Rafael 4007 (4sec) 12crs/ 4015 (5sec) 15crs. FT 100.00% 0.00% 0.00%

Carlo, Héctor 4010 (2sec) 6.33crs./ 4040 (1sec) 3.33crs. /4998 (1sec.) 2.00crs/ 6045 (1sec) 3.00crs/ 6995 (1sec)1cr./ 6999 (1sec) 1cr FT 54.02% 42.53% 3.45%

Mentors Coordinator for

PR-LSAMP

Viviana Cesaní 4015 (1sec) 3.00crs/ 4039 (2secs) 6crs/ 4075 (2sec) 6.00crs/ 4998 (2secs) 3crs./ 6019 (1sec) 3crs/ 6999 (2 sec) 6 crs. FT 56.76% 37.84% 5.41%

Popular Insurance

Ferrer,Mercedes 4010 (6secs) 18.33crs/ 4078 (1sec) 3.33crs./ 4998 (1sec) 1crs. FT 88.60% 0.00% 11.40%

Coordinator of administrative

issues

González, David 4010 (1sec) 3.33crs/ 4027 (1sec) 3.00crs./ 4078 (2secs) 6.66crs/ 4998 (1sec) 1cr./6005 (1sec)3.00crs/ 6046 (1sec) 3.00crs./ 6999 (1sec) 2 crs. FT 58.81% 29.42% 11.77%

OIIP Research Coordinator

González, Cándida 4035 (1sec) 3.00 crs. AC 100.00% 0.00% 0.00% Hernández, William

InGe 3016 (1sec) 3.00crs/ 4015 (2secs) 6crs. 4017 (1sec) 3.00crs./ 4021 (2secs) 6crs./ 4057 (2secs) 6.66crs/ 6995 (1sec) 1cr. FT 90.58% 0.00% 9.42%

Special Assignments

Hernández, Freddie 4085 (2sec) 6 crs. PT 100.00% 0.00% 0.00%

114


FT or PT Teaching

Research or

Scholarly Activity Other Description

Irizarry, María 4009 (4secs) 17.32crs/ 6998 (2sec) 2.00crs/ 6999 (2 secs) 4 crs. FT 49.97% 17.29% 32.73% IE Assessment

Coordinator

Medina, Alexandra

4086 (2secs) 6.00crs/ 4996 (1sec) 3.00crs/ 4998 (2secs) 2.00crs/ 6030 (1sec) 3.00crs/ 6999 (2 secs) 2 crs. FT 45.16% 32.26% 22.58%

Popular Insurance Executive

Coordinator forOliver, Marisol 4029 (2sec) 6.00crs. AC 100.00% 0.00% 0.00%

Nambiar, Arum 4022 (3secs) 9.00crs/ 4039 (1sec) 3.00crs/ 4075 (1sec) 3.00crs./ 5575 (1sec) 3.00crs VP 66.67% 33.33% 0.00%

Pagán, Omell 4015 (3secs) 9.00crs./ 4020 (3secs) 9.00crs./ 4040 (2secs) 6.66/ 6999 (1 sec) 1 cr. FT 75.51% 6.12% 18.37%

Senate and OMCA Advisor

Padrón, Mario 4079 (4 secs) 12 crs. JA 100% 0% 0%

Pomales, Cristina 4016 (1sec) 3.00 crs/ 4077 (3secs) 12.99crs/ 4998 (2secs) 4.00crs/ 6995 (1sec) 1cr. FT 63.86% 30.58% 5.56%

Special Assignment

Ramírez, Waldermar 4007 (1sec) 3.00 cr AC 100.00% 0.00% 0.00%

Ramírez, Nazario 4010 (1sec) 3.33 crs/ 4020 (1sec) 3.00crs/ 6008 (1sec) 3.00crs/ 6010 (1sec) 3.00 crs/ InEl 6046 (1sec) 1.00cr/ 6999 (1 sec) 1 cr. FT 33.89% 66.11% 0.00%

Resto, Pedro 4021 (1sec) 3.00 crs/ 4810 (1sec) 3.00crs/ 6998 (2sec) 6.00crs/ 6999 (1 sec) 1 cr FT 35.29% 8.82% 55.88%

Coordinator OMCA

Rullán, Agustín 4010 (1sec) 3.00 crs/ 4995 (3secs) 8.00crs/ InGe 4008 (1sec) 3.00crs FT 53.85% 0.00% 46.15% Department

Head

Salomón, Ben ININ 4050 (1 sec) 3 crs. PT 100% 0.00% 0.00% * ININ 4998 (undergraduate research), ININ 6998 (Master project), and ININ 6999 (Master thesis) count as research AC: Additional Compensation JA: Joint appointment VP: Visiting professor

115

Table 6.1B Faculty Workload Summary (Credit hours) Industrial Engineering Program



FT or PT Teaching

Research or

Scholarly Activity Other

Average No. of

Credits per

Semester Description

Artiles, Noel

4010 (1sec) 3.33crs./ 4027 (1sec) 3.00crs/ 5505 (1sec) 3.00crs/ 6078 (1sec) 3.00crs/ 6995 (1sec) 1cr/ 6998 (2sec) 4crs/ 6999 (1sec) 1 cr. FT 17.33 6.17 12 17.75

Senator and Member of Univ. Board

Bartolomei, Sonia 4018 (1sec) 3.00crs/ 4995 (1sec) 2.00crs./ 6026(1sec) 3.00crs./ 6998 (1sec) 1 cr/ 6999 (2sec) 3 crs FT 9 4 9 11

COE Associate Dean of

Academic Affairs and a

Special Assignment

Blanes, Rafael 4007 (4sec) 12crs/ 4015 (5sec) 15crs. FT 27 13.5

Carlo, Héctor 4010 (2sec) 6.33crs./ 4040 (1sec) 3.33crs. /4998 (1sec.) 2.00crs/ 6045 (1sec) 3.00crs/ 6995 (1sec)1cr./ 6999 (1sec) 1cr FT 15.66 12.33 1 14.50

Mentors Coordinator for

PR-LSAMP

Viviana Cesaní 4015 (1sec) 3.00crs/ 4039 (2secs) 6crs/ 4075 (2sec) 6.00crs/ 4998 (2secs) 3crs./ 6019 (1sec) 3crs/ 6999 (2 sec) 6 crs. FT 21 14 2 18.5

Popular Insurance

Ferrer,Mercedes 4010 (6secs) 18.33crs/ 4078 (1sec) 3.33crs./ 4998 (1sec) 1crs. FT 23.32 3 13.16

Coordinator of administrative

issues

González, David

4010 (1sec) 3.33crs/ 4027 (1sec) 3.00crs./ 4078 (2secs) 6.66crs/ 4998 (1sec) 1cr./6005 (1sec)3.00crs/ 6046 (1sec) 3.00crs./ 6999 (1sec) 2 crs. FT 19.99 10 4 17.00

OIIP Research Coordinator

González, Cándida 4035 (1sec) 3.00 crs. AC 6 3

Hernández, William

InGe 3016 (1sec) 3.00crs/ 4015 (2secs) 6crs. 4017 (1sec) 3.00crs./ 4021 (2secs) 6crs./ 4057 (2secs) 6.66crs/ 6995 (1sec) 1cr. FT 25.66 2.67 14.17

Special Assignments

116


FT or PT Teaching

Research or

Scholarly Activity Other

Average No. of

Credits per

Semester Description Hernández, 4085 (2sec) 6 crs. PT 12 6

Irizarry, María 4009 (4secs) 17.32crs/ 6998 (2sec) 2.00crs/ 6999 (2 secs) 4 crs. FT 18.32 6.34 12 18.33

IE Assessment Coordinator

Medina, Alexandra

4086 (2secs) 6.00crs/ 4996 (1sec) 3.00crs/ 4998 (2secs) 2.00crs/ 6030 (1sec) 3.00crs/ 6999 (2 secs) 2 crs. FT 14 10 7 15.5

Popular Insurance Executive

Coordinator for Oliver, Marisol 4029 (2sec) 6.00crs. AC 6 3

Nambiar, Arum 4022 (3secs) 9.00crs/ 4039 (1sec) 3.00crs/ 4075 (1sec) 3.00crs./ 5575 (1sec) 3.00crs VP 18 9 13.5

Pagán, Omell 4015 (3secs) 9.00crs./ 4020 (3secs) 9.00crs./ 4040 (2secs) 6.66/ 6999 (1 sec) 1 cr. FT 24.66 2 6 16.33

Senate and OMCA Advisor

Pomales, Cristina 4016 (1sec) 3.00crs/ 4077 (3secs) 12.99crs/ 4998 (2secs) 4.00crs/ 6995 (1sec) 1cr. FT 22.99 11.01 2 18

Special Assignment

Ramírez, Waldermar 4007 (1sec) 3.00cr AC 3 1.5

Ramírez, Nazario

4010 (1sec) 3.33crs/ 4020 (1sec) 3.00crs/ 6008 (1sec) 3.00crs/ 6010 (1sec) 3.00crs/ InEl 6046 (1sec) 1.00cr/ 6999 (1 sec) 1 cr. FT 13.33 26 19.67

Resto, Pedro 4021 (1sec) 3.00crs/ 4810 (1sec) 3.00crs/ 6998 (2sec) 6.00crs/ 6999 (1 sec) 1 cr FT 12 3 19 17

Coordinator OMCA

Rullán, Agustín 4010 (1sec) 3.00crs/ 4995 (3secs) 8.00crs/ InGe 4008 (1sec) 3.00crs FT 14 12 13

Department Head

Salomón, Ben 4050 (1 sec) 3 crs PT 3 0 0 3 * ININ 4998 (undergraduate research), ININ 6998 (Graduate project work), and ININ 6999 (Thesis work) count as research

117

Table 6.1C Faculty Workload Summary across Faculty Members Industrial Engineering Program


Activity

All Faculty Members FT Faculty Members Only Average No. of

Credit Hours per Semester

Average Percentage per Semester

Average No. of Credit Hours per

Semester Average Percentage

per Semester

Teaching 8.08 68.13% 9.28 56.00% Research or Scholarly Activity 4.74 16.99% 4.74 25.41%

Other 3.53 14.87% 3.53 18.59% Grand Average: 13.22 15.83

118

Table 6-2 Faculty Analysis Industrial Engineering Program

Name

Highest Degree

and Field

Type of Academic

Appointment TT, T, NTT

FT or PT Rank

Institution from which

Highest Degree

Earned & Year

Years of Experience Level of Activity (high, med, low, none)

in:

Govt. / Industry Practice

Total Faculty

This Institution

Professional Registration /Certification

Professional Society Research

Consulting / Summer Work in Industry

Noel Artiles PhD T FT

Full Professor

Iowa State 1989 0 20 18 No low med low

Sonia Bartolomei PhD T FT

Full Professor

Penn State 1996 0 19.5 19.5 No med med med

Rafael Blanes BSIE T FT Instructor

University of Puerto Rico

1966 0 39 39 Yes med none high

Héctor Carlo PhD TT FT

Assist. Professor

University of Michigan

2006 0 1.5 1.5 Yes low high low

Viviana Cesaní PhD T FT

Full Professor

University of Wisconsin Madison

1998 0 12 12 Yes low med low

Mercedes Ferrer MEIE T FT Instructor


1993 3 5 5 No low low low David González PhD T FT

Full Professor

Penn State 1996 0 15 15 No low med high

William Hernández PhD T FT

Full Professor

Texas A&M 1996 1 13.5 13.5 Yes low low low

María Irizarry PhD T FT

Full Professor

NC State University

1996 9 11 11 Yes low med med

119

Name

Highest Degree

and Field

Type of Academic


FT or PT Rank


Highest Degree

Earned & Year


in:


Total Faculty

This Institution




Alexandra Medina PhD TT FT

Assist. Professor

Virginia Poly 2002 9 5.5 2.5 No high high med

Arun Nambiar PhD NTT FT

Visiting Professor

Ohio University

2007 2 1 1 Yes: SAS,

SUN low Med/low none

Omell Pagán PhD T FT

Full Professor

Polytechnic University of

Madrid, Spain 1995 5 22 22 Yes med none low

Cristina Pomales PhD TT FT

Assist. Professor

University of Michigan

2006 0 2 2 No low med none Nazario Ramírez PhD T FT

Full Professor

Texas A&M 1988 5 25 20 No low high med

Pedro Resto PhD T FT

Full Professor

Texas A&M 1981 10+ 12 12 Yes low med med

Agustín Rullán PhD T FT

Full Professor

Lehigh University

1990 3 19 19 No low low none

Cándida González MS T AC

Full Professor

Loyola University

1983 0 25 25 Yes: PHR none none none

Freddie Hernández MBA NTT PT Instructor

Interamerican University,

San Germán, P.R. 1973 0 21 30 No none none none

120

Name

Highest Degree

and Field

Type of Academic


FT or PT Rank


Highest Degree

Earned & Year


in:


Total Faculty

This Institution




Marisol Oliver MBA T AC

Full Professor


1983 0 23 23 No low low low

Mario Padrón PhD TT JA

Full Professor

University of Illinois UC

1982 25 28 28 No none med med

Waldemar Ramírez MS NTT AC Instructor

Stanford 1975 22 5.5 5.5 Yes med low high

Salomón, Ben MEIE NTT PT Instructor

UPRM 2004 20 0.5 0.5 Yes: QE, RE none low high

AC: Professor with an Additional Compensation JA: Professor from Business Administration with a Joint Appointment with Industrial Engineering

121

6.4 Faculty Competencies The areas of expertise of the faculty include: automation and information systems, probability and applied statistics, ergonomics and methods engineering, operations research, production planning and control, economic analysis and costs, and management systems. Table 6.3 summarizes the capabilities of the faculty to teach courses in the different subject areas to support the curriculum. Based on the summary of capabilities, areas of opportunity are those for which a course has only one professor with expertise or a total possible number of instructors of at most 2. These are:

1. Automation and Information Systems where ININ 4017 (Computer-based information systems) has only one professor with expertise.

2. Production Planning and Control where ININ 5575 (Sequencing and Scheduling of Resources) has only one professor with expertise.

3. Economic Analysis and Costs where ININ 4085 (Accounting for engineers) has only one professor with expertise who happens to be a temporary.

These areas of opportunity have already been addressed. Lourdes Medina is on a LOA (leave of absence) working towards her Ph.D. in automation and information systems. Betzabé Rodríguez is on a LOA working towards her Ph.D. in Supply Chain Management, and Mayra Méndez is also on a LOA working towards her Ph.D. in cost and accounting.

122

Table 6.3 Faculty Capability by Subject Area

Areas Autom. & Inf. Syst. Probability & Applied Statistics

Ergonomic & Methods

Operations Research

Courses ININ

401

7

ININ

405

7

ININ

401

0

ININ

402

0

ININ

402

7

ININ

407

8

ININ

556

5

ININ

555

9

ININ

400

9

ININ

401

6

ININ

407

7

ININ

401

8

ININ

402

1

ININ

402

2

Professors with tenure or on tenure track Artiles, Noel X X X X X O X X Bartolomei, Sonia X O O O X X X O Blanes, Rafael Cesaní ِ◌, Viviana X O X X Hernández, William X X X O Irizarry, María O O X O X X X Pagán, Omell X X X X X Ramírez, Nazario X X X O O O O X X Resto, Pedro X X X X X X X Rullán, Agustín O X X O O O O Pomales, Cristina O X X Carlo, Héctor X O O O O OMedina, Alexandra O O O O Ferrer, Mercedes X X O X X O González, David X X X X X X X X

Adjunct Professor Padrón, Mario O O O X X X

Visiting Professor Nambiar, Arun X

Professors w/Additional Compensations González, Cándida Oliver, Marisol Temporary Professors Hernández, Freddie Waldemar Ramírez X Ben Salomón

Summary of capabilities

Professors with expertise 1 3 14 7 4 3 2 2 3 2 3 5 9 7

Professors able to teach 2 0 2 7 3 1 1 3 2 1 2 4 3 3

Total possible instructors per course 3 3 16 14 7 4 3 5 5 3 5 9 12 10

Legend: X – instructor with teaching experience, O – instructor able to teach the course

123

Areas Production Planning & Control Eco. Analysis &

Costs Management Others

Courses ININ

403

9

ININ

404

0

ININ

407

5

ININ

557

5

ININ

481

0

ININ

401

5

ININ

408

5

ININ

408

6

ININ

400

7

ININ

402

9

ININ

403

5

ININ

550

5

ININ

405

0

ININ

407

9

ININ

499

5

ININ

404

6

ININ

499

6

ININ

499

8

Prof. tenured or on tenure track Allison, Jack T. O X X X O X X O O Artiles, Noel O O O O O X O X X Bartolomei, Sonia X X X O O O O X X Blanes, Rafael X O Cesaní ِ◌, Viviana X O X X X O O X X X X Hernández, William X X X Irizarry, María X X X X Pagán, Omell X X X X X X X X O X X Ramírez, Nazario O O X O O O O X X X Resto, Pedro O O X O X X O O X X Rullán, Agustín X X X X X X X X Pomales, Cristina Carlo, Héctor O X O O O X O O O O X Medina, Alexandra O X X X X X X X X O O Ferrer, Mercedes X O X O X O O González, David X Adjunct Professor Padrón, Mario X X O O O O Visiting Professor Anambiar, Arun X O X Professors w/Additional Compensation González, Cándida X Oliver, Marisol X Temporary Professors Hernández, Freddie X X Waldemar Ramírez X X Ben Salomón X Summary of capabilities

Professors with expertise 5 5 3 1 5 12 1 2 3 3 3 3 3 6 5 4 9 10

Professors able to teach 5 3 4 3 1 3 0 1 2 0 0 2 0 6 5 7 5 3

Total possible instructor per course 10 8 7 4 6 15 1 3 5 3 3 5 3 12 10 11 14 13

Legend: X – instructor with teaching experience, O – instructor able to teach the course

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6.5 Faculty Size In academic year 2006-2007 (summer not included) the IE department had 12.71 FTE professors dedicated exclusively to teaching undergraduate courses of which 2.92 FTE’s were dedicated to teach IE courses on a service basis for the other engineering programs. Those are ININ 4010 (Probability and Statistics for Engineers), ININ 4015 (Engineering Economic Analysis) and ININ 4007 (Industrial Organization and Management). In that same year the IE department had an average of 557 FTE students (freshmen to senior). Two thirds of the students are in 3rd to 6th year. Therefore, the ratio of FTE students to FTE Professors is 29.22 (557*(2/3) ÷ 12.71).

6.5.1 Interaction with students Direct professional and extracurricular interaction with students is continuously achieved through many means. One way is through the four professional student chapters that are hosted in the department:

• The Institute of Industrial Engineers (IIE) • The American Society for Quality (ASQ) • Alpha Pi Mu (APM) • Society of Hispanic Professional Engineers (SHPE) • Institute for Operations Research and the Management Sciences (INFORMS)

The department provides office space and resources including telephone, computers, and meeting rooms for activities to support the student chapters. The IE faculty is very dedicated to their students. Professors participate as faculty advisors and mentors in each of the student chapters. The faculty motivates and helps students to develop their professional standards. In academic year 2006-2007 the number of students registered in ININ 4998 (Undergraduate Research Work) and ININ 4996 (Special Topics) increased significantly. Funds were obtained to support them financially to present their results at different conferences. In the summer of 2007 one student was supported financially to present a poster at the IIE Research Conference at Nashville, Tennessee. Twelve students attended the INFORMS Conference held at Río Grande, P.R., some as presenters and others working as volunteers, at an approximate cost of $18,300 of which $5,500 came from private donations. Another twelve undergraduate students presented their research work in the ASEE Conference held in Hawaii also in the summer of 2007, at a cost of $21,000. Another successful program was the Urban Train in which students were part of research teams supporting the development of the biggest infrastructure government project in PR in the last thirty years. Students contributed mainly in the areas of ergonomics, project management, and preventive maintenance.

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As explained in Chapter 1 (Criterion 1) in the fall semester of academic year 2005 – 2006 a formal process was designed to invite students to come to individual faculty members for professional or academic advice. All Industrial Engineering students, including freshmen, were distributed evenly among professors based on their last name. A poster was designed and it is posted in several places motivating students to visit their professors. An application was designed through the university web page to facilitate accessing students. Also, a professional advice day is given on a semester basis one week prior to registration with faculty members available at the department’s study room. Brochures with information regarding electives and specialization certificates were available and a logbook signed by attending students. Other professional advising activities going on are: 1. “Academic and Professional Orientation on IE elective courses and IE Sub-

Specialization Certificates” given one week prior to registration week. 2. “Orientation on Opportunities for Graduate Studies” given to graduating students

each year during the last week of August and January. 3. “Orientation on Free Electives” given one week prior to registration. 4. Individual orientation with the Department Head or the Associate Department Head. Professors sometimes also serve as professional advisors on students’ industry projects. In this case, students can decide which professor to visit by means of a published list of specialty areas of professors and the office hours available for academic advising. The list provides the e-mail addresses, telephone extension, office location and hours of every faculty member of the Industrial Engineering Department. 6.5.2 Service Activities Professors also provide service to the university community through committees. There are permanent committees at the department, faculty, and institutional level. At the department level, there are eight course modules, one for each subject area taught. The professors participating in these modules are responsible for updating the syllabi, revising the textbooks, and proposing and recommending new courses for both the undergraduate and graduate programs. In addition to the course modules, there are also the graduate and the personnel committees. At the faculty level, there are eleven permanent committees whose representatives are elected in departmental faculty meetings for two–year terms and are eligible for up to two consecutive terms. At the institutional level, professors actively participate in many committees including the Academic Senate, the Distance Learning Institutional Committee, and the Graduate Council. 6.5.3 Outreach Activities The department has also been involved in many outreach activities, such as: Pre-Engineering Program Since 1992 several professors from the department have participated in the Pre-Engineering Summer Camp. High school students from all over the island have the

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opportunity to learn about industrial engineering, visit the manufacturing, ergonomics, and robotic laboratories, and participate in several workshops. Last year the program included a team project and hands-on workshop on work design, assembly and inspection of a miniature motorcar. The attendance at the different activities is usually excellent and feedback from the students is very positive. Participating professors include Dr. William Hernández, Prof. Mercedes Ferrer, Dr. Hector Carlo, Dr. Agustín Rullán, and Dr. Cristina Pomales. IE Program Promotion Committee This committee is currently formed by Professor Mercedes Ferrer, Dr. Pedro Resto, Dr. William Hernández and Dr. Omell Pagán. They organize activities with the professional student chapters to promote the Industrial Engineering Program at the schools in Puerto Rico. In academic year 2006-2007 they also attended the Convention of Academic Advisors of Private Schools in which they made a presentation in PowerPoint and distributed promotion brochures. INFORMS 2007 The INFORMS International Conference 2007 was held at Río Grande, Puerto Rico with a significant participation in the organization of the conference by Dr. Alexandra Medina-Borja, as chair and Dr. Viviana Cesaní and Dr. Ahad Alí as members of the local committee. We also had twelve students whose attendance was financially supported by university and private donations, and we had professors making presentations of research work. 50th Anniversary of the IE Program In the 19th to 21st of August 2004, the Industrial Engineering Department celebrated its 50th anniversary. It was celebrated at the Mayagüez Resort and Casino. The celebration included seminars, workshops and discussion panels. Some of the topics were:

• Validations & Risk Management • Emotional Intelligence • The Establishment of Successful Project with Lean Manufacturing and Six-Sigma • Project Management • Human Computer Interface • The Industrial Engineer of Yesterday, Today, and Tomorrow

The celebration concluded with a dance and banquette. Academic Exchange with INTECH (Instituto Technológico de Santo Domingo) During the summer of 2006 and 2007 students from INTECH participated in an exchange program and registered in ININ 4040, ININ 4039, ININ 4015, and ININ 4020. From this experience many decided to join our graduate program when they complete their undergraduate degrees.

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Recognition to Students in Honor Roll Each academic year students in the honor roll, from freshmen to fourth year, are given recognition. Students and their parents are invited to an activity with the participation of faculty members. Students receive medals in recognition of their good work. The three students with the highest grade point average receive trophies. At the end of the activity parents and students interact with faculty members and are offered appetizers. Panel for Freshmen in Orientation Week During the freshmen orientation week professors participate in a panel in which they answer questions related to the industrial engineering profession, the university environment, opportunities in the profession, statistics on income and employment, and other topics of interest to students. Quality Awards The ASQ student chapter organizes an activity every year also to recognize students’ academic achievement. Attractive in this activity is the competition of professors in categories such as the best or worst, the one with the greatest wisdom, the protector, the funniest, and so on. Council of Higher Education Professors from our department provide consulting service to the Council of High Education which is responsible for accrediting academic programs in Puerto Rico. In the last five years several professors from the department have collaborated with this prestigious institution as part of Evaluation Committees, including Dr. Omell Pagán, Dr. David González and Dr. William Hernández. 6.5.5 Professional Activities The faculty participates in a variety of professional activities including technical and professional conferences and educational workshops. In the last five years professors have attended and presented technical and educational research work at the following conferences:

Table 6.4 Conferences and Workshops Faculty Attended in the Last Five Academic Years.

Academic Year Activity Location

Total Expenses

2002-2003 ASEE Annual Conference Montreal, Canada Industrial Engineering Research Conference 2002 Orlando, Florida

ICWES 2002 Ottawa, Ontario, Canada

WEPAN Conference San Juan, PR

46th Annual Meeting of the Human Factors and Ergonomics Society Baltimore, Maryland

IX Symposium of Industrial Engineering Santo Domingo, RD

Fourth Asia-Pacific Conference on Industrial Engineering and Management Systems Taipei, Taiwan

2003 American Meteorological Society Annual Long Beach,

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Total Expenses

Meeting California NASA, Goddard Space Flight Center Maryland

American Society for Engineering Education Conference Macon, Georgia $18,347.36

2003-2004 "6th Annual Simulation Solutions Conference '04" Orlando, FL ASEE Annual Conference Salt Lake City, Utah INFORMS Annual Meeting Atlanta, Georgia

Women in Engineering Leadership Institute Leadership Summit Hartford, Miami

Group Technology/Cellular Manufacturing World Symposium Miami, Ohio, Dallas

The 9th International Meeting of Statistical Climatology

Cape Town, Sur Africa

Fifth International Conference on Environmental Problems in Coastal Regions Alicante, España

The 26th Conference on Hurricanes and Tropical Meteorology Miami, FL

"NOAA Cooperative Center for Remote Sensing Science and Technology (CREST)" New York

"IIE Annual Conference" Houston, Texas $25,070.87 2004-2005 2005 Material Handling Teachers Quebec, Canada

"2005 ASEE Annual Conference" Portland, Oregon

"ICEER 2004 International Conference on Engineering Education and Research-Progress Through Partnership"

Checa Republic, Olomouc

"2005 Caribbean Supply Chain Management Conference" Dorado, PR

"NOAA-Educational Partnership Program" New York "Industrial Engineering Research Conference" Atlanta $13,325.31

2005-2006 3rd International Conference on "Group Technology and Cellular Manufacturing"

Amsterdam, Groningen

"IEE Annual Conference and Exposition". Orlando, FL "The 2006 Environmental Management Conference" Keystone, Colorado

"National Academy of Engineering of the National Academies". Washington $12,985.73

2006-2007 IAB meeting of the NSF I/UCRC for Intelligent Maintenance Systems (IMS) Cincinnati

International Conference of INFORMS 2007 Rio Grande, PR "IEE Annual Conference and Exposition" Nashville, TN

NASA Quality Breakout Session Invitation at Cape Cañaveral Florida

NSF Grant Writing Workshop Washington

"Major Research Instrumentation Workshop" Philadelphia, Baltimore

"National Science Foundation", "George Mason University" and "IBM "

New York, Washington

"2006 The Project Kaleidoscope Leadership Seminar" Missouri

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Total Expenses

"The Project Kaleidoscope (PKAL) F21 National Assembly" Chicago

"Rigorous Research in Engineering Education" Austin, Denver

"International Conference on Engineering Education 2006" San Juan, PR

"Latin American and Caribbean Consortium of Engineering Institutions Conference 2006" Mayaguez, PR

"Women in Science and Engineering" (WISE) of UMASS Boston

International Conference on "Group Technology and Cellular Manufacturing" Groningen

Workshop on "Faculty Workshop on Assessing Program Outcomes" San Juan, PR

"2007 ASEE Annual Conference and Exposition". Hawaii

NSF sponsored workshop on Concept Inventory Development Washington

"The Project Kaleidoscope (PKAL) F21National assembly: Coming Together to Strengthen Student Learning" Chicago, IL

Series of two courses offered by the OSHA Training Institute at the University of Florida. This course is titled Occupational Safety and Health Standards for the General Industry Florida

"Research and Scholarship in Engineering Education Poster Session” Michigan, Ann Arbor

13th Annual Compact for Faculty Diversity's Institute on Teaching and Mentoring Miami, FL $25,638.21

6.6 Faculty Development The departmental Personnel Committee maintains a faculty recruitment plan to hire faculty according to the needs of the Department in particular teaching and research areas. Reduced teaching loads (typically six credit hours) are provided to new hires during their first two years to give them time to develop research programs with the expectation that within several years the professor will be involved in a substantial amount of externally sponsored research. Current recruitment efforts are in the areas of production and manufacturing systems, automated manufacturing and information systems, and human factors and ergonomics. Within the limited resources available for faculty development, there are several programs available to professors to get trained in the latest techniques. Among them is the Professional Enhancement Center (CEP for its name in Spanish), a Leave of Absence program for faculty development, summer research internships, and Sabbatical leaves. The CEP offers professional development courses and training to new faculty and

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graduate students. It is focused mostly on providing the latest teaching tools to professors. The Leave of Absence program for faculty development allows faculty who have not completed a Ph.D. degree to obtain a leave of absence with financial aid to study advanced degrees in recognized universities in the United States or elsewhere. Faculty is expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and monthly stipend for up to five years for this endeavor. The university also motivates faculty to take advantage of summer research internship opportunities with prestigious universities and research centers, mostly in the United States. Finally, the university supports a faculty professional leave (sabbatical) activity after six years of service.

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CRITERION 7. FACILITIES The IE Department occupies a 29,001 square feet building with 19,871 sq. ft. assignable space. The building includes an auditorium (II-229), four classrooms (II 201-204), one classroom and video conference room equipped with 30 computers (II-114), 4 laboratories (II 108A&B, II 114, II-117, II-101, and 116), one computer center (II-106, 107, 108), two computer technology support offices (II-115, II-109), a study room (II-222), a student organization office (II-221), one graduate student office (II-112), and the departmental office (II-224) which includes office space for the secretarial staff, academic advisor, associate director, and director. The details for each area are included in Table 7.1.

Table 7.1 Physical Facilities at the Industrial Engineering Department Physical Facility Space

(ft2) Capacity/Use Equipment Internet

Auditorium (II-229) 1,831 114 seats Data display, audio display, screen, and 1 TV.

Yes

Departmental office (II-224)

1,838

Reception Chairs and table Meeting room Overhead projector, porcelain

board, 3 round tables, 16 chairs, faculty mail boxes, bookcases, cabinets, kitchen appliances

Yes

Administrative official for student affairs

Computer, 2 desks, chairs, terminal files, cabinet

Yes

Associate director Computer, bookcases, desk Yes Director Computer, bookcases, desk, table,

chairs Yes

Secretarial and Administrative Personnel

4 computers, 1 laser printer, 3 workstations, cabinet, files, bookcases

Yes

Storage area/Copy Room

Copier, cabinets, shelves

Study Room (II-222) 1,117 70 seats 8 Tables, 54 chairs, 1 copying machine

Professor’s offices 98 to 204

19 offices 1 to 2 computers per office, cabinet, files, bookcases, desks, printer

Yes

Printer Room (II-220B) 1 HP LaserJet 8150N and 1 HP LaserJet 8000N

Center for Academic Research (II-219)

2 computers, desks, chairs, tables, files

Yes

Student’s societies office (II-221)

227 3 computers, 4 workstations, 1 table, 12 chairs, 1file cabinet

Yes

Electronic Repair shop and office (II-109)

525 For computer and electronic equipment configuration

Benches, cabinets, 5 computers, printer

Yes

Technical support office 154 To operate, Computer, desk, bookcase, file Yes

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Physical Facility Space (ft2)

Capacity/Use Equipment Internet

(II-115) maintain and upgrade systems

cabinets

Graduate student office (II-112)

398 3 computers, 17 tables, 3 shelving units, mailboxes, book shelves, 13 chairs.

Yes

The auditorium is mostly used for student and faculty activities such as conferences and seminars. The meeting room is used for student societies, faculty, and committee meetings. Although most of the professors have their own printer in their offices, a common printer is available in II-220B. The student’s professional organizations office is a commonly shared office for the department’s active societies, Alpha Pi Mu, Institute of Industrial Engineers (IIE), the Society for Hispanic Professional Engineers (SHPE), and American Society for Quality (ASQ). 7.1 Classrooms The IE Department has four classrooms (II 201-204) each with an overhead projector, a screen, a data display projector, a computer with internet connection via cable and wireless, a porcelain board and 30 student desks in an average area of 600 sq. ft. There is a fifth classroom (II-114) mostly used to teach Work Design (ININ 4077), Work Measurement (ININ 4009), and Quality Control (ININ 4078). This classroom is also part of the Human Factors/Work Measurement Laboratory. It is also equipped with 24 computers and in May 2007, at a cost of $50,000, it was equipped to perform video conferences. The department also has a study room with an air conditioner which is open 24 hours, seven days a week. 7.2 Laboratories The department also has five laboratory facilities and a computing center to enhance the learning process. Human Factors/Ergonomics and Work Measurement Lab – Located in II-114B (1,362 sq. ft.), it is the major laboratory facility for our Work Design (ININ 4077) and Work Measurement (ININ 4009) courses. The lab has equipment for time measurement; hand, finger, push and pull force measurement; posture analysis; anthropometry measurement; heat stress analysis; and illumination and noise measurement. We are in the process of acquiring 32 HP iPAQ 110 hand held pc’s and software for time study and line balancing. Also available are a series of video tapes used for training in time studies. Model Factory – It is located in room II-101 and has 4,932 sq. ft. The Lab, now known as the UPRM Model Factory, houses a “for-business” manufacturing activity in which printed circuit boards (PCB’s) are assembled for a local customer. The assembly line involves surface mount technology (SMT) equipment. The area also has a small machine shop which includes a Cincinnati Milacron CNC machine, and a small room equipped for PCB quality analysis.

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The manufacturing activity is run by undergraduate students from Industrial, Electrical, Computer, Mechanical and Chemical Engineering. These students initiate their experience by attending a Printed Circuit Assembly course (InIn 4050), after which they become candidates to work for pay in the SMT line. The course uses the PCB assembly line to gain an initial insight on the process, the materials, and the tactics used to run the line. This initiative is a unique interdisciplinary experience for students to understand the realities of manufacturing.

The objectives of this laboratory include:

1. Site of the UPRM Model Factory; 2. Serve as machine shop for industrial and mechanical engineering students

working on various course-related projects; 3. Serve the local electronics industry in the analysis of solder quality assessment; 4. Serve as lab facilities for the PCB Assembly course (ININ 4050). 5. The lab has additional space for other business activities which are being pursued

by various faculty members. 6. In general, the Lab serves as a meeting place where students and faculty from

several disciplines can meet and learn to work in teams. Various graduate students have performed their graduate research in the Lab, especially in the SMT assembly line. Various students from Industrial (ININ 4009 and ININ 4079) and Mechanical (INME) Engineering have performed projects in this facility.

Three papers on the UPRM Model Factory were presented at the Industrial Engineering Research Conference in 2005-06.

Manufacturing Automation Lab - Located in II-117 (1,218 sq. ft.), this teaching-learning facility is the hands-on laboratory for the ININ 4057 Real Time Process Control course. Students design, build, and control scaled models, mainly emulating real manufacturing operations, through the computer. The laboratory is equipped with 20 individual workstations; each contains a computer, a programmable logic controller (PLC), pneumatics, and Fisher-Technik components, sensors, and actuators. Software for developing human-machine interface Wonderware Factory Suite is also available. Statistical Quality Control Lab - Located in II-116 (757 sq. ft.), is the main laboratory for our Quality Control (INEG 4078) course. The adjacent laboratory II-114, which is also used for INEG 4078, is equipped with 20 Dell computers (Pentium III -800 MHz), and a server, 10 measurement gauges (calipers), 4 quincunxes, 5 digital scales, and 5 digital force gauges. Statistical software for data analysis, design of experiments, and validation procedures are installed: MINITAB, and Matlab. The II-114 lab is equipped with a data display and is frequently used as a statistical software seminar facility. It can also provide hands-on demonstrations for applied statistics courses and for simulation courses. Layout Laboratory – Located in II 108 A&B (112 sq. ft.), and equipped with a plotter and 6 printers used by students registered in ININ 4040. The softwares used in the class (AutoCAD and Factory CAD) are available at the computers in the computer lab.

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Computer Labs – Located in II-108 (1,329 sq. ft.). These laboratories are equipped with 36 Dell computers, Pentium IV – 2.26 GHz 512 MB RAM and 40GB hard disk with data display projector. Software packages include general purpose as well as specialized software for supporting specific IE applications. These labs are extensively used by students taking courses in probability and statistics (Minitab), operations research (Matlab, Mathcad), facilities planning (AutoCAD, Factory Cad, Factory Flow, Factory Plan), simulation (Arena), probabilistic models in operation research II (Stat:Fit), information systems (Access, MsSql Server, Front Page), and quality control (Matlab, Minitab, Splus, and Mathcad). Programming software such as MS Visual Basic Studio (NET) is also available. Table 6.2 provides a summary of the conditions and adequacy of the laboratory facilities.

Table 7.2 Condition and adequacy of instruction for laboratory facilities

Physical Facility Courses Condition Adequacy of Instruction

Capacity/Space (students)

Students per year

Human Factors and Work Measurement Lab (1362 s. f.)

ININ 4077, ININ 4009

Good Good 30 120

Model Factory (4932 s. f.)

INEG 4050, INEG 4009, INEG 4079, INEG 6998, INME 6999.

Good Good N/A 100

Manufacturing Automation Lab (1218 s. f.)

ININ 4057 Good Good 60 130

Statistical Quality Control Lab (757 s. f.)

ININ 4078, ININ 4010

Good Good 20 120

Computer Lab (1329 s. f.)

ININ courses Good Good 36 500

7.3 Computing and Information Infrastructure There are two servers currently in operation. The WEB server is dedicated to develop WEB applications including the IE Learning system. The other server supports all existing software packages and general applications. The IE Learning System was designed to support and manage all courses in our department as well as for the delivery of on-line courses. The system is currently available at http://ininweb.uprm.edu under IE Learning (IE- Industrial Engineering). Among the features currently available on the system are: • Student database including: name, e-mail • Uploading and downloading of lecture material, homework, and exam solutions • Delivery and automatic grading of quizzes and exams on-line • Tracking and monitoring of students course performance

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• Student downloading of reports and homework • Group e-mailing system • On line forums Yearly each laboratory coordinator identifies areas for improvement and develops proposals for funding through the College of Engineering. Needs are prioritized according to the needs of specific courses or group of courses offered by the Department. Resources are assigned and equipment, software, and consumables are requisitioned. 7.4 Use of Modern Engineering Tools Computer and laboratory experiences are described in Chapter 5 (Curriculum). Each of the courses requiring laboratory practice has a structured approach to design, conduct, analyze, and interpret results from such experiences. Teamwork is fostered through this learning mode. In ININ 4077 (Work Systems Design) students apply the ergonomic concepts in the design of workstations. Students learn the use of tools such as RULA, REBA, Strain Index, and NIOSH Lifting Equation. Laboratory reports will be available for the examiner. Equipment such as dosimeters, photometers, digital cameras, and others are also available for students to practice ergonomic evaluations in the laboratory. In ININ 4009 (Work Measurement) a project is required where students must apply the concepts learned in an industrial setting. Engineering tools such as software for time studies using hand held PCs are introduced as new tools for the laboratory. In ININ 4040 (Facility Layout and Design) students learn to develop facilities layout using AUTOCAD and FACTORY CAD. A project in industry is also required so students learn how to obtain the necessary data to design a facility layout. In ININ 4057 (Real Time Process Control) another project is developed by teams of students where they must invent a situation, design and construct a model, program its functions, and demonstrate it performs its intended function with the physical model constructed. Equipment and tools used in the projects are similar to the ones used in industrial settings. In ININ 4078 (Statistical Quality Control) students apply the theory learned in class to control processes, assess process capability, simulate out of control conditions, and determine average run length for X-bar, R, and EWMA charts. Multivariate control charts are also analyzed by means of statistical software. GRR studies are also performed. All laboratories use teams of two to three students. Students give mainly written reports. In ININ 4079 (Design Project) students must apply the tool kit of industrial engineering to solve real problems in an industry or service organization. Here they work from ten to twenty hours weekly and supply the deliverables they have committed to provide within the time framework provided. Software at the computer center and equipment/tools from various laboratories are available for students to perform different evaluations and apply industrial engineering techniques. Equipment, instrumentation and software available in each laboratory are described in Appendix D.

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CRITERION 8. SUPPORT 8.1 Sources of Financial Support Financial resources to support the undergraduate Industrial Engineering Program come mainly from institutional funds. The required level of support is established through a budgeting process that starts at the department level and ends at the Board of Trustees of the university.

8.2 Budgeting Process The budgeting process begins with a departmental budget petition. Once this petition is developed, it is submitted to the Dean of Engineering for a first review for consistency. The budget is consolidated at the Dean’s level and submitted to the Campus Budgeting Office at the Chancellor’s level. There, a second level review is made, and the Campus Administrative Board gives the approval to this budget. The campus level budget is submitted to UPR Central Administration, at the President’s level, for another review and aggregation with petitions from other units. The Board of Trustees of the UPR System gives the final approval to the budget. Then it is deployed to the different campuses. Budget adjustments occur at several levels in this chain of command. The departmental budget petition includes items for salaries, materials and supplies, travel, equipment, and student assistantships. For teaching laboratory equipment there is a separate budget petition based on competitive proposals.

8.3 Adequacy of Budget The actual expendituresbudget to support the Industrial Engineering Department for the last six years isare presented in Table 8.1. The faculty salary expenditures budget does not include fringe benefits. There is a drop in the expenditures budget for full time faculty in 2004 reflecting the retirement of Dr. Merbil González and Dr. José R. Delíz. The expenditures budget for full time faculty “NEW” corresponds to the new faculty members. For academic year 2003-2004 Dr. Randy Martens was hired who worked at our department for two years. In 2004-2005 Prof. Mercedes Ferrer was hired; she was previously working with us on a part-time basis. In 2005-2006 Dr. Alexandra Medina and Dr. Alí Ahad were hired. Dr. Alí worked at our department for only one year. In academic year 2006-2007 Dr. Cristina Pomales and Dr. Héctor Carlo, who were on license, completed their Ph.D. degrees and joined our department. The budget for fulltime faculty LOA corresponds to a professor who was on a Leave of Absence and returned to the department in 2005-2006. He then retired at the end of the summer of 2006. The part time faculty is composed of those professors with a workload below twelve credits and the temporary faculty corresponds to those with a workload of at least 12

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credits. It should be noted that the expenditures budget on part time and temporary faculty members hasve decreased significantly. The faculty salary expenditures budget hasve been increasing due to the increase in the number of tenure track faculty members.

Table 8.1 Expenditure Budget trends in the IE Department

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

FULL TIME FACULTY 721,800.00 736,458.00 694,608.00 780,804.00 966,216.00 1,090,716.00 FULL TIME FACULTY NEW 73,548.00 38,568.00 106,344.00 112,344.00 FULL TIME FACULTY (LOA) 74,028.00 PART TIME FACULTY 50,000.00 35,000.00 35,034.00 25,000.00 11,451.00 10,706.00 TEMPORARY FACULTY 35,988.00 74,496.00 38,568.00 40,404.00 21,282.00 VISITING PROFESSORS 31,228.00 85,380.00 63,672.00 59,544.00 ADDITIONAL COMPENSATIONS 28,000.00 15,000.00 13,500.00 7,500.00 15,000.00 15,000.00

Total* 835,788.00 934,502.00 851,506.00 1,119,460.00 1,189,965.00 1,175,966.00

SALARY BONUS FOR DIRECTOR AND ASSISTANT DIRECTOR 21,000 21,000 21,000 21,000 21,000 12,000FULL TIME STAFF 137,340.00 144,900.00 154,140.00 167,820.00 200,220.00 213,900.00 FULL TIME STAFF NEW 14,820.00 18,240.00 TEMPORARY STAFF 14,820.00 WAGES FOR STUDENTS 10,000.00 8,860.00 3,500.00 2,500.00 2,000.00 2,000.00

Total 168,340.00 189,580.00 193,460.00 209,560.00 223,220.00 227,900.00

MATERIALS 15,000.00 16,868.00 25,000.00 25,000.00 20,000.00 19,900.00 TRAVEL 5,000.00 5,000.00 5,000.00 5,100.00 EQUIPMENT - INSTITUTIONAL FUNDS 73,315.00 44,028.54 50,000.00 34,200.00 19,100.00 -

Total 93,315.00 65,896.54 80,000.00 59,200.00 39,100.00 25,000.00

ASSISTANTSHIPS 109,748.88 110,535.06 106,010.73 124,937.35 96,428.39 - GRAN TOTAL 1,207,191.88 1,300,513.60 1,230,976.73 1,513,157.35 1,548,713.39 1,428,866.00

STAFF

FACULTY BUDGET

GRADUATE TEACHING ASSISTANTS

OPERATIONAL BUDGET

Table 8.1 reflects only those traveling expenditures from institutional funds. The real traveling expenditures are much higher since many professors are able to travel using external funds. For the combined (institutional plus external funds) amount of traveling expenditures please refer to Table 6.4. The expenditures budget in laboratory equipment hasve been steadily decreasing due to a significant decrease in the assignment of institutional funds after 2004. A special budget allocation for accreditation purposes of $506,000 was approved for academic year 2007-2008, to update laboratories and equipment. As shown in Table 8.1, the operational budget has also been decreasing. The budget for Ggraduate student teaching assistantships increased slightly for academic year 2005 and decreased significantly for academic year 2006. This money has been used for teaching laboratory courses, for seminars and tutoring in the computer Labs, and for grading student work. This has helped the department in providing a better service to the undergraduate population. Actual expenditures are presented in Table D-3 for academic years 2006-2007 and 2007-2008. Formatted: Font color: Auto

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8.4 Adequacy of Faculty Professional Development The level of funds assigned to faculty development from institutional funds is usually insufficient. Allocated funds are distributed among the professors who petition the Department Head with proposals for seminars or conferences. These in turn are assigned according to department priorities. Travel money has been very important to keep faculty abreast of recent developments by attending national and international conferences. The usual practice at the Engineering Dean’s level has been to make a basic assignment of $5,000 per year per department. This usually covers the cost of two trips. After this money has been spent the departments make petitions to the Dean’s office for additional travel money based on the proposals submitted by the individual professors. This money still does not cover the needs, but the situation is relieved sometimes by professors that can travel to present their papers subsidized by their research projects. Also, for the past few years, money generated at the Model Factory has been used to support participation in national and international conferences. Please refer again to Table 6.4 for the travel expenditures for the last five years. Within the limited resources available for faculty development, there are several programs available to professors which have facilitated their training in the latest techniques. Among them are the Professional Enhancement Center (CEP for its name in Spanish), a Leave of Absence program for faculty development, summer research internships, and Sabbatical leaves. The CEP offers professional development courses and training to new faculty and graduate students. It is focused mostly on providing the latest teaching tools to professors. The Leave of Absence program for faculty development allows faculty who have not completed a Ph.D. degree to obtain a leave of absence with financial aid to study advanced degrees in recognized universities in the United States or elsewhere. Faculty members are expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and a monthly stipend for up to five years for this endeavor. The university also motivates faculty to take advantage of summer research internship opportunities with prestigious universities and research centers, mostly in the United States. Finally, the university supports a faculty professional leave (sabbatical) activity after six years of service.

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8.5 Sufficiency of Resources to Acquire, Maintain, and Operate Facilities and Equipment As shown in Table 8.1, funds available for the acquisition and maintenance of equipment have decreased significantly since academic year 2003-2004. As funds become available, laboratory coordinators submit proposals. The needs are prioritized for funds allocation. A special budget allocation of $506,000 was approved for academic year 2007-2008. We are in the process of submitting the purchase requisitions. 8.6 Adequacy of Support Personnel and Institutional Services Necessary to Achieve Program Objectives In addition to the Director and Associate Director, the Industrial Engineering Department has the following staff: two secretaries, one administrative assistant, one academic advisor, one electronic and computer technician, one computer operator and coordinator of user services, one laboratory technician. The computer operator and coordinator of user services retired in January 2008. Interviews to fill this position will start in August 2008. The two secretaries assist and coordinate general administrative and office services for students and professors. The administrative assistant works in the execution of the budget under the supervision of the Director, including purchasing of materials and equipment, processing student assistantships, coordinating trips, preparation of contracts, etc. Twenty five percent of her time is dedicated to support assessment activities. Every semester she helps in the preparation of the academic programs for the professors and on the processing of graduate student assistantships. The academic advisor monitors and advises students making sure they follow the established curriculum and university regulations. The electronics and computer technician assists in the purchasing, reparation and maintenance of all electronic and computer equipment in the department. The computer operator and coordinator of user services keepskeep, upgrades, and maintainsmaintain the computer networks and systems. The laboratory technician manages the operation and maintenance of the Manufacturing Laboratory (Model Factory).

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CRITERION 9. PROGRAM CRITERIA

The Institute of Industrial Engineers (IIE) has prescribed the following program criteria: Curriculum

The program must demonstrate that graduates have the ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy. The program must include in-depth instruction to accomplish the integration of systems using appropriate analytical, computational and experimental practices.

Faculty Evidence must be provided that the program faculty understand professional practice and maintain currency in their respective professional areas. Program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives.

These requirements are met through the means illustrated in the following sections. 9.1 Curriculum The Industrial Engineering undergraduate curriculum presented in Chapter 5, the graduate profile, and the program outcomes were all designed to comply with the IE Program Criteria. The graduate profile and program outcomes are presented next. Both encompass aspects of design, development, evaluation, and implementation. Profile of the IE Graduate

Graduates from the Industrial Engineering program are instrumental in planning, designing, implementing and evaluating products, services, and systems that integrate people, materials, equipment, and information for the progress and improvement of the quality of life of humankind. They insure that these products, services, or systems can be provided economically with the required level of quality necessary for satisfying society’s needs. The Industrial Engineer draws upon knowledge and skills mostly from the areas of mathematics and the physical, social, physiological and computer sciences, together with principles and methods of engineering analysis and design.

IE Program Outcomes 1. Design a work facility or system 2. Design and implement quality control systems 3. Design computer-based control and information systems 4. Plan and control a production system 5. Evaluate the economics of engineering solutions

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6. Develop models to experiment, evaluate, or solve a problem 7. Use engineering design process from IE point of view 8. Use modern telecommunication and computer technology 9. Present information to individuals or to an audience 10. Establish goals and work to reach them 11. Understand and practice leadership

The ability to design, develop, and improve systems is assessed throughout the curriculum culminating in a mayor design experience.

9.2 Faculty

Many faculty members are active consultants to industry and/or supervise student projects for industrial clients. As presented in Table 6.2, 16 out of our 22 faculty members are full time professors. Of those 7 (44%) are registered professional engineers. About 51% of the external funds in the department come from private industry mostly with the purpose of doing applied research. This demonstrates that the faculty has sufficient exposure and experience to understand professional practice. Many are active in research, organizing and attending conferences, presenting and publishing papers, and editing journals as evidenced in their resumes. Thus, it is evident that our faculty members are up-to-date in their respective professional areas.

Also, it has been demonstrated in Chapters 2, 3 and 4 the involvement level of faculty in the development and improvement of the Industrial Engineering program. Care has been taken to provide sufficient authority to define, revise, implement, and achieve program objectives.

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APPENDIX A – COURSE SYLLABI

144

Appendix A1: Industrial Engineering Courses

Industrial Engineering Department InIn 4009. Course Syllabus

General Information

Course Number: InIn 4009

Course Title: Work Measurement

Credit-Hours: Four

Class schedule: 3 hours of lecture and one two-hour laboratory per week.

Course Description Theory and practice of work measurement systems; time studies using direct observations; standard data; predetermined time systems and work sampling; formula construction, line balancing, learning curves and wage payment plans. Prerequisites InIn 4077, Work System Design and InIn 4020, Applied Industrial Statistics.

Textbook T: Niebel, B.W., and Frievalds, A., 2003, Methods Standards and Work Design, 11th Ed., WI, New York: McGraw-Hill. R1: Stephan, K.,1999, Work Design, Industrial Ergonomics, 5th Ed., Publishing Horizons, Inc. Course Goals After completing the course, the student should be able to:

Understand the elements of a production system. Analyze, evaluate, improve, and standardize manual labor operations. Develop labor time standards through time studies with chronometers, predetermined time

systems, or work sampling. Develop and use standard data systems. Apply learning curves to new processes. Understand the impact and design of wage payment plans. Perform line balancing. Design work systems based on efficiency and ergonomic considerations. Gather, organize, analyze, and present information related to a manufacturing or service process

that is not readily available or not obvious. Propose and evaluate engineering design alternatives and their implications.

Session Topic Reference

1 Introduction to time study T: Ch. 9, R1: Ch. 26 2-5 Time study equipment and procedure T: Ch. 9, R1: Ch. 27 6-8 Performance rating T: Ch. 10, R1: Ch. 27

9-12 Allowances T: Ch. 11, R1: Ch. 31 13 The standard time T: Ch. 11

14-17 Work Sampling T: Ch. 14, R1: Ch. 8

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18-28 Synthetic basic motion time T: Ch. 13, R1: Ch. 29 Instructor Notes

29-34 Line Balancing- Optimization Models and Heuristic Methods

T: Ch. 2, R1: Ch. 14, Instructor Notes

35-36 Establishing standards on indirect and expense work

T: Ch. 15, R1: Ch. 23

37-39 Learning curves T: Ch. 18, R1: Ch. 28

40-44 Standard data T: Ch. 12, R1: Ch. 30

Contribution to meeting the professional component

This course contributes mainly to engineering topics and provides design experience. It develops the professional skills and abilities:

Proficiency in the development of time standards, learning curves, and work sampling plans. Proficiency in the design of efficient manufacturing lines and/or workstations. Proficiency in gathering and analyzing information not readily available. Proficiency in the generation and evaluation of line design alternatives. Prepared by: María Irizarry Date: June 10, 2008 File: ININ 4009_2007.wpd

Relationship to Educational Objectives and Program Outcomes: Educational Objectives

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IE Program Outcome

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ABET Outcomes

A B C D E F G H I J K X X X X X X X

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General Information


Course Title: Probability and Statistics for Engineers

Credit-Hours: Three

Class schedule: 3 hours of lecture per week.

Designation: Required Course

Course Description Descriptive statistics. Probability theory. Discrete and continuous random variables and distributions and their applications in engineering. Sample statistics and their distributions. Applications to engineering problems. Hypothesis testing and confidence intervals. Emphasis on the use of statistical computer packages and their use in Engineering. Prerequisites Mate 3032 or Mate 3184 - Calculus II InGe 3016- Algorithms and Computer Programming. Textbook T: Montgomery, D. C., and Runger, G. C., Applied Statistics and Probability for Engineers, 4th Edition. John Wiley and Sons, Inc. R1: Devore, J. L., 2004, Probability and Statistics for Engineers and the Sciences, 6th Edition, Brooks/Cole Publishing Co. R2: Walpole, R. E., and Myers, R. H., 1998, Probability and Statistics for Engineers and Scientists, 6th. Edition MacMillan Co. R3: Vardeman, S. B., 1994, Statistics for Engineering Problem Solving, 1st Edition. PWS Publishing Company. Miller, I., and Freund, J., 1994, Probability and Statistics for Engineers, 5th Edition. Prentice Hall. R4: Hines, W. W., and Montgomery, D. C., Goldsman, D. M., and Borror, C. M. 2003, Probability and Statistics in Engineering, 4th Edition, John Wiley. R5: Lapin, L. L., 1997, Modern Engineering Statistics. 1st Edition. Duxbury Press. Course Goals After completing the course, the student should be able to:

Interpret and understand the fundamental concepts of probability and statistics: sample space and events, random variables and their distributions, independent vs. dependent events, the central limit theorem, hypothesis testing, and confidence intervals.

Recognize applications and develop skills to use distributions: geometric, binomial, Poisson, hyper geometric, normal, and exponential to engineering problems.

Recognize when to use test of hypothesis to solve engineering problems. Work in teams to solve engineering problems. Use statistical software to perform data analysis and statistical plots, to identify probability

distributions, to estimate parameters to test, and to present results. Present statistical analyses concisely, using appropriate statistical graphs, in written reports.

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Lecture Topics Readings

1 Introduction. The role of statistics in Engineering. Chap. 1

2 Sample spaces and events. Interpretations, axioms and addition rules of probability. Sec. 2-1 to 2-3

3-4 Conditional probability. Multiplication rules. 2-4,2-5 5-6 Independence. Bayes theorem. Random Variables. 2-6 to 2-8

7 Discrete random variables. Probability

distributions for discrete random variables. Cumulative distribution functions.

Sec. 3-1 to 3-3

8-9 Expected values of discrete random variables. 3-4

10-12

The discrete uniform distribution. The binomial probability distribution. The hypergeometric and geometric distributions. The Poisson probability

distribution.

3-5 to 3-9

13-15 Continuous random variables and probability

density functions. Cumulative distribution functions and expected values.

Sec. 4.1 to 4-4

16-18 The Continuous uniform distribution. The normal distribution. 4-5,4-6,4-7

19 Exponential Distribution Sec. 4-9

20-21

Using statistical software, the following topics are to be covered: descriptive statistics. Graphical

representation of data. Measures of location and variability. Probability plots.

Chap. 6

22-25 Parameter estimation. Statistical inference.

Random sampling. Properties of estimators. The method of maximum likelihood.

Sec. 7-1 to 7-3 (7-3.2 only)

26-27 Sampling distributions of means. 7-4 and 7-5

28-31

Introduction to confidence intervals. Statistical inference for a single sample. Hypothesis testing. Inference on the mean of a population (variance

known)

Sec. 8-1 and 8-2 Sec. 9-1 and 9-2

32 Inference on the mean of a population (variance unknown) Sec. 8-3 and 9-3

33 Inference on the variance of a normal population Sec 8-4 and 9-4 34 Inference on a population proportion Sec. 8-5 and 9-5

35-37 Inference for a difference in means Sec. 10-1 and 10-3 38 Paired t-test Sec. 10-4

39-40 Hypothesis testing and confidence intervals using statistical software Chap. 8-10

41-42 Inference on the variance of two normal populations Sec. 10-5


This course contributes mainly to engineering topics.

Prepared by: Date: File:

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ABET Outcomes

A B C D E F G H I J K X X X

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Industrial Engineering Department

InIn 4015. Course SyllabusGeneral Information


Course Title: Engineering Economic Analysis

Credit-Hours: Three



Course Description Criteria and techniques of economic analysis as related to decision making in engineering projects where time and money are the primary trade-offs. Discounted cash flows; comparison of alternatives using equivalent annual cost, present worth, or rate of return; break-even analysis, depreciation, tax effects, replacement, sensitivity, and risk analysis. Prerequisites InIn 4010 - Probability and Statistics for Engineers

Textbook T: Park, C.S., 2007, Contemporary Engineering Economics, 4th Edition, Pearson-Prentice Hall. R1: Sullivan, W.G, Wicks, E.M., and Luxhoj J.T, 2006, Engineering Economy, 13th Edition, Prentice Hall. R2: Newman D. G., Lavelle, J.P., and Eschenbach, T.G., 2004, Engineering Economic Analysis, 9th Edition, Engineering Press, Inc. R3: Blank, L., and Tarquin, A. J., Engineering Economy, 4th Edition, McGraw Hill. R4: Riggs, J. L., Bedworth, D. D., and Randhawa, S. U., 1996, Engineering Economics, 4th Edition, McGraw Hill. R5: Thuesen, G. J., and Fabrycky, W. J., Engineering Economy, 8th Edition, Prentice Hall. Course Goals After completing the course, the student should be able to:

Recognize, describe and gather financial, income and cost data necessary for a project evaluation under certainty. Use the financial data to calculate a capital cost. Interpret the mathematical result and based on it and the market characteristics establish a reasonable minimum attractive rate of return (MARR). Understand and explain the importance of the MARR established. Analyze, evaluate, improve, and standardize manual labor operations.

Define and explain simple and compound interest, discounting and compounding. Recognize the difference between lender and lessee. Interpret different money, time, interest and compounding quantities and identify the factors necessary to make them equivalent. Calculate and compare calculated quantities and use results to make a decision as to which alternative is best. Apply learning curve to new processes.

Recognize pertinent data and decision criteria and use it in the before tax calculations necessary to rank alternatives using the break-even, equivalent annual costs, present worth, rate of return, or benefit / cost method under certainty.

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Recognize pertinent data and use it in inflation, deflation, tax and cash flow calculations. Use before and after tax with or without inflation cash flows and other pertinent data and decision criteria to rank alternatives under certainty using the above methods.

Apply the above methods to make replacement decisions. Recognize the difference among certainty, uncertainty and risk environments. Identify the

decision environment. Use sensitivity, decision trees or risk analysis with the above methods to make decisions under these environments.

Knowledge of Contemporary Issues. Lecture Topics Readings

Part I: Before Tax Analysis Under Certainty 1-2 Introduction and engineering economic decisions Ch. 1 3-5 Cost concepts relevant to decision making Ch. 8

6-8 Time value of money, interest factors, discounting and compounding, economic equivalence

Ch. 3 & 4

9-11 Present worth analysis Ch. 5

12-14 Annual equivalent worth analysis Ch. 6 15-17 Rate of return analysis Ch. 7.1 – 7.3 18-20 Incremental investment analysis Ch. 7.4 21-23 Economic Analysis in the public sector Ch. 16

Part II: After Tax Analysis under Certainty 24-27 Depreciation Ch. 9.1-9.6 28-31 Corporate Taxes Ch. 9.7-9.10 32-35 Inflation and deflation Ch. 14 36-39 Replacement decisions Ch. 11

Part III: Risk Analysis 40-42 Project risk and uncertainty Ch. 12


This course contributes mainly to engineering topics. It develops the following professional skills and abilities:

Proficiency in recognizing the important investment and cost factors to use in an engineering economic evaluation of project alternatives.

Proficiency in using the time value of money to analyze, evaluate and recommend the best among several projects alternatives.

Prepared by: Dr. Viviana I. Cesaní Date: Octubre 2006 File: ININ 4015_2007.wpd


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IE Program Outcome

1 2 3 4 5 6 7 8 9 10 11 X X

151

ABET Outcomes

A B C D E F G H I J K X X X X X

152




Course Title: Industrial Safety

Credit-Hours: Three


Designation: Elective Course

Course Description The fundamentals of safety engineering, accident analysis and prevention, and accident cost determination; analysis of the accident problems in Puerto Rico. Emphasis is placed on the development of a philosophy of safety. Prerequisites InIn 4077 - Work Systems Design

Textbook T: Goetsch, D. L., 2001, Occupational Safety and Health in the age of High Technology for Technologist, Engineers, and Managers, 5rd Ed., Prentice Hall. R1: Accident Prevention Manual for Business & Industry, Administration & Programs, 10th Ed., National Safety Council. R2: Accident Prevention Manual for Business & Industry, Engineering and Technology, 10th Ed., National Safety Council. R3: Fundamentals of Industrial Hygiene, 3rd Ed., National Safety Council. R4: Hammer, W. 1989, Occupational Safety Management and Engineering, 4th Ed., Prentice Hall. R5: OSHA’S 29 Code of Federal Regulations Part 1910 (www.osha.gov) Course Goals After completing the course, the student will be able to:

Identify and evaluate safety and health hazards in a worksite inspection. Conduct a job safety analysis. Perform an appropriate accident investigation. Design a safety and health program Conduct a task ergonomics evaluation.


Part I: Before Tax Analysis Under Certainty 1 – 2 Introduction and the decision making process Ch. 1 3 – 6 Cost concepts and cost estimation techniques Ch. 2, 3 7 – 9 Time value of money, interest factors, discounting

and compounding. Ch. 4

10 -12 Present worth Analysis Ch. 5 13 – 15 Annual cash flow analysis Ch. 5 16 – 18 Rate of return analysis Ch. 5 19 – 21 Incremental Analysis and Rationing Capital using

Rate of Return Ch. 6

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22 – 24 Benefit cost analysis Ch. 11 Part II: After Tax Analysis under Certainty

25 – 28 Depreciation Ch. 7 29 – 32 Income taxes Ch. 7 33 – 36 Replacement analysis Ch. 9 37 – 40 Inflation and deflation Ch. 8

Part III: Risk Analysis 41-42 Probabilistic Risk analysis Ch. 12


This course contributes mainly to engineering topics including engineering design. It develops the following professional skills and abilities:

Proficiency in the identification and evaluation of safety, health and ergonomic hazards in the workplace.

Proficiency in the design of a safety health program. Proficiency in the application of OSHA standards in the design process for the prevention of

safety and health hazards. Prepared by: Noris Torres, MS Date: February 26,2007 File: ININ 4016_2007.wpd


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General Information


Course Title: Computer-Based Information Systems

Credit-Hours: Three



Course Description Analysis and design of computer-based information systems; database logical and physical models; database language; user interface; Internet; common applications to industrial engineering.

Prerequisites InGe 3016 - Algorithms and Computer Programming

Textbook and References Rob, P., and Coronel, C., Database Systems: Design, Implementation, and Management, Course Technology,

Thomson Learning, 7th Edition. Oz, Effy, 2006, Management Information Systems, Fifth Edition, Thomson/ Course Technology. Melton, J., and Simon, A. R., 2006, Understanding the New SQL: a Complete Guide, Morgan Kaufmann Publishers. William A. Shay, 2004, Understanding Data Communications and Networks, 3rd Ed., Thomson/ Course Technology. Mannino, M.V., 2004, Database Design, Application development, & Administration, 2nd Ed., McGraw Hill.

Course Goals Prepare the students to design, implement, and use computer-based information systems. The student will learn the fundamental aspects of information systems and technology. The student should demonstrate proficiency in the use of computers. The course should motivate a self learning attitude toward computer applications.


1-3 Databases Systems Chapter 1 4-6 Data Models Chapter 2 7-9 The Relational Database Model Chapter 3

10-12 Entity Relationship (E-R) Modeling

Chapter 4

13-16 Normalization of Database Tables

Chapter 5

7-12 Structured Query Language (SQL)

Chapter 6,7

13-20 Database Design Chapter 8 21-30 Internet Databases Chapter 13,14 31-33 Database Administration Chapter 15 34-38 Industrial Engineering current

issues on informatics notes


155

This course contributes mainly to engineering topics. It develops the following professional skills and abilities:

• proficiency in the design, implementation, and use of compute-based information systems,

• ability to use a data language, • ability to use a high level programming language to develop information systems

applications, and • proficiency in the use of a DBMS.

Prepared by: William Hernández Date: June 10, 2008 File: ININ 4017_ABET_2008.doc


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ABET Outcomes

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General Information


Course Title: Systems Simulation with Digital computers

Credit-Hours: Three



Course Description Modeling the interrelationship between systems components by means of computer programs; generation of random variables using computers; special purpose simulation languages. Input and output analysis. Emphasis is placed in problem solving using modern simulation packages. Prerequisites ININ 4022 - Probabilistic Models In Operations Research Textbook and References T- Kelton, W. D., Sadowski, R. P., and Sadowski, D. A., 2004, Simulation with Arena, 3rd Edition, McGraw-Hill Corp. R1- Pegden, C. D., Shannon, R. E., and Sadowski, R. P., 1995, Introduction to Simulation Using Siman, McGraw-Hill Corp. R2- Law, A.M., and Kelton, W. D., 2000, Simulation Modeling And Analysis, 3rd Edition, McGraw-Hill Corp. R3- Banks, J., Carson II, J. S., and Nelson, B. L., 1999, Discrete-event System Simulation, Prentice Hall, Inc. R4- Banks, J (Editor), 1998, Handbook of Simulation: Principles, Methodology, Advances, Applications, and Practice, John Wiley. Course Goals After completing the course, the student should be able to:

Students become familiar with the concepts of simulation and system analysis. Develop skills in simulation to IE problems. Develop skills in input analysis. Develop skills in output analysis. Develop required skills to interpret simulation output. Understand advantages and limitations of simulation. Develop skills in technical writing.


1-2 Introduction to Modeling, System Analysis and Simulation

T 3-15, R1 3-25, R2 1-10, R3 3-19, R4 1-18, 31-41

2-4 Beginning a Simulation T 19-43, 529-545,

R1 29-35, R2 106-114, R3 59-87, R4 765-811

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4-6 Data Acquisition, Fitting Distributions and Sampling from Distributions

T 152-167, 497-505, R1 36-55, R2 292-397, R3 355-390,

R4 19-21, 55-90

6-14 Basic Modeling Concepts including STATIONS

T49-96, 103-146, R1 59-122, 209-220

14-16 Animation the simulation T 63,135-149, R1 289-309

16 Model Verification and Validation T 43, 540-543, R1 129-154,

R2 299, 302-306, R3 399-424, R4 22-24, 335-389

16 Interpreting Simulation Output R1 159-205,

R4 25-29, 225-232

16-18 Terminating Statistical Analysis T 258-279, R1 21, 167, R2 505-518, R3 443-446,

R4 232-238

19-21 Steady-state Statistical Analysis T 285-313, R1 21, 168, R2 518-545, R3 449-462,

R4 238-264

22-25 Modeling Material Handling T 321-361, 390, R1 223-285, R3 153-164, R4 519-545

26 Variance Reduction Technique T 508-515, R1 467-485,

R2 581-617, R4 215-218

27-28 Experimental Design and Optimization

T 524, R2 622-666, R4 173-209

29 Continuous and Combined Models T460-491, R1 431-464,

30 How to integrate VBA and EXCEL files with ARENA

T 401-456


This course contributes mainly to engineering topics and provides design experience.

Prepared by: Sonia Bartolomei

Date: June 10, 2008 File: ININ 4018_ABET_2008.doc


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General Information


Course Title: Applied Industrial Statistics

Credit-Hours: Three



Course Description Application of advanced statistical concepts in engineering. Joint probability functions, goodness of fit tests, regression analysis, multicolinearity, design and analysis of industrial experiments. Emphasis of the use of statistical computer packages and their use in engineering. Prerequisites InIn 4010 - Probability and Statistics for Engineers Mate 3063 or Mate 3185 - Calculus III Textbook and References

Montgomery, D. C., and Runger, G. C., 2006, Applied Statistics and Probability for Engineers, 4th Edition. John Wiley and Sons, Inc.

Devore, J. L., 1999, Applied and Statistics for Engineers and the Sciences, 5th Edition, Brooks/Cole Publishing Co.

Banks and Carson, 2000, Discrete-event System Simulation, 3rd Edition, Prentice Hall. Walpole, R. E., and Myers, R. H., 1997, Probability and Statistics for Engineers and Scientists,

6th Edition, MacMillan Co. Hines, W. W., and Montgomery, D. C., 1990, Probability and Statistics in Engineering and

Management Science, 3rd Edition, John Wiley. Lapin, L. L., 1990, Probability and Statistics for Modern Engineering, 2nd Edition, PWS-KENT,

Boston. Draper, N. R., and Smith, H., 1998, Applied Regression Analysis, 3rd Edition, John Wiley and

Sons. Tukey, J. W., 1977, Exploratory Data Analysis, Addison-Wesley.

Course Goals After completing the course, the student should be able to: □ Proficient in probability modeling and its applications to engineering problem solving. □ Able to identify engineering problems that require the use of experimental techniques. □ Able to design, analyze, and apply simple experimental techniques for engineering problem solving. □ Proficient in the application of regression analysis to solve problems in industry. □ Able to use effectively software packages for regression and experiment analysis, to interpret their

standard output, and to used it to solve engineering problems. □ Able to combine, mathematics, engineering knowledge and experimentation to design optimal

systems. □ Able to write reports summarizing and interpreting the results of (i) a regression analysis and (ii) an

industrial experiment.

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1-14 Probability Distributions, Goodness of Fit Tests & Joint Distributions

Ch. 4,5,9

1 Introduction to industrial statistics. Short review of basic concepts in probability and statistics.

Ch. 2, 3, 4 & 5

2-4 The Erlang and Gamma distributions. Lognormal and Weibull distributions. Applications in reliability.

4.9 – 4.11 Class notes

5-7 The chi-squared goodness of fit test. 9.7 8 Kolmogorov-Smirnov test. Class notes

9-10 Jointly distributed random variables. Continuous and discrete random variables. Marginal and conditional distributions.

5.1, and 5.3

11-12 The bivariate normal distribution. Expected values, covariance and correlation.

5.4

13-14 Linear and non linear combinations of random variables.

5.5 and class notes

15-31 Linear Regression Ch. 11 & 12 15-16 Simple linear regression. Common

abuses. Prediction. Assessing the Adequacy of the regression model.

11.1, 11.2, 11.4, 11.6 11.7

17 Regression with transformed variables.

11.9

18-20 Least squares estimation & multiple linear regression. Matrix representation. Estimation of parameters and their properties.

12.1

21 Laboratory: Multiple regressions using MINITAB.

Class notes

22-23 Hypothesis testing in multiple linear regressions.

24-25 Confidence intervals in multiple linear regression. Prediction of new observations.

12.2 - 12.5

161

26-27 Measures of model adequacy: The coefficient of multiple determination, residual analysis and influential observations. Computer applications. Case of study.

12.5

28 Polynomial regression. 12.6.1 29-30 Variable selection criteria. Stepwise

regression 12.6.3

31 Multicolinearity. 12.6.4 32-40 Design and Analysis of Experiments Ch. 13 & 14

32 The Completely Randomized Single-Factor Experiment

13.2

33 Tests on Individual Treatment Means: Graphical Comparison of Means & Fisher=s Least Significant Difference Method.

13.2

34-35 The Randomized Complete Block Design: Design and Statistical Analysis, Tests on Individual Treatment Means, Residual Analysis and Model Checking

13.4

36-37 Factorial experiments. Two Factor Factorial Experiments.

14.3

38-40 The 2k Factorial Design. 14.5 Contribution to meeting the professional component


Prepared by: Nazario Ramírez

Date: June 10, 2008 File: ININ 4020 ABET_2008.doc


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Course Title: Deterministic Models in Operations Research

Credit-Hours: Three



Course Description Formulation and solution of linear programming problems: the Simplex method, duality and sensitivity analysis; transportation problems; Critical Path Method (CPM) and Program Evaluation and Review Technique (PERT); integer programming problems: branch and bound; linearization of non-linear objective functions; shortest route and maximum flow algorithms. Prerequisites InIn 4010 - Probability and Statistics for Engineers

Textbook and References Winston, W. L., 2004, Operations Research: Applications and Algorithms, 4th Edition,

Thomson, Brooks/Cole. Phillips, D.T., Ravindran, A., Solberg, J.J., 1987, Operations Research, 2nd Edition, John Wiley

and Sons, Inc. Taha, H.A., 2003, Operations Research: an Introduction, 7th Edition, Prentice Hall. Hillier, F. and Lieberman, G., 2001, Introduction to Operations Research Guide, 7th Edition,

McGraw Hill. Wu, N., and Coppins, R., 1981, Linear Programming and Extensions, McGraw Hill, 1st Edition. Gass, S.J., 1985, Linear Programming, McGraw Hill, 5th edition.

Course Goals At the completion of the course the students will:

Be able to recognize, analyze, formulate, and solve industrial problems that can be solved using linear programming;

Solve LP problems using available computer programs; Be able to interpret the results from a linear programming problem and implement them in a real

world situation; Be able to perform sensitivity analysis to linear programming problems; Have developed fundamental proficiency to model and solve LP-like problems with special characteristics (e.g.

transportation, integer, max flow/min cut).

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1 Introduction to operations research Secs. 1.1 to 1.5

2-3 What is a LP problem? Graphical solution of an LP problem. Secs. 3.1 to 3.3

4-9

Formulation of LP problems: diet, work scheduling, capital budgeting, financial planning, blending, production, multiperiod financial models, and multiperiod work scheduling. Secs. 3.4 to 3.12

10-11 The simplex algorithm. Secs. 4.1 to 4.6

12 Unfeasible problems and unbounded problems. Alternative optimal solutions. Secs. 4.7 & 4.8

13-14

The Big-M and the two-phase simplex methods, unrestricted-in-sign variable and degeneracy of the simplex algorithm Secs. 4.11 & 4.14

15 Using the computer to solve LP problems Secs. 4.9 & 4.10 16-17 The revised simplex algorithm Sec. 10.1 & 10.2 18-19 Duality theory Secs. 6.5 to 6.8

20 The dual simplex method Sec. 6.10 & 6.11 21-24 Sensitivity analysis using computer programs Secs. 6.3, 6.4, 6.9 25-28 Integer programming Secs. 9.1 to 9.5 29-31 The transportation problem Sec. 7.1 to 7.3

32 The assignment problem Sec. 7.5



Prepared by: Nazario Ramírez



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InIn 4022. Course Syllabus General Information


Course Title: Probabilistic Models in Operations Research

Credit-Hours: Three



Course Description Simulation techniques; queueing theory; applications to industrial systems problems.

Prerequisites InIn 4020-Applied Industrial Statistics

Textbook and References Queueing Theory:

(T1) W. L. Winston, Operations Research: Applications and Algorithms, 4th Edition, Wadsworth, Inc.

Hillier, F.S., and Lieberman, G.J., 2001, Introduction to Operations Research, McGraw-Hill, 7th. Ed., New York.

Taha, Hamdy A., 1996, Operations Research, Macmillan Publishing Co., Fifth Edition. Gross, D. and Harris, I., 1999, Fundamentals of Queueing Theory, Third Edition,

John Wiley & Sons, Inc. Simulation:

(T2) Jerry Banks, et. al., 2001, Discrete-Event System Simulation, Third Edition, Prentice-Hall, Inc.

(T3) C. D. Pegden, et. al., 1995, Introduction to Simulation Using SIMAN, Second Edition, McGraw-Hill, Inc. Law, A.M. and Kelton, W.D., 2000, Simulation Modeling and Analysis, Third Edition, McGraw-Hill, Inc.

Course Goals Part I: Simulation At the completion of the course the students will be able to: • Identify all the components necessary to construct a simulation model. • Gather and analyze all the information needed as input data for the simulation model. • Apply goodness of fit tests for the selection of input probability distributions. • Apply techniques for the generation of random deviates for relevant probability distributions. • Verify randomness in U(0,1) numbers using relevant statistical tests. • Design a simple simulation model for a manufacturing process using a high-level language such as

Visual Basic. • Understand the basics of a general-purpose simulation language using Siman and Arena. • Perform verification and validation of computer simulation models. • Analyze the output of computer simulation models to reach statistically valid conclusions.

165

Part II: Queuing Models At the completion of the course the students will be able to: • Identify and classify waiting line systems. • Model waiting line systems with the rate transition diagram applicable to the steady state of the

system. • Understand the significance of the Markovian property in the mathematical solution of queuing

systems. • Derive steady-state probabilities by the stochastic flow balance procedure. • Develop and solve for long-run waiting-line system performance measures. • Develop cost functions for the comparison of system performance under various scenarios. • Assess system performance and recommend the best scenario using results from the application of queuing theory. Session Topic Reference

Part I: Simulation T1 T2 1 - 2 Introduction to modeling and simulation; 23.1 Chapters 1,6 review of probability distributions; mean and variance determination. 3 – 6 Random deviate generation and VB 23.5 Chapter 8 7 Testing for randomness of U(0,1) 23.3- 23.4 7.1-7.4 random number generators 8 – 10 Selecting input probability distributions; 9.1 - 9.4 Goodness of fit tests: Chi square and Kolmogorov-Smirnov 11 - 13 Building a simulation model using VB Class notes 14 – 18 Building a simulation model using Siman & Arena T3: 3.5 – 3.10 19 - 20 Run length and statistical analysis of results 23.7 Chapter 11

Part II: Queuing

21 Basic concepts in queuing 22.1-22.2 6.1 - 6.2 22 - 23 Birth-and-death process. Long-run 22.3 6.3

measures of performance of queuing systems 24 - 27 Various queuing models; evaluation of 22.4-22.9 6.4 – 6.5 alternatives

27 Queuing Networks 22.10 6.6 Contribution to meeting the professional component: This course contributes mainly to engineering topics and provides design experience.

Prepared by: Pedro Resto



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Course Title: Design and Analysis of Engineering Experiments

Credit-Hours: Three



Course Description Fundamental principles in the design and analysis of engineering experiments: randomized blocks, latin squares, split plots, factorial experiments; fractional factorials; confounding and response surface methodology. Prerequisites InIn 4020 - Applied Industrial Statistics

Textbook and References T: Montgomery, D. C., 2004, Design and Analysis of Experiments, 6th Edition, John Wiley and Sons. R1: Hicks, C. R., 1999, Fundamental Concepts in the Design of Experiments, 5th Edition, Holt, Rinehart & Winston. R2: Box, G. E. P., Hunter, W. G. J., and Hunter, S., 1978, Statistics for Experimenters, John Wiley and Sons. R3: Anderson & McLean, 1974, Design of Experiments & Realistic Approach, Marcel Decker, New York. Course Goals After completing the course, the student should be able to:

Know the main principles of analysis of variance such as hypothesis testing, confidence intervals and sampling errors.

Understand the basic principles of experimental design such as factors, levels, sample size, randomization, replication, confounding, blocking, folding over, and composite design.

Recognize when a problem can be solved using statistical experiments. Know how to select and conduct the appropriate experimental design for a particular problem. Analyze and interpret the experimental results Apply design and analysis of experiments to identify the source of variability and tune means on

target values. Session Topic Reference

1 Introduction 1,2

2-3 Basic definition in experimental design: factor, levels, responses, treatments, randomization,

blocking 3

4-6 Experiments with a single factor. ANOVA (fixed model) 3.1,3.2,3.3

7 Comparison of individual treatment, LSD 3.5.7 8-9 Model Adequacy Checking. Barlett’s test 14.1

10-11 Choice of Sample Size. Kruskal-Wallis Test 3.7,3.10.1

168

Repeated measures 14.4 12 The regression approach to ANOVA 3.9

13-15 Randomized Complete Block Design. The Latin Square Design. The Greco-Latin Square Design. 4

16-17 Factorial design, advantages, definitions, fitting models, choices sample size 5.1,5.2,5.3,5.5

18-19-20 The 2k factorial designs. 23 design, single replication 6.1,6.3,6.4,6.5,6.6

21-22 Confounding in the 2k factorial. Partial confounding. 7

23-24-25 Two-level fractional factorial designs. 8 26-27 The 3k factorial designs. 9.1,9.3

28-29 Random and mixed models. Expected mean squares. 12.1,12.2

30-31 Two-stage nested design. 13.1 32-33 The split-plot design 13.4

34 Response Surface Methods 11.1 35 The method of steepest ascent 11.2

36-37 Analysis of a second order model 11.3

38 Experimental designs for fitting response surfaces-Box- Behnken design 11.4

39 Mixture Experiments 11.5 40 Taguchi’s Philosophy 11.7



Prepared by: David González



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General Information


Course Title: Human Behavior in Work Organizations

Credit-Hours: Three



Course Description Cognitive theories and behavioral principles which attempt to explain, predict, and control individual and group behavior in work organizations. Prerequisites InIn 4077 - Work Systems Design

Textbook and References Schermerhorn, J., Hunt, J., and Osborne, R., Organizational Behavior, 8th Edition, John Wiley & Sons,

Inc., New York, NY. (ISBN – 0-471-20367-X) Robbins, S. P., 2001, Organizational Behavior: Concepts, Controversies and Applications, 9th

Edition, Prentice Hall. Moorhead, G., and Griffin, R. W., 2000, Organizational Behavior: Managing People and

Organizations, 6th Edition, Houghton Mifflin Co., Dallas, TX. Napier, Rodney W. and Matti K. Gershenfeld, Groups Theory and Experience, 6th edition, Houghton

Mifflin Company, 1999. Champoux, Joseph E., Organizational Behavior Essential Tenets, 2nd edition, Thomson South –

Western, 2003. Hellriegel and Slocum, Organizational Behavior, 10th edition, Thomson South –Western 2004. Moorhead and Griffin, Organizational Behavior Managing People and Organizations, 7 edition,

Houghton Mifflin Company, 2004. Course Goals After completing the course, the student should be able to:

Describe specific theories related to perception, personality, motivation, leadership, teamwork and organizational change.

Identify cognitive and behavioral patterns of individual and groups that may affect engineering decision making process.

Develop effective teamwork skills. Understand the role of ethics and social responsibility in organizational behavior. Describe, evaluate and apply methods of motivating and rewarding individuals and groups. Learn a systematic approach to manage organizational changes in an effective way.


1-6 Introduction to Organizational Behavior and Management

Ch. 1-3

7-8 Diversity and Individual Differences Ch. 4 9-11 Perception and Attribution Ch. 5 12-16 Motivation and Reinforcement Ch. 6

TEST #1

170

16-20 The Nature of Groups Ch. 9 20-22 Teams work and High Performance Teams Ch. 10 23-25 Communication and Information Ch. 16 26-28 Leadership Ch. 14

TEST #2 29-31 Decision Making Ch. 17 32-35 Power and Politics Ch. 15 36-39 Organizational Culture Ch. 13 40-42 Organizational Change and Stress Ch. 19



Prepared by: Marisol Oliver



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171


General Information


Course Title: Human Resources Planning

Credit-Hours: Three



Course Description Selection, training, utilization and control of human resources. Optimum systems design.

Prerequisites InIn 4077 - Work Systems Design

Textbook T: Bohlander, George and Scott Snell. (2007) Managing Human Resources, 14th Edition. Thomson-South Western. R1: Byars, Lloyd and Leslie Rue. (2004) Human Resource Management. 7th Edition, Irvin-McGraw Hill. R2: Casio, Wayne (2006) Managing Human Resources: Productivity, quality of Work Life, Profits. 7th

Edition, Irvin-McGraw Hill. R3: DeNisi, Angelo and Ricky Griffin, Human Resource Management, 2 ND Edition, Houghton Mifflin Co., 2005 (ISBN:0-618-31277-3) R4: Ivancevich, John. Human Resource Management, Eighth Edition, McGraw Hill, 2001 (ISBN: 0072312688) Course Goals After completing the course, the student should be able to:

Describe the global, legal, political, and ethical environments in the workplace. Identify the staffing procedures. Explain the importance of orienting, training, and developing employees. Outline compensation and benefits management concepts. State the importance of labor relations and collective bargaining. Describe the motivational and legal aspects of Human Resources Management Safety and

Health programs. Recognize the role of professionals in developing a high performance and ethical organizational

culture. Recognize the interrelationship among Human Resources Management functions.

172


1-2 The Challenge of Human Resource Management 13-5 Strategy and Human Resources Planning 26-9 Equal Employment Opportunity and Human

Resources Management 3

10 Job Analysis, Employee Involvement, and Flexible Work Schedules

4

11-12 Expanding the Talent Pool-Recruitment and Careers

5

13-14 Employee Selection 6 15-16 Training and Development 7 17-19 Appraising and Improving Performance 8

20 Managing Compensation 921-23 Pay-for-performance: Incentive Rewards 1024-26 Safety and Health 12

27 Employee Rights and Discipline 13 28 The Dynamics of Labor Relations 1429 International Human Resources Management 15 30 Creating a High-performance Work System 161-2 The Challenge of Human Resource Management 1


This course contributes mainly to engineering topics. Prepared by: Cándida González Date: June 11, 2008 File: ININ 4035_ABET_2008

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General Information


Course Title: Production Planning and Control I Credit-Hours: Three

Class schedule: Designation:

3 hours of lecture per week. Required Course

Course Description Analysis and design of production-inventory systems: Forecasting (Multiple regression and time series analysis), aggregate production planning, master production schedule, inventory systems and their models, project control. Computer applications in these areas.

Prerequisites InIn 4020 - Applied Industrial Statistics ,InIn 4021 - Deterministic Models in Operations Research Corequisite InIn 4015 - Engineering Economy Textbook and References T: Askin, R.G., and Goldberg, 2002, Design and Analysis of Lean Production Systems, John Wiley & Sons, Inc. R1: Sipper, Daniel and Bulfin, Robert L., Jr., 1997, Production Planning, Control, and Integration, McGraw Hill. R2: Johnson L., and Montgomery D., 1974, Operations Research in Production Planning Scheduling and Inventory Control, John Wiley & Sons, Inc. R3: Petersen, R. and Silver, E., 1998, Decision Systems for Inventory Management and Production Planning, 3rd Edition, John Wiley & Sons, Inc. R4: Nahmias, S., 2005, Production and Operations Analysis, 5th Edition, McGraw-Hill. R5: Vollman, T.E., Berry, W.L., Whybark, D.C. and Jacobs, 2005, Manufacturing Planning and Control for Supply Chain Management, 5th Edition, McGraw-Hill. R6: Monczka, R. M., Trent, R.J. , and Handfield, R. B., 2006, Purchasing and Supply Management, 3rd Edition, McGraw-Hill. Course Goals After completing the course, the student should be able to:

Forecast the behavior of goods or services in a system based on available information using regression and time series techniques.

Design inventory management systems using deterministic and stochastic models. Develop aggregate production plans and workforce models. Recognize the difference between dependent and independent demand Develop technical communication skills. Use computer software to solve production planning problems. Discuss and analyze recent trends in production and manufacturing systems.

174

General Topics

Lecture I-Introduction and Forecasting Reading 1-2 Introduction

The Industrial Enterprise Measures of Competitiveness Functional Areas of the Firm Product Design, Manufacture, and Delivery Business Processes Accounting Systems

T: 1.1-1.5

3-4 Production Systems and the Role of Inventory Production system Role of Inventory Role of Information Principles of Production Systems Production System Models

T:2.1-2.5

5 Forecasting Systems Purpose and use of forecasts Model building Model adequacy

T: 3.1

6-11 Time Series Moving Average Exponential Smoothing Models Seasonal Forecasting (Winter’s) Tracking Signals and Monitoring of Forecasts Causal Models (Regression)

T: 3.2 - 3.3 Professor’s notes

12 Computer Workshop – Times series

Minitab Software

Course Syllabus Lecture II-Manufacturing Strategy and Aggregate Production

Planning

Reading

13-16 Manufacturing Strategy and the Supply Chain

T: 4.1 – 4.3

17 Aggregate Planning Planning Tradeoffs (Inventory, Workforce changes, overtime, etc.)

T:5.1

18 Basic Network Models Transportation Formulation

T:5.2

19-20 Linear Programming

T:5.3

21 Schedule generation with lot sizes

T:5.4

22 Disaggregation techniques T: 5.7

175

III-Single stage inventory control- independent

demand items

23-29 Single Stage Inventory Control Reorder point inventory models for static deterministic demand EOQ, EMQ, Pricebreaks, Multiproduct coordination

T:6.1

30-32 Reorder point inventory model for stochastic demand Service levels, continuous review system, periodic review system

T: 6.2

33-37 Dynamic models Continuous review, Periodic review (Wagner –Whitin Algorithm, Rolling schedules and the Silver Meal

T:6.3

38 Model implementation ABC analysis, Exchange curves

T:6.4

IV- Scheduling 39-40 Master production scheduling fundamentals Professor’s notes 41-42 Project Planning and scheduling

Limited resources Professor’s notes

Contribution to meeting the professional component This course contributes mainly to engineering topics and engineering design. It develops the following professional skills and abilities:

Proficiency in selecting, designing and evaluating forecasting systems Proficiency in designing and evaluating inventory control systems Proficiency in selecting, designing and evaluating aggregate planning models Proficiency in identifying different market demand strategies and the development of feasible

master production schedules. Prepared by: Dr. Viviana I. Cesaní

Date: June 11, 2008 File: ININ 4039_ABET_2008


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ININ 4040. Course SyllabusGeneral Information Course Number: ININ 4040 Course Title: Facility Layout and Design Credit-Hours: Three Class schedule: 2 hours of lecture and one two-hour laboratory per week. Designation: Core Course Course Description Planning facility layout and materials handling systems. Analytical and computerized solution of problems in the design of physical facilities. Prerequisites ININ 4009, Work Measurement and ININ 4039, Production Planning and Control I.

Co-requisites ININ 4015, Engineering Economic Analysis. Textbook T: Tompkins, J., White, J., Bozer, Y., Frazelle, E., Tanchoco, J. M. A., and Trevino, J., 2002,

Facilities Planning, 3rd Ed., J. Wiley. R1: Apple, J. M., 1991, Plant Layout And Material Handling, 3rd Ed., J. Wiley. R2: Muther, R., 1994, Systematic Layout Planning, 3rd Ed., CBI Publishing Co. R3: Francis, R. L., McGinnis, L. F., and White, J. A., 1998, Facility Layout And Location: An

Analytical Approach, 2nd Ed., Prentice Hall. R4: Apple, J. M., 1972, Material Handling System Design, Donald Press. R5: Groover, M., 2002, Automation, Production Systems, And Computer Aided Manufacturing,

2nd Ed., Prentice Hall. R6: Allegri, T. H., 1992, Materials Handling-Principles And Practice, Van Nostrand Reinhold. R7: Muther, R. and Haganas, K., 1969, Systematic Handling Analysis, Management and Industrial

Research Publications. R8: Sule, D.R., 1994, Manufacturing Facilities-Location, Planning, And Design, PWS-Kent. R9: Konz, S., 1994, Facility Design-Manufacturing Engineering, Publishing Horizons. R10: 2002, Occupational Safety and Health Administration-USA Department of Labor, Code of

Federal Regulations, US Government Printing Office. R11: Puerto Rico Planning Board, Commonwealth of Puerto Rico, Puerto Rico Zoning

Regulations 2002. R12: Regulations and Permits Administration, Commonwealth of Puerto Rico, Fire Protection Regulations Amendments, 1987. R13: USA Department of Justice, American with Disabilities Act Standards for Accessible Design, 1994. R14: 1994, Cimtechnologies Corporation, Factory Cad, Factory Flow, and Factory Plan-Tutorial

Reference Manuals, Cimtechnologies CO.

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Course Goals

The student should acquire practice experience in the use of information gathering tools for the determination of production capacity, equipment, and manpower requirements.

Given parts of products with assembly interaction the student should be able to determine total production requirements for the manufacture of the product.

The student should acquire practical experience in the use of from-to or travel charts as a quantitative measure of material flow. He/she should also be able to establish quantitative measures for qualitative aspects involved in the design of a facility.

To use the output of computerized layout approaches in the development of a layout. To determine space and storage requirements for activity areas. To physically recognize the more common types of material handling equipment. To develop measures for evaluating alternative layouts as well as to acquire experience in the

presentation of a detailed layout. (8) To determine the optimal location of a single facility under a weighted distance criterion

for rectangular and Euclidean distance measures. Session Topic Reference

1 Presentation of design project guidelines requirements, group, objectives. Professor’s notes

2 Introduction – Facility Design & Plant Layout. T: Ch. 1, R1: Ch. 1, R3: Ch. 2, Pp 27-32

3-4 The Plant Layout Problem, Layout Procedures: Nadler’s Ideal System Approach, Apple’s Plant Layout Procedure, Reed’s Plant Layout Procedure, Systematic Layout Planning.

T: Ch.7 Sec. 7.3, R3: Ch. 2, Sec. 2.3-2.4

5 Information Gathering of the Product and Process Design

T: Pp 31-48, R2: Ch. 3-4, Pp122-139, R3: Pp 37-52, R1: Sec. 3-9 to 3-16, R5: Pp 18-27

6 The Schedule Design. T: Ch. 3, Sec. 3.4, R1: Sec. 3-1 to 3-8

7 Volume – Variety Analysis. T: Pp 49-51, R3: Ch. 2, Sec. 2.6.2, R2: Ch 3

8 Determination of Total Material Requirements. T: Pp 51-53, R3: Ch. 2, Sec. 2.8.1

9-10 Equipment and Manpower Requirements. T: Pp 54-55, R2: Pp 81-83, R3: Ch. 2, Sec. 2.8.2-2.8.3

11-13 Flow Analysis T: Ch. 4, Sec. 4.4-4.6, R3: Ch. 2, Sec. 2.6.3

14-16 Activity Relationship Analysis. T: Pp 94-96, R2: Ch. 6, R3: Ch. 2 Sec. 2.6.4-2.7.4

178


17-18 Determination of Space Requirements. T: Ch. 4, Sec. 4.7, R2: Ch. 7

19-21 Personnel Service Requirements. T: Ch. 5, R1: Ch. 10, R9, R10, R11, R12, R13

22-24 Designing the Layout. T: Ch. 7, Sec. 7.3, R2: Ch. 8, R3: Ch. 2, Sec. 2.9

25-28 Computerized Layout Planning. T: Ch. 8, R1: Ch. 13 R3: Ch. 3, R14

29 Evaluating and Selection of a Facility Layout. T: Ch. 13, R1: Ch. 17-18, R2: Ch. 10, R3: Ch. 2, Sec. 2.10

30 Development and Presentation of the Detailed Layout. T: Ch. 14, R2: Ch. 12

34-35 Receiving and Shipping Facilities. T: Ch. 9, R1: Ch. 9, 11

36-38 Storage and Warehouse Design.

T: Ch. 9, Sec. 9.6, Ch. 12, Sec. 12.3, R1: Pp 217-226, 252, 276, R3: Ch. 5, R4: Ch. 16, R5: Ch. 15

31-33 Material Handling Aspects.

T: Ch. 6, R1: Ch. 14-15, R4: Ch 2-5, R5: Ch 13-14, R8 Ch. 8-10

39-40 Manufacturing Systems. T: Ch. 10, R5: Ch. 4-7

41-42 Planar Single Facility Location Problems. T: Ch. 15, R1: Pp 158-161-177-183, R3: Ch 4

Contribution to meeting the professional component This course contributes mainly to engineering topics and engineering design. It develops the following professional skills and abilities:

Proficiency in the implementation and use of facility planning techniques to design facilities. Proficiency in the determination of the total production requirements for the manufacture of a

product. (3) Proficiency to determine space and storage requirements for activity areas. Proficiency to evaluate alternative layouts. Proficiency to present detailed layouts. Proficiency in the determination of the optimal location of a single facility.

Prepared by: Sonia M. Bartolomei Suárez, Ph.D.

Date: December 7, 2006

File: ININ4040.doc

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180


General Information


Course Title: Printed Circuit Board Assembly

Credit-Hours: Three

Class schedule: 2 hours of lecture and two hours of laboratory per week.


Course Description Interdisciplinary experience to provide engineering students with a basic understanding of the manufacturing processes required to populate a printed circuit board focusing on surface mount technology. Lectures will include a discussion of processes, required tooling, the process, underlying scientific principles, use of mathematical models, and independent process variables which impact product quality. Prerequisites Chem 3002 – General Chemistry; Phys 3172/3174 – Physics II with Laboratory; and IE Department Head authorization. Participating departments: ChE, EE, IE, ME. References 1. Hollomon Jr, James K.; Surface-Mount Technology for PC Boards; Prompt Publications; 1995. 2. Lee, Ning-Cheng; Reflow Soldering Processes and Troubleshooting: SMT, BGA, CSP and Flip

Chip Technologies; Newnes from Elsevier Science; 2001. 3. Davidson, Homer L.; SMD Electronics Projects; Prompt Publications; 2000. 4. Messina, William S.; Statistical Process Control for Surface Mount Technology; 1999. 5. Prasad, Ray P.; Surface Mount Technology: Principles and Practice; Kluwer Academic Publishers;

1997. 6. IPC-A-610 Task Group; Acceptability for Electronic Assemblies Rev. C; IPC Association; 2000. 7. Tricker, Ray; ISO 9001-2000 for Small Businesses; Butterworth-Heinemann; 2001. Course Goals

Demonstrate Surface Mount Technology processes and materials; emphasis on stencil printing, component pick and place, and soldering in a forced convection oven. Other processes that could be discussed are hand loading, wave soldering, and product testing.

Define process qualification activities in response to new product introduction. Define DFx considerations for successful PCB manufacturing. Prepare students for future PCB manufacturing activities for outside customers. Develop problem-solving, teamwork and communications skills in students.

181

Hours Topic

2 Introduction to ISO 9000; Review of UPRM’s Model Quality Manual; critical business processes and performance measures.

2 Overview of electronic industry, typical printed circuit assembly process; Through-Hole (TH) and Surface Mount (SMT) Technologies.

6 SMT component types; Lab # 1. 1 Solder paste chemistry; solder alloys; material issues. 1 Solder paste handling and disposal. 3 Paste dispensing (DEK 265) and paste inspection (Cyber Sentry); Solder defects and

process trouble-shooting. 6 Solder paste dispensing; Lab # 2. 3 SMT component geometry and component placement (IP3); placement sequence

definition; placement defects and trouble-shooting. 1 Component placement; Lab # 3. 1 Electro-static discharge (ESD) effect on components; ESD prevention. 1 Solder reflow process (Electrovert Atmos 2000); reflow defects and trouble-shooting;

cross-sectioning and solderability testing. 6 Solder reflow; Lab # 4. 2 Exam #1 2 Acceptability of Electronics Assemblies; IPC-610 rev. C 1 Quality data collection and corrective action activities. 1 Router process (ATI 204CM); programming; defects and trouble-shooting. 6 Router process; Lab # 5. 1 Post – SMT processes overview; challenges with product flow. 1 Wave soldering; post-solder cleaning; wave solder defects and trouble-shooting. 1 Hand loading; back loading: from manual to automated activities. 1 Product testing activities. 1 New product development and prototyping; DFx (Manufacturability, Assembly, Test,

Reliability) considerations. 1 Product transfer activity; qualification activities. 6 New product introduction; Lab # 6. 1 High volume versus high mix; quick changeover issues. 2 Exam #2

Total hours 30 Lectures and examinations 30 Laboratory experience and reports






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ININ 4057. Course Syllabus General Information Course Number: ININ 4057 Course Title: Real Time Process Control Credit-Hours: Three Class schedule: 2 hours of lecture and one two-hour laboratory per week. Designation: Core Course Course Description Use of computer based controllers to control processes using digital and analog signals.

Prerequisites InGe 3016, Algorithms and Computer Programming InEl 4076, Fundamentals of Electronics Co-requisites InMe 4055, Manufacturing Processes InEl 4077, Basic Electronics Laboratory or InMe 4031, Mechanical Engineering Laboratory I References

Sargen III, Murray, and shoemaker, Richard L., 1994, The Personal Computer from the Inside Out, 3rd Ed., Addison Wesley.

Rafiquzzaman, Mohamed, 1990, Microprocessors And Microcomputer-based System Design, CRC Press.

Hintz, Kenneth J., 1992, Microcontrollers: Architecture, Implementation and Programming, McGraw-Hill.

Yu-cheng Liu, 1986, Microcomputer Systems: The 8086/8088 Family: Architecture, Programming, and Design, Prentice-Hall.

Webb, John, 1992, Programmable Logic Controllers: Principles and Applications, 2nd Ed., Macmillan Publishing Company.

Johnson, David G., 1987, Programmable Controllers for Factory Automation, M. Dekker.

Auslander, David M., and Tham, Cheng H., 1990, Real Time Software for Control, Prentice Hall.

Mauro, Robert, 1984, Engineering Electronics: a Practical Approach, Prentice Hall. Course Goals At the completion of the course the students will be able to:

Use his/her creativity to identify a process. Define and formulate a model and implement a circuit, based on the model, for controlling

the process in real time. Connect the circuit hardware and develop the software to control such hardware using a

computer.

184


1-2 Introduction to Automatic Control and Industrial Controllers

Class notes

3 Introduction to Computer Technology Class notes

4-5 Computer Numeric Systems -Decimal, binary, hexadecimal and octal systems -Binary arithmetic

Class notes

6-7 Industrial Sensors Class notes

8-9 Industrial Actuators

10-14 Introduction to Programmable Logic Controllers -Definition and basic components -Scanning Cycle: I/O scan and Program scan -Basic Ladder Diagram Instructions -Programming example

Class notes

15-20 Basic Control Circuits and discrete I/O modules (Theory and Lab Exercises) -Programming the PLC using the Hand Held Programmer -Programming the PLC using the computer -Determining the state of a switch -Determining the state of a photo transistor -Controlling the state of a light emitting diode -Controlling ON/OFF status of a DC Motor -Controlling ON/OFF and direction of a DC Motor

Class notes

20-21 Introduction to pneumatic actuators -Pneumatic cylinders and valves -Basic schematic symbols -Controlling ON/OFF status of solenoid valves

Class notes

22 Use computer software for Human Machine Interface – Wonderware

Class notes

23 Lab exercise with Wonderware Class notes

24-26 Programming techniques for programmable logic controllers -Sequential Function Charts

Class notes

27-28 Processing of Analog Signals -D/A and A/D converters. Using the data acquisition board to process analog signals. -Lab exercise: Input and output of analog signals. Electronic manipulation of analog signals

Class notes

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Contribution to meeting the professional component This course contributes to engineering topics and engineering design. It develops the following professional skills and abilities:

Proficiency in the design and implementation of computer based systems to automatically control or monitor a process.

Understanding of the basic automation building blocks: sensors, actuators, and controllers.

Proficiency in the application of basic electronic circuits for process interfacing and of pneumatic systems.

Proficiency in the design and development of process control software using on-off control.

Prepared by: William Hernández, Ph.D. Date: March 2007 File: ININ 4057.doc Relationship to Educational Objectives and Program Outcomes: Educational Objectives

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T: Vollman, T. E., Berry W. L., Whybark, D. C. and Jacobs, F.R., 2005, Manufacturing Planning and Control Systems for Supply Chain Management, 5th Edition, McGraw-Hill . R1: Askin, R.G., and Goldberg, 2002, Design and Analysis of Lean Production Systems, John Wiley & Sons, Inc. R2: Black, J T. and Hunter S. L., 2003, Lean Manufacturing Systems and Cell Design, Society of Manufacturing Engineering. R3: Groover, M.P., 2001, Automation, Production Systems, and Computer Integrated Manufacturing, 3rd Edition, Prentice Hall. R4: Hopp, W. and Spearman M., 2001, Factory Physics, 2nd Edition, McGraw Hill. R5: Orlicky, J., 1994, Materials Requirements Planning, 2nd Edition, McGraw Hill Book Company. R6: Sipper, D. and Bulfin, R. L., 1997, Production Planning, Control, and Integration, McGraw Hill. R7: Steudel, H., and Desruelle, P., 1992, Manufacturing in the Nineties, Van Nostrand Reinhold. R8: Wantuck, K., 1989, Just in Time for America, KWA Media. Course Goals

After completing the course, the student should be able to: Recognize the difference between dependent and independent demand. Recognize the difference between pull versus push systems. Use BOM, inventory, MPS, and work center information for materials/capacity planning. Develop oral and written technical communication skills through progress reports/oral presentations.

Use computer software to plan feasible capacity/materials schedules. Integrate principles, methods, techniques of earlier course work into production planning problems Apply world class manufacturing concepts to case project problem Apply group technology/flexible manufacturing systems concepts.

General Topics

Lecture Topic Reading


Course Title: Production Planning and Control II Credit-Hours: Three

Class schedule: Designation:

3 hours of lecture per week. Core Course

Course Description Evaluation and design of computerized systems for planning and controlling production. Material requirements planning, bill of materials, inventory accuracy and cycle counting, feasible master production plan, capacity planning, shop floor control, integrity requirements of the data bases, systems implementation. Formation of product families, group technology, just in time, kanban system, production synchronization, integration of production controls systems. Prerequisites InIn 4039 - Production Planning and Control I Textbook

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1 - 2 Planning and Control Manufacturing

T: Ch. 1

3 - 4 Demand Management T: Ch. 2 5 - 8 Master Production Scheduling T: Ch. 6 10 - 15 Materials Requirement Planning T: Ch. 7, 14 16 - 19 Capacity Planning and Utilization T: Ch. 10 20 - 22 Production Activity Control

Factory Dynamics T: Ch. 11 R4: Ch. 6

23 - 28 Scheduling T: Ch. 16 29 - 34 Just-in-Time and Lean Manufacturing

Systems T: Ch. 9, 15 R2, Notes

35 - 37 Supply Chain Management Enterprise Resource planning

T: Ch. 17 T: Ch.4

38 Word Class Manufacturing R6: Ch. 1 39 - 41 Group Technology and Flexible

Manufacturing Systems R6: Ch. 4 R3: Ch. 15, 16

42 Strategy and MPC Design T: Ch. 13, 19 Legend: T: Vollman, Berry, Whybark, and Jacobs, 2005

R1: Askin & Golberg, 2002 R2: Black and Hunter, 2003 R3: Groover, 2001

R4: Hoop and Spearman, 2001 R5: Orlicky, 1975 R6: Steudel and Desruelle, 1992 R7: Wantuk, 1989

Contribution to meeting the professional componentThis course contributes primarily to the students’ knowledge of engineering topics and provides design experience. The course includes the following considerations: economic. Students learn teamwork and communication skills while opening ended design problems with industrial data. Students learn the fundamental relationships of production operations for being “world class” in manufacturing.

Prepared by: Dr. Viviana I. Cesaní Date: June 11, 2008 File: ININ4075-2008.


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Course Number: InIn4077 Course Title: Work Systems Design Credit-Hours: Three Class schedule: 3 hours of lecture and one two-hour laboratory per week. Designation: Core Course Course Description Strategies and models used in work systems design: motion studies, design of methods, human factors, environmental conditions and implementations of design. Prerequisites InIn 4011, Probability Theory for Engineers or InIn 4010, Probability and Statistics for Engineers Corequisites

InMe 4055, Manufacturing Processes.

Textbook T: Konz, S., 1999, Work Design: Industrial Ergonomics, 4th. Ed., Publishing Horizons Inc. R1: Niebel, B. W., 2000, Methods Standards & Work Design, 10th Ed., Freivalds Andris, Inc., McGraw-Hill. R2: Eastman Kodak Company, 1983, Ergonomic Group: Ergonomic Design For People At Work, Van Nostrand Reinhold, Volume I. R3: Eastman Kodak Company, 1986, Ergonomic Group: Ergonomic Design For People At Work, Van Nostrand Reinhold, and Volume 2. Course Goals

After completing the course, the student should be able to: Explain and define the difference between ergonomics and human factors as well as its

developments throughout the years. Understand the strategies for systems design. Use and perform Operational Process Charts. Use the Anthropometric Tables and data for the design of products, workstations, and systems. Understand and explain how the Metabolic, Cardiovascular and Musculosqueletal system of

the human body works and why they are important to human factors. Identify occupational and non-occupational risk factors. Evaluate, improve and/or design workstations, hand tools and equipment, controls and displays

according to ergonomic principles. Evaluate, improve and/or design manual material handling tasks according to ergonomic

principles. Use the NIOSH Lifting Equation. Evaluate, improve and/or design environmental conditions.

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1-2 Introduction of Engineering Methods and Human Factors Engineering -Brief Historical Background -Ergonomics and Human Factors in the Industry -Productivity (Total, Work Labor, Materials, Machinery and Equipment.)

T: Ch. 1, 2, 3 R2, R3: Ch. 1

Instructor Notes

3-4 Strategies for System Design -Work Systems -Matrix Systems

Instructor Notes

5-13 Operations and Methods Analysis Industrial Process Charts: -Assembly Chart -Operation Process Chart -Flow Diagram -Worker and Machine Process Chart Act Breakdown

T: Ch. 7 R1: Ch. 1

14-15 Anthropometry -Methods for Anthropometric Measurements -Use of Anthropometric Tables -Anthropometric table for the Puertorican Industrial Population

T: Ch. 10 R2: Appendix A R1: Ch. 5

16-19 Work Physiology and Biomechanics -Metabolism -Cardiovascular System -Musculoskeletal System

T:Ch. 11

20-25 Workstation Design -Cumulative trauma Disorders -Guidelines for Workstation Design -Industrial Chair Design -Design of video Display Terminal (VDT) workstations

T: Ch. 14, 15, R2: Ch. 2, R1: Ch. 5

26-27 Hand Tools Design -Guidelines for the Correct Design and Use of Hand Tools -Effects of Hand Tool Vibrations

T: Ch. 18, R2: Ch. 3-D

(Pp 140-153), R2: Ch. 5

28-33 Material Handling -Brief Introduction of Material Handling -Manual Material Handling -Lifting

T: Ch. 17, R3: Ch. 19,

21, 23

34-37 Controls and Displays -Deficiency of the Visual Displays in Industry -Reaction Time -Design of Characters and Symbols Arrangement

T:Ch. 19, 20

38-40 Noise -Noise Units of Measurement

T: Ch. 22 R2: Ch. 5 Pp 209-219, R1: Ch.

6 41-44 Illumination

-Illumination Units of Measurement -Number of Light Sources Required in a Workplace

T: Ch. 21 R2: Ch. 5 Pp 225-240, R1: Ch.

6

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45 Temperature and Humidity -Air volume and Quality -Guidelines for Work Environment Temperature and Humidity

T: Ch. 23, R2: Ch. 5 Pp 241-273, R1:

Ch. 6


This course contributes mainly to engineering topics and engineering design. It develops the following professional skills and abilities:

Proficiency in the design of Operational Process Charts for system analysis. Proficiency in ergonomic assessment through the determination of cardiovascular requirements;

lifting, pushing and pulling load requirements; identification of occupational risk factors associated with musculoskeletal disorders; and the evaluation of noise, illumination and temperature levels.

Proficiency in the design of work areas using anthropometric data. Proficiency in work re-designs for the prevention of musculoskeletal disorders.

Prepared by: María Irizarry, Ph.D. Date: June 11, 2008 File: ININ4077_2008


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InIn 4078. Course Syllabus

General Information


Course Title: Statistical Quality Control

Credit-Hours: Three

Class schedule: Two hours of lecture and one two-hour laboratory per week

Designation: Core Course

Course Description Statistical control of the quality of processes; statistical methods for quality improvement; univariate and multivariate control charts for variables; attribute control charts; process capability studies; gage and measurement studies; setting specification limits; analysis and design of sampling inspection plans; Mil. Std. 105E, rectifying inspection plans.

Prerequisites ININ 4010 – Probability and Statistics for Engineers

Textbook and References Montgomery, D. C., Introduction to Statistical Quality Control, 5th Edition, John Wiley and

Sons. Banks, J; 1989, Principles of Quality Control, 1st Edition, John Wiley and Sons. Duncan, A. J, 1986, Quality Control and Industrial Statistics, 5th Edition, Richard D. Irwin, Grant and Leavenworth, 1996, Statistical Quality Control, 7th Edition, McGraw Hill. Kolerik, W. J, 1999, Creating Quality: Process Design for Results, 1st Edition, McGraw-Hill. Montgomery, D. C., and Runger, G. C, 1999, Applied Statistics and Probability for Engineers,

2nd Edition, John Wiley and Sons. Ryan, T. P, 2000, Statistical Methods for Quality Improvement, 2nd Edition, John Wiley and

Sons. Vardeman, S. B., and Jobe, J. M., 1999, Statistical Quality Assurance Methods for Engineers, 1st

Edition, John Wiley and Sons. Wadsworth, H. M, Stephens K. S, and Godfrey, A. B, 1986, Modern Methods for Quality

Control and Improvement, John Wiley and Sons.

Course Goals

After completing the course, the student should be able to: Understand the strategic importance of quality. Developed abilities to identify, formulate, analyze, and solve quality control problems. Be able to select and apply appropriate statistical models to process control situations.

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Understand the statistical basis of control charts, process capability analysis, and acceptance sampling.

Understand the concepts of process capability and measurement system capability. Know the different types of sampling procedures, their statistical basis, their properties, and their

limitations and pitfalls. Enhanced his/her abilities to work on teams and present results in effective oral presentations and

written reports. Use Minitab, Excel and MathCad to perform statistical analysis and mathematical calculations, and

interpret the results. Be aware of the ethical and legal consequences of quality control problems on him, the company, and the public

welfare. Session Topic Reference

Part I: PROCESS CONTROL

1

Introduction to control charts. Chance and assignable causes of quality variation

Secs. 4.1 and 4.2.

2-3

Statistical aspects of control charts. Rational Subgrouping. Detection and interpretation of patterns on control charts

Secs. 4.3 to 4.7.

4-6

Control charts for variables. X-Bar and R charts (statistical basis, charts based on standard values, development and use of these charts).

Secs. 5.1 and 5.2.

7-9

Control charts for variables. X-Bar and S charts (statistical basis, charts based on standard values, development and use of these charts).

Secs. 5.3

to 5.6.

10-13

Control charts for attributes. The p chart (statistical basis, charts based on standard values, development and use of these charts, variable sample size, OC Curve)

Secs. 6.1 and 6.2.

14-15

The C and U charts. (statistical basis, charts based on standard values, development and use of these charts, variable sample size, OC Curve)

Sec. 6.3 to 6.5.

16 Exponentially Weighted Moving Average Sec. 8.2.

17-19 Multivariate Quality Control Sec. 10.1 to 10.3 Part II: Process Capability Studies

20-22 Process Capabilities Studies Secs. 7.1 to 7.5

23-24 Gage and Measurement Capabilities Sec 7.6

25-26

Setting Specification Limits on Discrete Components

7.7 and 7.8

Part III: Acceptance Sampling for Attributes

27

Introduction to Acceptance Sampling. Advantages and disadvantages of acceptance sampling. Types of sampling plans.

Sec. 14.1.

194

28

Single sampling plans for attributes. Introduction and definitions. The OC Curve. Design of a single sampling plan.

Sec. 14.2.

29-30 Military Standard 105E Sec. 14.4.



Prepared by: David González



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Course Title: Design Project

Credit-Hours: Three

Class schedule: 3 laboratories, library or independent study periods per week.


Course Description Development and presentation of a system design project.

Prerequisites InIn 4015 - Engineering Economy InIn 4022 - Probabilistic Models in Operations Research InIn 4040 - Facilities Layout & Design InIn 4075 - Production Planning and Control II Course Goals

Develop the technical and professional skills of the student to prepare him/her for the practice of the profession.

Develop the skills of the student in the interpersonal activities working as part of a design team. Develop the oral and written communications skills of the students by means of progress reports,

technical reports, and oral presentations at a professional level. The student should be made aware and take into consideration energy related, ethical, legal, and

societal issues relevant to a design project. Complement the educational process with real life problem solving experience. Integrate the principles, methods, and techniques of earlier course work into a problem solving

situation. Specifically the students will: • identify and formulate real world problems; • gather and analyze real world data; • use his/her creativity in the development of multiple alternatives for the solution of the

design problems that were identified; and select the best alternative based on an economic analysis.

General Topics: At the end of the semester a final oral presentation must be given to the organization staff and a written evaluation of the project results is required from the supervisor at the organization. Course work can be divided into three phases as follows: � Formatted: Bullets and Numbering

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Phase I. PROPOSAL

o Letter of presentation: Members of group (maximum of three) Place where they will develop the project Name and address of the direct supervisor in the company Name of the professor acting as advisor

�

o Title page of the project o Executive summary o Introduction o Company background information o Definition of the problem or problems o Objectives of the project and expected results o Methodology (List of activities with work plan) o Identification of the modules (see list of modules) used to work the project o Expected results o Network of project management (CPM-PERT) o Appendices

References ***The proposal will be reviewed by a panel of professors for final approval.

Phase II: PROGRESS REPORTS:

a. Written reports: summary of the information, and analysis of cause and effects, development of models and alternatives. All written reports must begin with an executive summary.

b. Oral presentations in class. c. One on more reports will be required during the semester.

Phase III: FINAL REPORT: Each group will use the existing system, identified in phase I, and develop and implement an original design. For the implementation and/or simulation of systems, the techniques learned in the engineering curriculum will be used. The analysis will contain several alternatives of which one will be chosen and implemented. The chosen alternative must be clearlly justified and presented. Important elements in the oral presentation:

• Organization • Creativity • Clarity • Maintain the interest of the group • Audio- visual material • Technical base • Proper use of available time

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Contribution to meeting the professional componentThis course contributes mainly to engineering topics and provides design experience.

Prepared by: Agustín Rullán Date: June 11, 2008 File: ININ 4079_ABET_2008.doc


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Course Title: Accounting for Engineers

Credit-Hours: Three



Course Description Basic accounting concepts and systems; uses and limitations of accounting data in the solution of managerial and financial problems; interpretation and use of accounting information for decision making. Prerequisites Econ 3021, Principles of Economics I.

Textbook T: Weygandt, Kieso, and Kimmel, 2008, Accounting Principles, 6th Ed., John Wiley and Sons : Weygandt, Kieso, and Kimmel, 2008, Campus Cycle Shop- Practice Set Course Goals After completing the course, the student should be able to:

Be familiar with the basic accounting principles and concepts. Understand inventory systems and costing methods for managerial decision-making


1 Class Organization 2 Characterizes and basic concepts of

accounting Ch 1, pp 1 – 11

3-4 The basic accounting equation, Transaction analysis, Financial Statements, Demonstration problem

Ch 1, pp 12 – 30 E1-2, 7, 8; P1 – 1A, 2A, 3A, 4A

5 - 7 The recording process, Chart of Accounts, demonstration problem, the Trial Balance, Demonstration Problem

Ch 2, pp 46 – 73 E2 –2, 4, 5; P2 – 1A, 2A, 3A,

5A, P2-1B 8 – 9 Adjusting the accounts Ch 3, pp 90 – 109

10 The adjusted trial balance and Financial Statements

Ch 3, pp 110 – 118 E3-1,3,4,5; P3-1A, 2A, 5A, 2B

11 - 12 Completing the Accounting Cycle, the worksheet, closing the books

Ch 4, pp 140 – 156

13 Classified Balance sheet, Demonstration problem

Ch4, pp 159 – 169 E4-6, 7, 8; P4 – 2A, 5A, 2B

14 Review 15 Exam I

16 – 18 Accounting for Merchandising Operations Ch 5, pp 192 – 220 E5-2, 5, 9, P5-2A, 4A, 5A, 7A,

2B

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19 - 21

Inventories

Ch 6, pp 242 – 266 Inventory costing under Periodic and

Perpetual Inventory System E6-1, 3,7; P6-1A, 2A, 5A, 8A,

9A 22 Methods of estimating inventories Ch 6, pp 267 – 270

P6-10A, 11A 23 - 24 Accounting Information Systems Ch 7, pp 290 – 313

E7-1, 2; P7-1A, 2A, 3A, 4A, 6A 25 Review 26 Exam II

27 – 28 Plant assets, Natural Resources and Intangible Assets

Ch 10 pp 422 – 453 E10 – 1, 4, 8, 10, ; P10 –1A, 2A,

4A, 5A, 6A 29 Current Liabilities and Payroll Accounting Ch 11, pp 470 – 493

P11 – 1A, 4A, 1BA


This course contributes mainly to engineering topics related with accounting. Provides the necessary tools to understand and analyze financial statements. Students develop or improve their skills in gathering and analyzing financial data and interpret financial statements.

Prepared by: Freddie Hernánez



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Course Title: Cost Analysis and Control

Credit-Hours: Three



Course Description Methods used in industry for budgeting, recording, analyzing, and controlling costs; profit planning; design and operation of cost systems; standard cost; and financial statement analysis. Prerequisites InIn 4085- Accounting for Engineers

Textbook and References Hansen, R., and Mowen, Maryanne M., Cost Management: Accounting and Control, South-

Western College, 5th edition, 2005. Horngren, Datar, Foster, Cost Accounting a Managerial Emphasis, 12th Edition, Prentice Hall. Maher, M. W., 1997, Cost Accounting, 5th Edition, Irwin. Andersm, H. R., 1980, Conceptos Básicos de Contabilidad de Costos. México. Compañía Editorial

Continental. Abreu Guerrero, A., 1993, Sistemas de Contabilidad de Costos Basados en Actividades. Hicks, D. T., 1999, Activity – Based Costing for Small and Midsized Business: An Implementation Guide. 2nd Edition,

N.Y. Wiley. Course Goals After completing the course, the student should be able to: riable and fixed.

Be familiar with the different types of cost and their behavior such as fixed or variable. Be familiar with the types of analyses required for the managerial decision making process.


Module I: Cost Accounting Fundamentals Ch1: 1-18 1-2 The accountant Role in the Organization Ch2: 30-47 3-4 Cost terms and Purposes Ch 3: 62-77 5-6 Cost-volume-profit analysis

Module II: Cost Management Ch4: 96-120 7-8 Job costing Ch 5:136-155

9-10 Activity Based Costing Ch 17: 586-611 11-12 Process Costing Ch 14: 482-504 13-14 Cost Allocation Ch 15: 522-543 15-16 Allocate of Support Dept. Costs Ch 6: 176-194 17-18 Master Budget Ch 12: 410-430 19-20 Pricing Decision and Cost Management

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Module III: Identifying and Estimating Costs for Decisions

21-22 Determine How Cost Behave Ch 10: 324-344 23-24 Decision Making Relevant Information Ch 11: 370-350 25-27 Open


Prepared by: Date: June 11, 2008 File: ININ 4086_ABET_2008.doc


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Course Title: Concurrent Engineering

Credit-Hours: Three



Course Description Introduction to concurrent engineering topics and its role in modern engineering, design for manufacturing, how concurrent engineering affects product life-cycle issues, safety and integrity in design and manufacturing, maintenance, product disposal and product costing. Case studies. Students will work in interdisciplinary teams applying concepts in the design of products and production facilities to manufacture a product. Prerequisites InIn 4077 or InEl 4206 or InMe 4011 or InQu 4001

References 1. Masters, J.M.; 2004; Renewable and Efficient Electric Power Systems; Wiley-

Interscience. 2. Reinersten, D.; 1997; Managing the Design Factory: The Product Developer’s Toolkit;

Free Press. 3. Ribbens, J.A.; 2000; Simultaneous Engineering for New Product Development:

Manufacturing Applications; John Wiley & Sons. 4. Ulrich, K.T. and Eppinger, S.D.; 2000;Product Design and Development; McGraw-Hill. 5. Patterson, M.L. and Lightman, S.; 1993; Accelerating Innovation: Improving the Process

of Product Development; John Wiley & Sons. 6. Boznak, R.G.; 1993; Competitive Product Development: A Quality Approach to

Succeeding in the 90’s and Beyond; ASQ Quality Press. 7. Park, R.; 1999; Value Engineering: A Plan for Invention; St. Lucie Press. 8. Cusumano, M.A. and Nobeoka, K.; 1998; Thinking Beyond Lean: How Multi-Project

Management is Transforming Product Development ….; Simon & Schuster. 9. Cooper, R. and Slagmulder, R.; 1997; Target Costing and Value Engineering;

Productivity Press. 10. Jordan, J.A. and Michel, F.J.; 2001; The Lean Company: Making the Right Choices;

Society of Manufacturing Engineers. 11. Chang, T-C, et. al.; 1991; Computer-Aided Manufacturing; Prentice-Hall.

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15. Kaplan, R.S. and Norton, D.P.; 2001; The Strategy-Focused Organization; HBS Press. 16. Soin, S.S.; 1999; Total Quality Essentials; McGraw-Hill. 17. Gunther-McGrath, R. and MacMillan, I.; 2000; The Entrepreneurial Mindset; HBS Press. 18. Pressman, D.; 2002; Patent It Yourself; Ninth Edition; Nolo.

Course Goals After completing the course, the student should be able to: To provide the students with an interdisciplinary experience in product design,

development, and manufacture following concurrent engineering concepts and methods. To expose the students to the design and development of a manufacturing process that

builds the product in the needed quantity and with the desired quality. To provide the students with real-life new product/process scenarios. To expose the students to business planning and market research activities. To develop problem-solving, teamwork and communications skills in students.

General Topics

Week Topic

Aug 8-17 Review of course objectives and agenda; project and team discussions.

Aug 20-24 Project definition and team formation.

Aug 27-31 Concurrent/Simultaneous Engineering models; relevant tools presentation for project success.

Sep 3-7 Report #1: Project definition.

Sep 10-14 Project development; concepts and methods emphasis based on team needs

Sep 17-21 Project development; concepts and methods emphasis based on team needs

Sept 24-28 Project development; concepts and methods emphasis based on team needs

Oct 1-5 Project development; concepts and methods emphasis based on team needs

Oct 8-12 Report #2: Progress review



Oct 29-Nov 2 Project development; concepts and methods emphasis based on team needs

Nov 5-9 Report #3: Progress review

Nov 12-16 Project development; concepts and methods emphasis based on team needs



12. Hatley, D.J. and Pirbhai, I.A.; 1988; Strategies for Real-Time System Specification; Dorset House Publishing.

13. Hill, T.; 1994; Manufacturing Strategy: Text and Cases; McGraw-Hill. 14. Kotter, J.P.; 1996; Leading Change; HBS Press.

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Dec 3-7 Report #4: Final presentation


Date: June 12, 2008 File: ININ 4810_2008_ABET.doc

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General Information


Course Title: Total Quality Mznagement

Credit-Hours: Three



Course Description Introduction to innovative philosophies in total quality control. The impact of leadership, organizational infrastructure and client satisfaction on quality management. Utilization and management of information, personnel, processes and product design for continuous quality improvement. Prerequisites InIn 4078 - Statistical Quality Control or permission from the Department Chairperson. Textbook and References

Brown, MG, 2006, Baldrige Award Winning Quality, 15th Edition, Productivity Press. (ISBN-10: 1563273349)

NIST Southwest System Solution. Baldrige Case Studies: Herton Technology, Specialty Metals, Varifilm, Great Northern, Midstate

University, Colony Fasteners, Mountain View Health Systems. National Institute of Standards and Technology, Award Criteria, Malcolm Baldrige National

Quality Award, NTIS, ASQC, Milwaukee, WI. Camp, R., 2006, Benchmarking: The Search for Industry Best Practices that Lead to Superior

Performance, Productivity Press. (ISBN: 1563273527) Scholtes, P.R., 2003, 3rd Spiral edition, The Team handbook, Joiner/Oriel Inc. (ISBN:

1884731260) King, B., 1989, Better Designs in Half the Time: Implementing Quality Function Deployment in

America, 3er Ed., GOAL/QPC, Metween, MA. (ISBN:1879364018) Bossert, J.L., 2000, QFD: A Practitioner's Approach, GOAL/QPC, ASQC Quality Press,

Milwaukee, WI. (ISBN: 0873890892) Smith, P.G. and Reinertsen, D.G., 1997, Developing Products in Half the Time, ASQC Quality

Press, 2nd Edition, Milwaukee. (ISBN: 0471292524) Mizuno, S. 1988, Management for Quality Improvement: The Seven New QC Tools,

Productivity Press. (ISBN: 0915299291) Takashi, O., 1990, TPM: Total Productive Maintenance, Quality Resources, White Plains, N. Y.,

(B-400, 223/108.) (ISBN: 9283311094)

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Eastman Kodak Co., 1989, Keeping The Customer Satisfied: A guide to Field Service, Quality Press, Milwaukee, WI, (B-400, 223/44.) (ISBN: 1556232619)

Imai, M., 1986, Kaizen: The Key to Japan's competitive Success, Quality Press, Milwaukee, WI. (ISBN: 007554332x)

Deming, Out of the Crisis, 2000, MIT Center for Advanced Engineering Study. (ISBN: 0262541157)

AT&T, 1994, AT&S's Total Quality Approach (500-542), Indianapolis, IN. AT&T, 1994, Batting 1000: Using Baldrige Feedback to Improve your Business, (451-500)

Indianapolis, IN. At&t, 1994, Achievement Customer Satisfaction, (443-500), Indianapolis, In. Malcolm Baldridge, Winners Information Packages, Nist, Gaithersburg, Md. Xerox Business Products & Systems, 1994, Xerox Quality: Application 1989 Malcolm Baldrige

National Quality Award/Xerox-Business Products and Systems, Amer Society for Quality. (ISBN: 0873892917)

Course Goals

Present a clear overview of the total quality management philosophy and its implementation strategies espoused by Deming, Juran, Crosby, Ishikawa, and Taguchi.

Present to participants which actions have demonstrated effectiveness in customer retention. Understand the principles and transformations of an organization to achieve the required cultural

realignment for total quality management. Discuss the methodologies, tools, and techniques used in the implementation of a total quality

management philosophy. Understand how to integrate the core values of the Malcolm Baldrige Quality Award for self-

assessment and continuous improvement. Understand the role of leadership, employee involvement, teamwork, and empowerment, and fact-

based management in total quality management. Understand the costs and benefits of ISO 9000 Registration.

Session Topic

1-2 Introduction -Why assessment of TQM? -Total Quality Management Philosophies of Deming Juran, Crosby, Ishikawa, and Taguchi.

3-5 Leadership, communication, teamwork and creativity Human Resources Development and Management -Employee involvement and training -Teamwork structure for quality improvement

6-10 Information and analysis, benchmarking: Affinity, Interrelationship, matrix Diagrams, Field Force Analysis, Multinoting PDPC, Tree Diagram Strategic Quality/Business Planning, Hoshin Planning.

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11-13

14-16

17-18

19

Metrics and Balance Score Cards Customer Satisfaction results, Financial and Market Results, Human Resources Results, Supplier and Partner results, Company Specific Results, Quality and Operational Results -Product and Services Quality, Internal Quality and Productivity, Supplier Quality Results. -Best practices 5’S and Poke Yoke Total Preventive Maintenance Work class Manufacturing and Globalization

20-21

ISO 9000 and ISO 14000 -Supplier -Process -Customer model, quality assurance versus management, quality standards and their scope of application -Registration and accreditation of your quality systems -Costs and benefits of registration -ISO 9000 and ISO 14000 Assessment criteria

22-23

24-25

26-28

29-30

Supply Chain Management Quality Award: Malcoml Baldrige and PROCOM Six Sigma Programs Quality Function Deployment

31-43 Specials Topics in TQM (recent trends) Students Presentations

1-2 Introduction -Why assessment of TQM? -Total Quality Management Philosophies of Deming Juran, Crosby, Ishikawa, and Taguchi.

208

3-5 Leadership, communication, teamwork and creativity Human Resources Development and Management -Employee involvement and training -Teamwork structure for quality improvement

6-10 Information and analysis, benchmarking: Affinity, Interrelationship, matrix Diagrams, Field Force Analysis, Multinoting PDPC, Tree Diagram Strategic Quality/Business Planning, Hoshin Planning.

11-13

14-16

17-18

19

Metrics and Balance Score Cards Customer Satisfaction results, Financial and Market Results, Human Resources Results, Supplier and Partner results, Company Specific Results, Quality and Operational Results -Product and Services Quality, Internal Quality and Productivity, Supplier Quality Results. -Best practices 5’S and Poke Yoke Total Preventive Maintenance Work class Manufacturing and Globalization

20-21

ISO 9000 and ISO 14000 -Supplier -Process -Customer model, quality assurance versus management, quality standards and their scope of application -Registration and accreditation of your quality systems -Costs and benefits of registration -ISO 9000 and ISO 14000 Assessment criteria

22-23

24-25

26-28

29-30

Supply Chain Management Quality Award: Malcoml Baldrige and PROCOM Six Sigma Programs Quality Function Deployment

31-43 Specials Topics in TQM (recent trends) Students Presentations

209



Prepared by: Omell Pagán Date: June 12, 2008 File: ININ 5505_ABET_2008.doc Relationship to Educational Objectives and Program Outcomes: Educational Objectives

1a 1b 1c 1d 1e 2 3 4 5 X X X X

IE Program Outcome

1 2 3 4 5 6 7 8 9 10 11 X X X X

ABET Outcomes


210



General Information


Course Title: Measurement and Prediction of Product Reliability

Credit-Hours: Three



Course Description Introduction to reliability theory; system analysis; constant failure rate models; time dependent failure rate models; state dependent systems; availability; maintainability; complete and censored data analysis (parameter estimation and distribution fitting); prediction of reliability. Prerequisites InIn 4020- Applied Industrial Statistics Or Authorization of the Director of the Department Textbook and References

Ebeling, C. E., 2005, An Introduction to Reliability and Maintainability Engineering, Waveland Press, Inc. (ISBN: 1-57766386-1)

Dhillon, B. S., 1983, Reliability Engineering in Systems Design and Operation, Van Nostrand-Reinhold.

Gertsbakh, 1989, Statistical Reliability Theory, Marcel Dekker, New York. Ireson, W. G., 1996, Reliability Handbook, 2nd Edition, McGraw Hill. Jensen, F., & Peterson, N. E., 1982, Burn-in, John Wiley and Sons. Klaasen, & Van Peppen, 1989, Reliability: concepts and Applications, Chapman: Hall,

Routeledge, Edward Arnold, London. Kalbfleisch, S., & Prentice, R., 1980, Statistical Analysis of Failure Time Data, John Wiley and

Sons. Lawless, J. F., 1984, Statistical Models and Methods for Lifetime Data, 2nd Edition, John Wiley

and Sons. Lloyd, & Lipow, M., 1997, Reliability, Management and Mathematics, 2nd Edition, Lloyd &

Lipow Assoc., Redondo Beach, CA. Miller, R., 1981, Survival Analysis, John Wiley and Sons. Nelson, W., 1982, Applied Life Data Analysis, John Wiley and Sons. Lloyd Grosh, D., 1989, A Primer of Reliability Theory, John Wiley and Sons. Trobias, & Trindade, 1995, Applied Reliability, 2nd Edition, Van Nostrand Reinhold. Meeker, & Escoban, 1998, Statistical Methods for Reliability Data, John Wiley & Sons.

211

1-2 Overview and reliability concepts. Definitions, statistical vs. deterministic approach. Statistical reliability.

Ch. 1

3-4 Failure distributions: Reliability function, hazard rate, mean time to failure and the bathtub curve.

Ch. 2

5-7 Constant failure rate model and time-dependent failure-rate models.

Ch. 3 & 4

8-9 Systems reliability. Ch. 5 10-12 State-dependent systems. Ch. 613-15 Physical reliability models. Ch. 7 16-18 Introduction to design for reliability: Reliability

allocation & Fault tree analysis. Ch. 8

19 Data collection and empirical methods. Ch. 12 20 Identifying distributions: Probability plotting and

curve fitting. Sec. 15.1 – 15.2

21-23 Parameter estimation: Maximum likelihood. Censored data.

Sec. 15.3 – 15.5

24 Goodness of fit tests. Ch. 16 25 Reliability life testing: Binomial acceptance testing

& Sequential tests. Ch. 13

26-28 Accelerated life testing Ch. 13 and class notes



Prepared by: Noel Artiles


Journals IEEE Transactions on Reliability (IEEE, New York) Journal of Quality Technology (ASQ, Milwaukee, WI) Technometrics (ASQ, ASA) Course Goals After completing the course, the student should be able to:

Use mathematical/numerical methods to estimate life distribution parameters for censored data. Design and analyze life test experiments for censoring and accelerated conditions. Apply failure distributions to reliability computation, use stress-strength models. Apply reliability physics to acceleration of failures & predict system/component life w/o stress. Model failure mechanisms of electronic & mechanical systems & devices. Analyze complex systems reliability and characteristic functions in transient and steady state. Allocate reliability to components to achieve a reliability design goal. Apply reliability growth models to achieve a design goal.


212


1a 1b 1c 1d 1e 2 3 4 5 X

IE Program Outcome

1 2 3 4 5 6 7 8 9 10 11

ABET Outcomes


213

Appendix A2: Non-IE Engineering Sciences

214

University of Puerto Rico Mayagüez Campus

College of Engineering Department of Engineering Science and Materials

COURSE SYLLABUS 1. Course Number and Title: INGE 3011, Engineering Graphics I Two credit hours, Required course 2. Catalog description: Principles of graphic language: Fundamentals of delineation, analysis and solution of space problems, symbols and standards as applied in engineering. Freehand drawing as a tool for visualization. Principles of orthographic projection, sections, auxiliary views and conventional practices. Pictorial drawings: axonometric, oblique and perspective. Introduction to descriptive geometry. Hand and computer-aided drawing. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley; James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale. 5. Course Learning Outcomes: After completing the course, the student should be able to: Make sketches of conceptual products, Develop graphics solution to common geometrical problems, Make 2-D and 3-D Pictorial drawing whit a computer, Understand engineering drawings, Understand the engineering design process, Apply notes and dimensions, Communication of ideas, 6. Topics Covered: Engineering Design Process, Traditional tools, Freehand sketching and Techniques, Geometric Construction, Multi-view Projection, Primary Auxiliary Views, Sectioning Basic, Pictorial Drawing, Isometric Projection, Oblique Drawing, Design Documentation and Dimensioning, CADD 7. Class/Laboratory Schedule: One hour of lecture and two one-and one-half-hour laboratories per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:

Math Basic Science General Engineering Topic x

9. Relationship of Course to Program Outcomes:

a b c d e f g h i j k x x x

10. Person(s) who prepared this description and date of preparation:

215



COURSE SYLLABUS 1. Course Number and Title: INGE 3016, Algorithms and Computer Programming Three credit hours, Required course 2. Catalog description: Development of algorithms and their implementation in a structured high level language. Programming techniques applied to the solution of engineering and mathematical problems. 3. Prerequisites: MATE3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: H.M. Deitel, P.J. Deitel, C How to Program, Fifth Edition (2007), Prentice Hall; Stephen J. Chapman, Essentials of MATLAB Programming, (2006) Thomson; S. Christian Albright, Developing for Modelers: Developing Decision Support Systems with Microsoft Excel, Second Edition, Duxbury, Thomson Learning. 5. Course Learning Outcomes: After completing the course, the student should be able to apply acquired computer programming skills to the solution of engineering problems. The student will be able to: Demonstrate ability to edit, compile, and run a simple computer program in C/Matlab/Visual Basic; Demonstrate ability to write a bugs-free computer program. 6. Topics Covered: Introduction to Computer Systems, Problem Analysis and Design of Algorithms, Fundamentals of a High Level Language, Control Structures, Functions, Formatted Input/Output, Arrays (One and Two Dimensional), File Processing. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



a b c d e f g h i j kx x x x


216



COURSE SYLLABUS 1. Course Number and Title: INGE 3031, Engineering Mechanics Statics Three credit hours, Required course 2. Catalog description: Analysis of force systems; the laws of equilibrium; analysis of simple structures; distributed loads; friction; centroids and moments of inertia. 3. Prerequisites: MATE 3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition (2007), McGraw-Hill. 5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Describe position, forces, and moments in terms of vector forms in two and three dimensions. Determine rectangular and nonrectangular components of a force. Determine the resultant of a system of forces. Simplify systems of forces and moments to equivalent systems. Draw complete free-body diagrams and write appropriate equilibrium equations from the free-body diagram, including the support reactions on a structure. Apply the concepts of equilibrium to evaluate forces in trusses, frames, machines, and cables. Determine the internal forces in a structure. Analyze systems that include frictional forces. Calculate centers of gravity and centroids, and moments of inertia by integration and the use of parallel axis theorem. 6. Topics Covered: Review of Vector Calculus, Force Systems, Resolution of forces into components, Static Equilibrium of Particles, Moments and couples, Equivalent Force Systems, Rigid Body Equilibrium in 2D and 3D, Free Body Diagram in 2D and 3D, Center of Mass, Center of Gravity and Centroids, Distributed Load Systems, Analysis of Plane Trusses, Frames, and Machines, Internal Forces, Moment of Inertia, Friction 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



a b c d e f g h i j kx x


217



COURSE SYLLABUS 1. Course Number and Title: INGE 3032, Engineering Mechanics Dynamics. Three credit hours, Required course 2. Catalog description: Kinematics of particles and rigid bodies; relations among force, mass and acceleration; kinetics of particles and rigid bodies; work and energy; impulse and momentum. 3. Prerequisites: INGE 3031 and (FISI 3161 or FISI 3171) 4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition (2007), McGraw-Hill. 5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Determine the kinematics relationships between position, velocity, and acceleration for two-dimensional motion of systems of particles and rigid bodies. Calculate the velocity and acceleration of a particle in rectangular, polar and normal/tangential coordinate systems. Relate the velocity and acceleration of points in a rigid body using the absolute and relative motion approaches. Determine the mass moments of inertia of rigid bodies. Draw free body and kinetic diagrams for particles and rigid bodies. Apply Newton's second law in two dimensions. Analyze the two dimensional motion of particles and rigid bodies using: principle of work and energy; impulse and momentum, both linear and angular. 6. Topics Covered: Kinematics of Particles: Position, Velocity and Acceleration, Rectilinear Motion, Curvilinear Motion, Relative Motion; Kinematics of Rigid Bodies: Translation and Rotation, General Plane Motion; Kinetics of Particles-Newton’s Laws: Equations of Motion for a Single Particle and a System of Particles, Rectilinear Motion, Curvilinear Motion; Work and Energy Method for Particles; Impulse and Momentum for Particles; Kinetics of Rigid Bodies: Equations of Motion, Inertia Quantities, Plane Motion; Work and Energy Methods for Rigid Bodies in Plane Motion; Impulse and Momentum of Rigid Bodies. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





218



COURSE SYLLABUS 1. Course Number and Title: INGE 4001, Engineering Materials Three credit hours, Required course 2. Catalog description: A study of the basic principles that govern the properties and behavior of engineering materials; atomic structures, interatomic forces, amorphous and crystalline structures; phase transformations; mechanical properties; the study of the capabilities and limitations of different materials; metals, polymers, ceramics and composites; introduction to corrosion. 3. Prerequisites: (QUIM 3002 or QUIM 3042) and (FISI 3161 or FISI 3171) 4. Textbook(s) and/or Other Required Material: Donald R. Askeland, Pradeep Phule, The Science and Engineering of Materials, Fifth Edition, Thomson Books 5. Course Learning Outcomes: After completing the course, the student should be able to: characterize structure-property-performance relationship, distinguish the structure of different types of materials, specify microstructure of an alloy from phase diagrams, select materials for various engineering applications, establish how failures occur in materials and how to prevent them, describe corrosion of materials and how to prevent it. 6. Topics Covered: Introduction, Classification of Engineering Materials, Structure. Property -Performance relationship. Atomic Structure, Interatomic Bonds and their Effect on Properties. Crystal Structure, X-ray Diffraction. Imperfections in Crystals, Grain Structure, Microstructure Atomic Diffusion, Fick's Laws-Industrial Applications. Strengthening Mechanisms, Strain-hardening, Solid Solution Strengthening, Dispersion Strengthening and Precipitation Hardening. Heat treatments. Mechanical and Physical Properties, Testing, Fatigue & Fracture Phase Diagrams, Phase Rule, Lever Rule and Micro-structures of Alloys. Specific Engineering Materials: Ferrous and Non-ferrous Alloys. Polymers. Ceramics. Composites. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





219



COURSE SYLLABUS 1. Course Number and Title: INGE 4011, Mechanics of Materials I Three credit hours, Required course 2. Catalog description: Stresses and strains due to axial, torsional, and bending loads; shear and moment diagrams. 3. Prerequisites: INGE 3031 and (MATE 3032 or MATE 3184) 4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson Prentice Hall 5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Define the concepts of stress, strain due to elastic and plastic deformations. Identify the mechanical properties of Materials. Apply Hooke’s law and know its limitations. Calculate stress (normal and shear) in a structure component loaded in various ways. Analyze axially loaded members. Use stress concentration factors to find stresses in axially loaded members. Analyze deformations in structures due to thermal effects. Determine stresses and/or strains in torsional member. Write equations of shear and bending moment in terms of position and draw the corresponding diagrams for beams subjected to some combination of concentrated loads, distributed loads, and moments. Calculate normal and shearing stresses in beams. Design members using strength criteria. 6. Topics Covered: Concepts of stress and strain, Mechanical Properties of Materials, Linear Elasticity and Hooke's Law, Axially Loaded Members, Statically Indeterminate Members, Temperature Effects, Torsion of Circular Bars, Power Transmission, Statically Indeterminate Torsional Members, Shear Forces and Bending Moments Equations in Beams, Shear Force and Bending Moment Diagrams, Normal Strains and Stresses in Beam, Design of Beams for Bending Stresses, Shear Stresses in Beam. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





220

University of Puerto Rico at Mayagüez College of Engineering

Department of Mechanical Engineering

Course Information Form 1. General Course Data Course Catalog Number INME 4045

Course Title Thermodynamics for Engineers Credit-hours 3

Course Pre-requisites QUIM 3002, FISI 3172 and FISI 3012 Course Co-requisites

Purpose This course is a service course for non-mechanical engineering students. Responsible for its content Thermal Science Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Fundamental laws and principles of thermodynamics and their application to engineering. Thermodynamics and energetic concepts, properties of pure substances, heat transfer, and heat engines.

3. Course Goals or Objectives

Item Description 1 Be able to understand and apply the principles of thermodynamics and heat transfer to solving simple

engineering problems. List of Modules

Module Number Title MEEG4045M1 Introduction basic concepts of thermodynamics MEEG4045M2 Properties of pure substances MEEG4045M3 The first law of thermodynamics: closed systems MEEG4045M4 The first law of thermodynamics: control volumes MEEG4045M5 The second law of thermodynamics MEEG4045M6 Entropy MEEG4045M7 Power and refrigeration cycles

Materials, equipment, references

Textbook: Y.A. Çengel , Introduction to Thermodynamics and Heat Transfer, Second Edition, McGraw Hill, 2007

• Supplies and other materials References 1. K. Wark and D.E. Richards, Thermodynamics, Sixth Edition, McGraw-Hill, 1999. 2. J.B. Jones and G.A. Hawkins, Engineering Thermodynamics, Second Edition, John Wiley & Sons, 1986. Campus Resources (lecture room, laboratory, library, etc)

• The general library and the university computer center are available for additional references.

221

Course Requirements • Complete all homework assignments • Take three partial exams • Take a final exam

Laboratory NA Field work NA Evaluation/Grading

• Pop-up quizzes and homework additional 10% • Three partial exams 75% • One comprehensive final exam 25%

A 100-90 B 89-80 C 79-70 D 69-60 F 59-0 3. Typical Course Schedule (15-week semester)

Week Day Module number Monday MEEG4045M1 1 Wednesday MEEG4045M1 Friday MEEG4045M1 Monday MEEG4045M2 2 Wednesday MEEG4045M2 Friday MEEG4045M2 Monday MEEG4045M2 3 Wednesday MEEG4045M2 Friday MEEG4045M2 Monday MEEG4045M2 4 Wednesday First Partial Exam Friday MEEG4045M3 Monday MEEG4045M3 5 Wednesday MEEG4045M3

Friday MEEG4045M3 Monday MEEG4045M4 6 Wednesday MEEG4045M4 Friday MEEG4045M4 Monday MEEG4045M4 7 Wednesday MEEG4045M4 Friday Second Partial Exam Monday MEEG4045M5 8 Wednesday MEEG4045M5 Friday MEEG4045M5 Monday MEEG4045M5 9 Wednesday MEEG4045M5 Friday MEEG4045M5 Monday MEEG4045M5

10 Wednesday MEEG4045M6 Friday MEEG4045M6 Monday MEEG4045M6

11 Wednesday MEEG4045M6

222

Friday MEEG4045M6 Monday MEEG4045M6




15 Wednesday NME4045M7 Friday NME4045M7

16 Final Exam/Project 4. Contribution of Course to Meeting the Requirements of Criterion 5:

Math Basic Science General Engineering Topic X


a b c d e f g h i j kX X

6. Person(s) who Prepared this Description and Date of Preparation:

Dr. Miguel A. Torres and Eduardo Pérez, May 2002. Dr. Vikran Pandya, May 2008

223


Department of Mechanical Engineering Course Information Form

1. General Course Data Course Catalog Number INME 4055

Course Title Manufacturing Processes Credit-hours 3

Course Pre-requisites GEEG 4001, Engineering Materials Course Co-requisites

Purpose To develop a unified vision of the traditional manufacturing processes and the impact of the product design in the selection of the process.

Responsible for its content Materials and Manufacturing Committee 2. Detailed Course Information Course Description (as it appears in the catalog) Different manufacturing processes and machine tools; influence of the method of fabrication upon the properties of materials; computer and numerical control of machine tools; use of plastics. Course Goals or Objectives

Item Description 1 To understand the basics of the basic, traditional manufacturing processes. 2 To relate the material properties with the way the material is processed. 3 To identify, within the context of the processes studied in the course, general characteristics in the part

that simplifies or complicates its manufacture. 4 To select within the processes studied in the course which processes are the best for the manufacture of

a given product. 5 To effectively use data to perform basic quality control and statistical process control analysis. 6 To effectively perform engineering analysis of the processes studied in the course. 7 To select practical operation parameters of the processes studied in the course.

List of Modules Module Number Title

MEEG4055M1 Course introduction MEEG4055M2 Metrology and quality control MEEG4055M3 Casting and molding processes MEEG4055M4 Bulk deformation processes MEEG4055M5 Sheet metal forming processes MEEG4055M6 Material removal processes MEEG4055M7 Automation of material removal processes MEEG4055M8 Joining processes


• Textbook Kalpakjian, Serope, and Schmid, Steven, R, (2003), 4th Edition; Manufacturing Processes for Engineering Materials; Prentice Hall.

References 1. Manufacturing Engineering and Technology, Serope Kalpakjian and Steven R.

Schmid, Prentice Hall, 2001 2. Introduction to Manufacturing Processes and Materials, Robert C. Creese, Marcel

Dekker, 1999

224

3. Principles of Manufacturing Processes, J. Beddoes and M. J. Bibby, Arnold Publishers, 1999

4. Manufacturing Processes and Equipment, George Tlusty, Prentice Hall, 2000 Modern Materials and Manufacturing Processes, R. Gregg Bruce, Mileta M. Tomovic, John E. Neely, and Richard R. Kibbe, 1998

5. Process Selection From Design to Manufacture, K. G. Swift and J. D. Booker, Arnold Publishers, 1997

6. Manufacturing Processes and Systems, Phillip F. Ostwald and Jairo Muñoz, John Wiley, 1997

Campus Resources (lecture room, laboratory, library, etc) 1. General library 2. Computer center 3. Lecture room 4. Counseling office

Course Requirements • Basic knowledge of metals and polymers microstructures. • Knowledge of mechanical properties of materials. • Understanding of phase diagrams for steels and other alloys. • Understanding and analysis of basic chemical reactions.

Knowledge and use of basic force, stress and strain analysis.

Laboratory • A laboratory course, MEEG 4056, is required and can be taken either concurrently or after this course. • Homeworks or project are done using the computer centers located in the campus.

Field work N/A

Evaluation/Grading • Exams 75% • Homeworks or project 25%

3. Typical Course Schedule (15-week semester)

Week Day Module Number Monday MEEG4055M1 1 Wednesday MEEG4055M1 Friday MEEG4055M1 Monday MEEG4055M1 2 Wednesday MEEG4055M2 Friday MEEG4055M2 Monday MEEG4055M2 3 Wednesday MEEG4055M2 Friday MEEG4055M2 Monday MEEG4055M3 4 Wednesday MEEG4055M3 Friday MEEG4055M3 Monday MEEG4055M3 5 Wednesday MEEG4055M3

Friday MEEG4055M3 Monday MEEG4055M3 6 Wednesday Exam modules 1,2,3

225

Friday MEEG4055M4 Monday MEEG4055M4 7 Wednesday MEEG4055M4 Friday MEEG4055M4 Monday MEEG4055M4 8 Wednesday MEEG4055M4 Friday MEEG4055M5 Monday MEEG4055M5 9 Wednesday MEEG4055M5 Friday Exam modules 4,5 Monday MEEG4055M6


11 Wednesday MEEG4055M6 Friday MEEG4055M6

Monday MEEG4055M6 12 Wednesday MEEG4055M6 Friday MEEG4055M6 Monday MEEG4055M7


14 Wednesday MEEG4055M7 Friday Exam modules 6,7 Monday MEEG4055M8

15 Wednesday MEEG4055M8 Friday MEEG4055M 8

16 Final Exam/Project Contribution of Course to Meeting the Requirements of Criterion 5:


Relationship of Course to Program Outcomes:

a b c d e f g h i j k X X

Person(s) who Prepared this Description and Date of Preparation:

Dr. Lourdes Rosario, February 2001. Revised by Dr. Jayanta Banerjee, June 2007 (Note: Only the text book is changed because the new text book is a much up-dated version and contains chapters on newer technologies like ‘Fabrication of Microelectronic and Micromechanical Devices ‘(Ch. 13). The rest of the syllabus is fine, and hence remains unaltered.)

226


Department of Mechanical Engineering

Course Information Form General Course Data Course Catalog Number INME 4056

Course Title Manufacturing Process Laboratory Credit-hours 1- credit

Course Pre-requisites Course Co-requisites INME 4055

Purpose To provide demonstrations and hands-on activities related with some of the most common manufacturing process in the industry

Responsible for its content Materials and Manufacturing Committee Detailed Course Information Course Description (as it appears in the catalog) Demonstration and operation of machine-tools in modern manufacturing. Course Goals or Objectives At the end of the semester the students should be able to:

Item Description 1 correctly use the measurement instruments used in the laboratory and select the best measurement

instrument for an application, 2 understand the traditional manufacturing processes of turning, milling, drilling, rolling, and forging, 3 select the most appropriate machining process and related parameters to make a specific feature for a

product 4 perform engineering calculations related to these processes, 5 program in computerized numerical control language (CNC) and produce the part in a CNC lathe 6 develop written and oral communication skills

List of Modules Module Number Title

1 Introduction and safety rules 2 Metrology 3 Lathe and wear 4 Milling and drilling 5 Forging 6 Rolling 7 Computerized Numerical Control


Textbook Rosario, Lourdes M. (2000) Laboratorio de Procesos de Manufactura, Manual de Actividades, tercera edición.

References 1. Manufacturing Processes for Engineering Materials, Serope Kalpakjian and Steven R. Schmid, Prentice Hall, 4th

ed 2003.

Formatted: Spanish (Puerto Rico)

227

2. Introduction to Manufacturing Processes, John A. Schey , Mc Graw-Hill, 3rd ed 2000 (http://www.mhhe.com/engcs/mech/schey)

3. Fundamentals of Modern Manufacturing: Materials, Processes, and Systems, Mikell P. Groover, Prentice Hall, 1996.

4. SME, Tool and Manufacturing Engineering Handbook, SME Press, 1989.

Campus Resources (lecture room, laboratory, library, etc) 1. General library 2. Computer center

Course Requirements • Basic knowledge of metals and polymers microstructures and mechanical properties of materials. • Knowledge and use of basic force, stress and strain analysis. • Knowledge of basic calculus.

Evaluation/Grading Midterm exam 17% Laboratory work 17% Written and oral reports 66% Contribution of Course to Meeting the Professional Component: 4. Contribution of Course to Meeting the Requirements of Criterion 5:



a b c d e f g h i j k X X

Person(s) who Prepared this Description and Date of Preparation:

Dr. Lourdes M. Rosario, April 2007.

228


Mayagüez Campus College of Engineering

Department of Electrical and Computer Engineering Bachellor of Science in Electrical Engineering

Course Syllabus

1. General Information: Alpha-numeric codification: INEL 4075 Course Title: FUNDAMENTALS OF ELECTRICAL ENGINEERING Number of credits: 3 Contact Period: 3 hours of lecture per week 2. Course Description: English: Laws and fundamental concepts that govern the behavior of electric and magnetic circuits; ideal models of resistors, voltage and current sources, capacitors and inductors; three-phase circuits and transformers. Spanish: Leyes y conceptos fundamentales que gobiernan el comportamiento de los circuitos eléctricos y magnéticos; modelos ideales de resistencias, fuentes de voltaje y corriente, condensadores e inductores; circuitos trifásicos y transformadores. 3. Pre/Co-requisites and other requirements: (MATE 3063 or MATE 3185) and (FISI 3172 or FISI 3162). 4. Course Objectives: The objective of this course is to introduce students to electric circuit analysis techniques, including the Kirchhoff’s Laws. Basic circuits elements such as, transformer, operational amplifiers, resistors, inductors, capacitors, dependent and independent sources are introduced. Simplification of electrical circuits is considered using various techniques, including Thevenin’s and Norton’s theorems. Single-phase circuits power analysis and first-order linear circuit analysis techniques are also presented. 5. Instructional Strategies:

conference discussion computation laboratory

seminar with formal presentation seminar without formal presentation workshop

art workshop practice trip thesis special problems tutoring

research other, please specify: 6. Minimum or Required Resources Available: P-Spice, MATLAB, and demonstration of Practical Drive Systems in Laboratory 7. Course time frame and thematic outline

Outline Contact Hours Circuit variables and units. 2 Electric circuits, current, voltage, power, energy, active and passive circuits, resistors, Ohm's law, independent sources, connecting voltmeter and ammeter, dependent sources, transducer, switches.

5

KCL, KVL, series resistor, voltage divider, parallel resistor, current divider 4 Techniques of circuit analysis: resistance equivalence, node voltage analysis, mesh analysis, superposition, Thevenin's theorem, and Norton's equivalent circuit

12

The ideal operational amplifier and applications 3 Inductance (L), Capacitance (C) and first order systems 4 AC, sinusoidal sources, phasors, impedance and admittance 6 Power; instantaneous, average (P), reactive (Q), complex (S) and power factor (pf). Maximum power transfer.

3

Coupled inductors, ideal transformer. 2 Three phase voltages, sequence, Y-Y circuit, analysis of Y-Y balanced circuit 1 Exams

3

Total hours: (equivalent to contact period) 45

8. Grading System

Formatted: English (United States)

Formatted: Spanish (Puerto Rico)

229

Quantifiable (letters) Not Quantifiable 9. Evaluation Strategies

Quantity Percent Exams 3 20 Final Exam 1 20 Short Quizzes Varies 10Oral Reports Monographies Portfolio Projects Journals Other, specify: Assignments Varies 10

TOTAL: 100%

10. Bibliography: R. Dorf and J. A. Svoboda, Introduction to Electric Circuits, 7th Edition, John Wiley, 2006 11. Contribution of Course to Meeting the Requirements of Criterion 5:



a b c d e f g h i j k x x

Person(s) who prepared this description and date of preparation: Raúl E. Torres – June 2008

230


College of Engineering Department of Electrical and Computer Engineering

Bachellor of Science in Electrical Engineering

Course Syllabus

1. General Information: Alpha-numeric codification: INEL4076 Course Title: Fundamentals of Electronics Number of credits: 3 Contact Period: 3 hours of lecture per week 2. Course Description: English: Fundamentals and Applications of Analog and Digital Electronics. Spanish: Fundamentos y Aplicaciones de Electronica Analogica y Digital. 3. Pre/Co-requisites and other requirements: INEL4075 4. Course Objectives: This course is designed to give non-electrical and computer engineering students the fundamental and application of analog and digital electronics. The course is complemented with INEL 4077, Basic Electronic Laboratory. 5. Instructional Strategies:




research other, please specify: 6. Minimum or Required Resources Available: 7. Course time frame and thematic outline

Outline Contact Hours Conduction Mechanisms in Solids and electrical properties of semiconductors

2

The semiconductor Diode and models 1Diode circuits and power supplies 2 The Zener diode voltage regulator 1The bipolar junction transistor (BJT) construction 2 The BJT voltage and current components 2BJT bias and circuits 3 Number systems and base conversion methods 2Binary arithmetic 1 Basic logic gates and definitions 3Boolean algebra 3 Minimization of Boolean functions 3Design and minimization of combinational circuits 3 TTL and CMOS logic families 2Flip-Flops, registers and counters 4 Memories 3

Formatted: English (United States)

231

Microprocessors 5 Operational Amplifiers 3 Total hours: (equivalent to contact period) 45

8. Grading System Quantifiable (letters) Not Quantifiable

9. Evaluation Strategies

Quantity Percent Exams 2 25% Final Exam 1 35% Short Quizzes 5 15% Oral Reports Monographies Portfolio Projects Journals Other, specify:

TOTAL: 100%

10. Bibliography: Allan R. Hambley, Electrical Engineering Principles and Applications, 3rd Ed., Prentice Hall 11. According to Law 51 Students will identify themselves with the Institution and the instructor of the course for purposes of assessment (exams) accommodations. For more information please call the Student with Disabilities Office which is part of the Dean of Students office (Chemistry Building, room 019) at (787)265-3862 or (787)832-4040 extensions 3250 or 3258. 12. Contribution of Course to Meeting the Requirements of Criterion 5:




232


College of Engineering Department of Electrical and Computer Engineering

Bachellor of Science in Electrical Engineering

Course Syllabus

1. General Information: Alpha-numeric codification: INEL 4077 Course Title: Basic Electronics Laboratory Number of credits: 1 2. Course Description: English: Description and use of basic equipment for electrical measurements in digital and analog circuits. Spanish: Descripción y uso de equipo básico para medidas eléctricas en circuitos analógicos y digitales 3. Co-requisites and other requirements: INEL 4076 Fundamental of electronics 4. Course Objectives: To developed basic skill in electrical circuits measurements. To allow non electrical Engineer student to experiment with real electronics circuits. 5. Instructional Strategies:




research other, please specify: 6. Minimum or Required Resources Available: All students expected to bring knowledge in basic theory of circuirts: Ohms law, Kirchhoff laws, Theorems and RLC circuits. The student have to use electrical simulation tools to complement the lab work.7. Course time frame and thematic outline

Outline Contact Hours 1. Safety guidelines. Evaluation criteria. Laboratory rules. Format of

laboratory report. Introduction to basic laboratory instruments. (lecture)3

2. Series resistive circuits and their Thevenin and Norton equivalent circuits. (experiment)

3

3. Signal generator. Measurement of AC and DC signal characteristics using the VOM and the oscilloscope. (experiment)

3

4. Capacitive reactance. Series RC circuits. Study of time constant and waveforms. (experiment)

3

5. Inductive reactance. Series RL circuits. Study of time constant and waveforms. (experiment)

3

6. RLC circuits. Study of damping ratio and waveforms. (experiment) 37. Series resonance. Passive filters. (experiment) 38. Diode characteristic curve. Zener diode. Circuits with diodes and

resistors. (demonstration) 3

9. Half wave and full wave rectifiers. Voltage regulators. (experiment) 3 10. Bipolar Junction Transistor (BJT) characteristics. (demonstration) 3 11. Basic amplifier circuits. (experiment) 3 12. Logic circuit applications. (demonstration) 3 13. Sequential logic circuit using flip-flops. (experiment)

3

Tests ( Midterm and final exams). 6 Total hours: (equivalent to contact period) 45

8. Grading System Quantifiable (letters) Not Quantifiable

233

9. Evaluation Strategies

Quantity Percent Exams 1 20% Final Exam 1 20% Short Quizzes 10 10% Oral Reports 10 50% Monographies Portfolio Projects Journals Other, specify: Homework _____

TOTAL: 100%

10. Bibliography: Laboratory Manual for INE4077 11. According to Law 51 Students will identify themselves with the Institution and the instructor of the course for purposes of assessment (exams) accommodations. For more information please call the Student with Disabilities Office which is part of the Dean of Students office (Chemistry Building, room 019) at (787)265-3862 or (787)832-4040 extensions 3250 or 3258. Person(s) who prepared this description and date of preparation: Andrés Díaz, June 2008 12. Contribution of Course to Meeting the Requirements of Criterion 5:




234

Appendix A3: Math & Basic Sciences

235


College of Arts and Sciences Department of Mathematical Sciences

COURSE SYLLABUS 1. Course Number and Title: MATE 3005, Pre-Calculus Five credit hours, Required course 2. Catalog description: A preparatory course for calculus including topics in relations, functions, complex numbers, linear algebra, trigonometry and analytic geometry. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing this course, the student should be able to domain algebraic procedures like exponential rules, simplification of algebraic and rational expressions; evaluate a function and obtain inverse values; identify the domain and values campus of a function; construct and interpret lineal graphics and function tables; potentials, polynomials, exponentials, logarithmic, and trigonometric; identify characteristics of graphs, such as intercepts, maxima and minima, continuity and symmetry; identify the characteristics of the matrices and determinants, and use them to resolve system of equations; recognize arithmetic and geometric series; resolve logarithmic and trigonometric equations; write correctly the trigonometric form of a complex number; use the De Moivre Theorem to find the roots of a complex number; use the Binomial Theorem. 6. Topics Covered: Real numbers, exponentials and radicals, algebraic expressions, equations, complex numbers, inequalities, rectangular coordinates (distance, mean point, graphics and symmetry); function definition, graphic functions, quadratic functions, operations with functions, inverse functions, polynomial function, graphics of degree 2 or greater, polynomial division, zeros of a polynomial, real and complex zeros, rational functions, exponential functions, natural exponential functions, logarithmic functions, properties of a logarithm, exponential and logarithmic equations, angles, trigonometric functions and graphics of trigonometric equations, triangle rectangle applications, trigonometric identities, sum and difference formulas, formulas for double and half triangle, inverse trigonometric functions, Sine Law, Cosine Law, trigonometric form of complex numbers, De Moivre Theorem, roots of complex numbers, system of equations with two and more variables, partial fractions, determinants, infinite series, summatory notation, arithmetic and geometric series , Binomial Theorem, parabola, ellipse and hyperbola in the origin. 7. Class/Laboratory Schedule: Five hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5


9. Relationship of Course to Program Outcomes

a b c d e f g h i j kx

10. Person(s) who prepared this description and date of preparation}}

236



COURSE SYLLABUS 1. Course Number and Title: MATE 3031. Calculus I, Four credit hours Four credits, Required course 2. Catalog description: Elementary differential and integral calculus of one real variable with applications 3. Prerequisites: MATE 3005 or MATE 3143 or MATE 3172 or MATE 3174 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Understand the concept of limit of a function. Understand the concept of continuity of a function. Understand the definition of derivative, rules of derivation and applications. Analyze and describe the properties and behavior of functions. Understand the definition of integral, and its relationship to derivative through the Fundamental Theorem of Calculus. Use various methods of integration. 6. Topics Covered: Limits, continuity and derivatives of functions of one variable. Integration of functions of one variable and applications. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





237



COURSE SYLLABUS 1. Course Number and Title: MATE 3032. Calculus II, Four credit hours Four credits, Required course 2. Catalog description: Integration techniques, infinite series, vectors, polar coordinates, vector functions, and quadric surfaces; applications 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the idea of integration in the solution of different problems. Recognize and solve separable differential equations and applications. Determine convergence of sequences and infinite series. Master the idea of vectors and their properties. Graph functions of two variables and quadratic equations. Understand vector functions, their derivatives and integrals. 6. Topics Covered: Integration techniques and applications of integration. Differential equations. Infinite series. Vectors and vector functions. Polar coordinates. Quadratic surfaces. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





238



COURSE SYLLABUS 1. Course Number and Title: MATE 3063. Calculus III, Three credit hours Three credits, Required course 2. Catalog description: Differential and integral calculus of several variables, and an introduction to differential equations with applications 3. Prerequisites: MATE 3032 or MATE 3184 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to work with integral calculus for functions of multiple variables. 6. Topics Covered: Functions of several variables, their graphs, level sets. Differential calculus of functions of several variables. Optimization with and without restrictions: Lagrange multipliers. Integral calculus of functions of several variables. Line and surface integrals. Green, Stokes and Divergence theorems. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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COURSE SYLLABUS 1. Course Number and Title: MATE 4145, Linear Algebra and Differential Equations Four credit hours, Required course 2. Catalog description: Integrated approach to linear algebra and ordinary differential equations with applications in engineering. Use of software to solve differential equations and linear algebra problems. 3. Prerequisites: MATE 3063 and either COMP 3010 or INGE 3016 4. Textbook(s) and/or Other Required Material: Martin Golubitsky and Michael Dellnitz, Linear Algebra and Differential Equations Using MATLAB, First Edition, Brooks/Cole 5. Course Learning Outcomes: After completing the course, the student must be able to: Use basic matrix operations (addition, multiplication, inverse, transposed, etc.) to solve engineering problems. Use linear algebra concepts (vector spaces, dimension, sets, etc.) to solve ordinary differential equations problems. Effective use of software packages to solve problems of differential equations and linear algebra. Use linear algebra methods to solve systems of differential equations. Use differentials equations to develop engineering problems models and their solutions. 6. Topics Covered: Vectors and matrices, Introduction to MatLab, Systems of linear equations, Linearity, Determinants, Solution of ordinary differential equations, Eigenvalues, The initial value problem and eigenvectors, Vector spaces and subspaces, Linear mappings, Orthogonal Bases, Linear Differential equations 7. Class/Laboratory Schedule: Three hours of lecture and one two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





240


College of Arts and Sciences Department of Physics

COURSE SYLLABUS

1. Course Number and Title: FISI 3171, Physics I Four credit hours, Required course 2. Catalog description: Principles of mechanics, waves, and thermodynamics for engineering and physical sciences 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of mechanics of particles and rigid bodies, oscillatory and wave motion, and the principles of heat transfer and thermodynamics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Systems of measurement, Kinematics in one dimension, Kinematics in two and three dimensions, Vector algebra, Newton’s laws of motion, Gravitational force, Friction and drag forces, Work and energy, Conservation of mechanical energy in frictionless systems, Work-energy theorem, Conservation of momentum, Collisions of particles in one, two, and three dimensions, Rotational dynamics of rigid bodies, Equilibrium of rigid bodies, Stress and strain in solids, Fluid mechanics, Simple harmonic motion, Wave motion in strings, Sound waves, Measurement of temperature, Thermal expansion of materials, Heat transfer by conduction, convection, and radiation, and First and second laws of Thermodynamics. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



a b c d e f g h i j kx x x


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COURSE SYLLABUS 1. Course Number and Title: FISI 3172, Physics II. Four credit hours, Required course 2. Catalog description: Principles of electricity, magnetism, optics, and modern physics for engineering and the physical sciences. 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of electricity and magnetism, basic direct-current circuits, optics, and modern Physics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Electric field for point charges, Electric field for continuous charge distributions, Electric potential and potential difference, Capacitance and dielectrics, Electrostatic energy, Electrical conduction and resistance, Ohm’s law, Kirchhoff’s theorems for electric circuits, Direct current circuits, Energy and power in electric circuits, Force and torque on currents in magnetic fields, Sources of magnetic fields, Biot-Savart law, Magnetic induction. Faraday’s law, Lenz’s law, and Generators and motors. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



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COURSE SYLLABUS 1. Course Number and Title: FISI 3173, Physics Laboratory I One credit hour, Required course 2. Catalog description: Experiments in mechanics, waves, and optics to complement the Physics I course 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements, represent data in useful graphic form and infer meaning from graphed data. The student should be able to make measurements of length, mass, temperature and angles using different instruments. After completing the experiments, the students should have gained a better understanding of some basic physical concepts and theories. 6. Topics Covered: Mass, Volume, and Density,Uniformly Accelerated Motion, The Addition and Resolution of Vectors: The Force Table, Centripetal Force, Newton’s Second Law: The Atwood Machine, Friction, Conservation of Linear Momentum, Projectile Motion: The Ballistic Pendulum, Hooke’s Law and Simple Harmonic Motion, Rotational Motion and Moment of Inertia, Archimedes’ Principle: Buoyancy and Specific Gravity, and Standing Waves in a String. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



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243



COURSE SYLLABUS 1. Course Number and Title: FISI 3174, Physics Laboratory II One credit hour, Required course 2. Catalog description: Experiments in electricity, magnetism, and modern physics to complement the Physics II course 3. Prerequisites: FISI 3173 or FISI 3163. Corequisite: FISI 3172 or FISI 3162 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements. The students will be introduced to the oscilloscope, measured the rise time, amplitude and width of voltage pulses, AC and DC voltage. They will also have measured the resistance of a resistor and diode. After finished all the experiments the students will have a better understanding of the behavior of resistors, capacitors, inductors and basic electric circuits. In this laboratory the students will also investigate some wave phenomena such as reflection, refraction, diffraction and polarization. 6. Topics Covered: Field and Equipotentials, Ohm’s Law, Resistances in Series and Parallel, Multiloop Circuits: Kirchhoff’s Rules, Introduction to the Oscilloscope Study, The RC circuit, The RLC circuit, Electromagnetic Induction, Reflection and Refraction, Spherical Mirror and Lenses, and Polarized Light and Line Spectra. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





244


College of Arts and Sciences Department of Chemistry

COURSE SYLLABUS 1. Course Number and Title: QUIM 3131, General Chemistry I. Three credit hours, Required course 2. Catalog description: Introduction of the fundamental principles of chemistry. Liquids, solids and properties of gases; changes of matter states. Stoichiometry, atomic theory, molecular structure and chemical properties. Periodic classification and the electronic theory of the ionic and covalent bonds. 3. Prerequisites: None. Corequisites: QUIM 3133 and (MATE 3171 or MATE 3005 or MATE 3143). 4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity, Sixth Edition (2006), Thomson Learning 5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure. 6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The Chemical Bond; Molecular Geometry and Theories of Bonding. 7. Class/Laboratory Schedule: Three hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:





245


College of Arts and Sciences Department of Chemistry

COURSE SYLLABUS 1. Course Number and Title: QUIM 3132, General Chemistry II. Three credit hours, Required course 2. Catalog description: Introduction to thermodynamics, solutions, kinetics, chemical equilibrium, oxidation-reduction. Electrochemistry. 3. Prerequisites: QUIM 3001 or (QUIM 3131 and QUIM 3133). Corequisite: QUIM 3134 4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity, Sixth Edition (2006), Thomson Learning 5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases, identify the different intermolecular forces, describes the properties of liquids and their relations with the intermolecular forces. 6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium, and electrochemistry. 7. Class/Laboratory Schedule: Three hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:



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246

Appendix A4: General Education

247


College of Arts and Sciences Department of Economics

COURSE SYLLABUS 1. Course Number and Title: ECON 3021, Principles of Economics Microeconomics Three credit hours, Required course 2. Catalog description: Introduction to microeconomics emphasizing supply and demand, costs of production, and price and output determination under different market structures. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Campbell McConnell & Stanley Brue, Economics, Seventeenth Edition (2006), McGraw-Hill. 5. Course Learning Outcomes: After completing the course, the student should be able to understand: how individual markets work, how firms make price and output decisions under different market conditions, the social and economic context of the national and global economy, how economics principles apply to everyday and business situations, how to employ economic principles to enhance critical-thinking skills, the ethics of academic research and policy recommendations, and should develop an interest in current economic affairs. 6. Topics Covered: The nature and method of economics, the economizing problem, supply and demand, the market system and the national and international economy, theory of production and costs, industrial organization, and equilibrium of the firm under different market structures. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:



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248


College of Arts and Sciences Department of Hispanic Studies

COURSE SYLLABUS 1. Course Number and Title: ESPA 3101, Basic Course in Spanish I Three credit hours, Required course 2. Catalog description: Practice in the critical reading of literary texts, the writing and editing of narrative texts; effective oral communication in Spanish. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary texts; produce their own texts considering their communication objectives, and the readers to whom they would be directed. They will also practice strategies that will contribute towards effective communication; and also practice the interchange of ideas with a critic-constructive attitude, which will improve their use of the verbal and written Spanish. 6. Topics Covered: Course Instruction. Theory. Study of Essays of linguistic theme. Introduction to study of the narrative as discourse modality and literary genre. Theory and analysis of lectures. Study of the novel genre. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





249


College of Arts and Sciences Department of Hispanic Studies

COURSE SYLLABUS 1. Course Number and Title: ESPA 3102, Basic Course in Spanish II Three credit hours, Required course 2. Catalog description: Practice in the critical reading of essays, poetry, and drama; the writing and editing of expository texts; effective oral communication in Spanish 3. Prerequisites: ESPA 3101 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary; the writing processes in the processing of literary and nonliterary text; and be able to produce their own texts. 6. Topics Covered: The exposition, essay analysis and discursive modality; the argumentation. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





250


College of Arts and Sciences Department of English

COURSE SYLLABUS 1. Course Number and Title: INGL 3101-3102, Basic Course in English Three credit hours per semester, Required course 2. Catalog description: This course is designed to meet the student's immediate needs, and to give him or her a command of the fundamental structure of the English language. The oral approach is used. Skills in reading and writing are developed. Students will be grouped according to their ability to use the language, and arrangements will be made to give additional help to those students who show poor preparation in English. 3. Prerequisites: Placement by examination or INGL 0066 4. Textbook(s) and/or Other Required Material: Hartmann, P., Quest 2, Reading and Writing, Second Edition (2007), McGraw-Hill; Azar, B.S. & Hagen, S., Fundamentals of English Grammar, Third Edition (2003); White, E. B. Charlotte’s Web; A monolingual dictionary; Spinelli, Jerry, Maniac Magee. 5. Course Learning Outcomes: By the end of these courses, students will be able to overcome their affective barriers to successful language learning and increase their motivation to acquire English and take more responsibility for their own success in a more student-centered classroom, increase English proficiency in all language areas: listening, reading, speaking and writing; increase their awareness of and sensitivity to social and cultural information conveyed in the texts they hear or read. 6. Topics Covered: Readings. Verb Grammar – Affirmative, negative, interrogative sentences for: Simple Present, Present Continuous, Simple Past, Past Continuous and Future with be going to and will. Modals/Modal-like forms – Affirmative, negative, interrogative sentences for: have to (present, past, future), used to, present (modal + base) – may, can, could, would, should, must, and will. Conditional sentences – real condition with future result: If + past, (then) future and present imaginary condition (hypothetical or contrary to fact). Passive sentences, Modals and Adjective clauses. 7. Class/Laboratory Schedule: Three hours of lecture per week, supplemented by work in the language laboratory, each semester. 8. Contribution of Course to Meeting the Requirements of Criterion 5:





251



COURSE SYLLABUS 1. Course Number and Title: INGL 3103, Intermediate English I Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expressions. 3. Prerequisites: Placement by examination 4. Textbook(s) and/or Other Required Material: Aaron, J.E. (2005). 40 Model Essays: A Portable Anthology, Bedfords/St. Martin’s; Raimes, A., Keys for Writers, Fourth Edition (2005), Houghton Mifflin, Co.; Handouts (given by the Instructor); English and/or Bilingual (English/Spanish) Dictionary. 5. Course Learning Outcomes: At the end of class discussions and the completion of various writing assignments with the effective application of the writing process, students will demonstrate that they are: Critical thinkers, Active readers, Competent writers, Effective communicators. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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COURSE SYLLABUS 1. Course Number and Title: INGL 3104, Intermediate English II Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expression. 3. Prerequisites: INGL 3103 4. Textbook(s) and/or Other Required Material: Meyer, Michael. The Compact Bedford Introduction to Literature, Seventh Edition (2006), Bedford/St. Martin’s; Raimes, Ann, Keys for Writers, Fourth Edition (2005), Houghton Mifflin. 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the various stages of the writing process to his or her written work, including pre-writing, drafting, proofreading, peer editing, and publishing. Recognize distinct genres of literature, including short stories, poetry, and plays, as well as elements that distinguish each genre or are common across them. Analyze and interpret reading selections critically for understanding and as a basis for discussion in their own writing. Narrow a topic and compose an effective thesis statement. Write effective and engaging introductory, transitional, and concluding paragraphs. Demonstrate correct usage of MLA documentation with general formatting, in-text citations, and the Works Cited page. Conduct on-line and library-based research to support their course-based writing. Produce one multimodal text drawing on Web-based and other digital technologies. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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COURSE SYLLABUS 1. Course Number and Title: INGL 3201-3202, English Composition and Reading Three credit hours per semester, Required course 2. Catalog description: Practice in writing compositions and making oral reports upon selected readings, including essays, short stories, poems, dramas and novels. Attention will be given as needed to grammar and idiomatic expressions. This course or its equivalent is a requisite for graduation. 3. Prerequisites: INGL 3102 or placement by examination 4. Textbook(s) and/or Other Required Material: Barbara Fine Clouse, A Troubleshooting Guide for Writers; Betty Azar, Fundamentals of English Grammar; Holder et al. Inside Out, Outside In: Exploring American Literature, Houghton Mifflin, 2001. 5. Course Learning Outcomes: By the end of this course sequence, students will be able to do the following composition skills: utilize one or more prewriting techniques, narrow a topic, state an author’s intended meaning and purpose; write and effective thesis statement and recognize such statements when they are present in texts they encounter; provide relevant and supporting details for all general statements in their essays; effectively organize the content of their own essays and recognize the organizational structure of essays assigned for reading (outlining and summarizing are recommended as two useful techniques for developing organizational skills); write effective introductory, developmental, and concluding paragraphs in their essays; carry out elementary tasks involving the use of the library and the internet; summarizing, paraphrasing; use of quotations, and use of the Internet. 6. Topics Covered: The writing process, Prewriting skills, Writing essays, Revision - peer response groups, Short readings, Poetry, Drama, Novels. 7. Class/Laboratory Schedule: Three hours of lecture per week each semester 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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COURSE SYLLABUS 1. Course Number and Title: INGL 3211, Advanced English I Three credit hours, Required course 2. Catalog description: Development of reading, discussion, and writing skills through the experience, interpretation, and evaluation of short story, modern drama, poetry, and the essay. Introduction to library skills related to literary study. 3. Prerequisites: Placement by College Board Achievement Exam 4. Textbook(s) and/or Other Required Material: Robert DiYanni, Literature: Reading Fiction, Poetry, Drama, and the Essay , Sixth Edition (2006) 5. Course Learning Outcomes: By the end of this course, students will be able to analyze, judge critically, summarize, formulate hypotheses, consider alternatives, and distinguish between feelings and reasons, develop a personal philosophy of life, one that will make them feel, not only a part of their community but also a part of the world. 6. Topics Covered: Reading and discussion, Writing, Research. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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COURSE SYLLABUS 1. Course Number and Title: INGL 3212, Advanced English II Three credit hours, Required course 2. Catalog description: Development of reading, discussion, and writing skills through the experience, interpretation, and evaluation of the novel, Shakespearean drama, and the complex texture of poetry. A research paper related to literary study will be required. 3. Prerequisites: INGL 3211 4. Textbook(s) and/or Other Required Material: Robert DiYanni, Literature: Reading Fiction, Poetry, Drama, and the Essay , Sixth Edition (2006) 5. Course Learning Outcomes: By the end of this course, students will be able to analyze, judge critically, summarize, formulate hypotheses, consider alternatives, and distinguish between feelings and reasons; develop a personal philosophy of life, one that will make them feel, not only a part of their community but also a part of the world. 6. Topics Covered: Reading and discussion, Writing, Research. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:





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APPENDIX B – FACULTY RESUMES

APPENDIX C – LABORATORY EQUIPMENT

APPENDIX D – INSTITUTIONAL SUMMARY

ABET - Accreditation

Engineering

Transcript of ABET - Accreditation