industrial by dandanhuanghuang


									Industrial Engineering: Bachelor’s, Masters, and Doctorate - CIP Code 14.1701
Operations Research: Masters - CIP Code 27.0302
Engineering Management: Masters – CIP Code14.3001

Industrial engineering is considered one of the primary engineering disciplines. In its 2008-2009
report, the U.S. Bureau of Labor Statistics showed that industrial engineers had the third largest
number of engineering graduates employed. As such, it is an important part of a comprehensive
engineering college.
Unique aspects of the Industrial and Manufacturing Systems Engineering (IMSE) department
research are a strong emphasis in operations research, unique capabilities in advanced
manufacturing processes, manufacturing systems, and an emerging emphasis on practical
optimization of health care systems.

To understand the true cost effectiveness of the IMSE program, it is important to understand the
complementary nature of IMSE’s four graduate programs. Since industrial engineering is an
extremely broad topic, required courses in one degree program are elective courses for another
degree program. For instance, IMSE 822-Adanced Engineering Economy is a core course for the
Masters in Engineering Management (MEM) degree, but is frequently taken as an elective course
by masters of industrial engineering (MSIE), operations research masters (MSOR) and Ph.D. in
industrial engineering (PHDIE) students. Similarly, the core courses of the MSOR program are
frequently taken by students pursuing a MSIE or PHDIE. Therefore, each degree program
provides a concentration that distinguishes degree graduates, but also allows each student to
customize their education with elective courses that broaden their skills and abilities. Thus, the
department has synergistically capitalized upon the broad scope of industrial engineering by
creating two additional degree programs. Additionally, the MSOR and MEM programs are
primarily distance education programs, which enable the IMSE department to generate
approximately $350,000 of additional funding in tuition and fees for K-State each year.

The quality of the students pursuing an undergraduate degree in IMSE is excellent. The average
ACT composite scores for new freshmen students is slightly over 27. About one fourth of the
undergraduate students receive academic/merit scholarships. The quality of the B.S. program can
be further illustrated by recent examples of the success of the undergraduate students. In 2008,
one of the students received the Material Handling Education Foundation Scholarship. Since its
inception in 1976, twenty eight KSU IMSE students have been awarded this scholarship and K-
State students account for 4.5% of all awards given nationally.

The quality of the students pursuing a graduate degree in IMSE is excellent. This begins with a
careful selection process. From 2006-2008, IMSE received an average of 147 graduate
applications and only accepted about 47%.

Graduates of the program are in strong demand in Kansas, the Midwest region and across the
nation. During the past five years, 91.5% of the bachelor’s of industrial engineering (BSIE)
students had jobs before graduation. Another 5.1% continued on to graduate study. Consequently,
less than 2% of the graduates were not committed to professional engagements prior to their
graduation date. Some companies that recruited K-State graduates in the last few years include:
Accenture, Altec Industries, Inc., Burlington Northern-Santa Fe Railway, Caterpillar, Cessna,
Deloitte Consulting LLP, Exxon Mobile, General Mills, Halliburton, Honeywell, Hormel Food,
Raytheon, Sprint, United Parcel Service and Yellow Transportation. The most recent data shows
that the average annual starting salary for B.S. graduates was $60,000, about $5,000 more that the

national average. Approximately 40 percent of the graduates take their first positions in Kansas

The graduates of the MSIE degree typically obtain excellent high paying jobs. The most recent
data, Fall 2007, shows that the MSIE students had 100% placement and had offers from
companies that average a salary over $60,600. This starting salary is nearly identical to the
national average and since most of K-State graduates are employed in Kansas (away from the
high salary centers of the east and west coasts), this high average salary and 100% placement
demonstrate the success of the students graduating with a MSIE degree.

Some of the evidence of the success of the doctorate program is 100% placement of students with
high quality research jobs. Of the past ten graduates (about 5 years), four took faculty positions at
various universities and the others took research positions at premier companies including: Intel,
Sprint, FedEx, United Airlines and SeaGate. Thus, the doctorate program is producing quality
students that obtain excellent jobs.

Since the Masters in Engineering Management (MEM) degree is a distance degree, the students
are employed while they take classes to complete their degree. Thus, all students have had a job
upon graduating from this degree program. Many of these students have discussed how this
degree will enable them to earn a promotion or to move to a new company in a higher managerial
position. These students also describe how they have incorporated the knowledge gained into
their job and the benefits that this had on the company. Thus, the MEM degree program is
excellent and providing substantial value to its students.

Graduates of the Operations Research Masters (MSOR) program are also extremely successful.
The U.S. Army has funded this program for over 20 years and K-State’s MSOR program is listed
as a fully funded degree for the U.S. Army. Thus, the MSOR program usually has at least one
student on campus that is fully funded by the U.S. Army. The graduates appear to have promising
careers. Obviously the military personnel maintain their jobs and most receive promotions after
completing this degree. Additionally, every on-campus MSOR student that has graduated in the
past 5 years has had a job related to Operations Research within 3 months of graduation. These
jobs are usually excellent and the two on-campus December 2007 graduates are averaging over
$70,000 per year. This average starting salary is over 10% higher than the national average
starting salary for an MSIE student. Thus, the on-campus students completing the MSOR degree
are also extremely successful.

The undergraduate program chose to map three student learning outcomes from their ABET
assessment processes that are tied directly to the university-wide SLOs. Four courses, IMSE 560,
IMSE 580/591-592 (Capstone design projects), IMSE 623, and IMSE 643 are used to provide
direct assessment of three of the five university-wide SLOs, i.e., knowledge, critical thinking, and
communication. The other two SLOs, diversity and academic/professional integrity, are not
currently being assessed. The IMSE faculty plan to develop assessment plans for these two SLOs
in the future. All SLOs are directly measured once each year. The undergraduate committee
reviews the reports and provides a summary of their findings to the faculty who discuss the
results. Specific action items are generated and responsibility for the action is assigned. In 2005
and 2006, student outcome results did not meet the standard of 80% of student performing at C or
better. As a consequence, IMSE faculty investigated causes for poor performance. Corrective
actions were taken including an extra lecture to cover the student needs, allowing take-home
exams, and providing alterative questions when necessary. The result in 2007 demonstrated a
10% increase in assessment results, that is, more than 90% of students performed C or better. A
new alignment matrix is planned that maps the entire ABET SLOs to all K-State SLOs. In an

effort to streamline the assessment process, changes from a paper-based assessment system to a
web-based system have been proposed. Information and action items will be more widely shared
among faculty using the proposed system.

The masters programs use the same SLOs and assessment plans. The assessment plan began in
2005 as a means to improve the MSOR and MSIE degrees and as a response to K-State’s 2004
assessment mandates. This assessment process has proven to be a valuable tool to make
improvements to the degrees. Each of the six SLOs is directly assessed during a required course
or during the students culminating experience. Learning outcomes are considered successfully
met if at least 80% of the students perform “B” or better work on an SLO assessed during a
course and if at least 80% of the students are rated at a three or better (on a five point scale in
which five is considered excellent). By carefully monitoring the SLOs, concerns can be identified
and rectified before they become program weaknesses and affect the quality of the program and
the educational experience of K-State students. Recent assessments indicated a needed
improvement in written communication. Instruction and grading procedures were altered
resulting in improved achievement. This year’s recommendation is to expand this excellent
program to more distance students. Every SLO is currently achieving the department’s
performance standard.

The program for the Doctor of Philosophy in Industrial Engineering (PHDIE) has a rigorous
assessment plan. This assessment plan began in 2005 as a means to improve the PHDIE degree
and as a response to K-State’s 2004 assessment mandates. This assessment process has proven to
be a valuable tool to make improvements to the PHDIE degree. IMSE’s assessment strategy
breaks K-State’s student learning outcomes (SLOs) into six PHDIE SLOs. Each SLO is directly
assessed during a required course or during the students culminating experience. Each PHDIE
SLO is considered to be successfully met if at least 80% of the students perform “B” or better
work on an SLO assessed during a course and if at least 80% of the students are rated at a three or
better (on a five point scale in which five is considered excellent) on an SLO assessed during the
culminating experience. The amount of assessment data collected during the past four years (due
to the number of Ph.D. students in the program) is insufficient for an excellent assessment.
However, using the data available, the program believes that every SLO for the PHDIE program
is currently achieving the department’s performance standard.


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