Integrating the Engineering Curriculum: Careers and Concentrations, Toolboxes and Technology

规划补助金是开发在工业和系统工程本科课程在利哈伊大学的全面更新，以精简和整合课程，以开放的机会，为学生和满足未来的工程师的挑战。他们计划开发和协调职业轨道选项与程序，增加传统的学位。职业生涯包括专业/技术，专业/管理，政府，研究和教学导向的轨道。这些课程将与研究生院的选择紧密结合，因为越来越需要入门级工程师拥有比4年制学位更高的技能。此外，将开发特定于工业和系统工程的集中领域，如物流，金融或制造业，以进一步帮助学生专注于他们的教育。这些变化取决于在系一级提供综合课程，教学生批判性思考。许多课程整合工作取决于学生记住以前课程的能力，在这个过程中几乎没有其他支持。 技术工具箱的使用，学生将填充和利用整个本科生涯及以后将被整合到课程。在一门课程中开发并放置在工具箱中的工具（例如一个软件）可以在以后的课程中调用。学生的工具箱因此成为他们教育的凝聚力中心。这些工具箱将应用于创新的，“真实世界”的学习模块，这是我们整个课程的基础。这些模块还将帮助学生学习何时使用工具箱中的每个工具。 在他们毕业之前，学生可以帮助设计新的学习模块，可供后续学生使用，或用于6-12年级学生的推广计划，或分发给其他大学。此外，随着学生毕业并进入劳动力市场，他们将更好地为他们的项目和社会做出实质性贡献。

The planning grant is to develop a comprehensive renewal of the undergraduate curriculum in Industrial and Systems Engineering at Lehigh University to streamline and integrate the curriculum in order to open opportunities for the students and meet the challenges of the future engineer. They plan to develop and coordinate career track options with programs that augment the traditional degrees. The careers include professional/technical, professional/managerial, government, research, and teaching-oriented tracks. The tracks will be closely aligned and integrated with graduate school options as there is a growing need for entry-level engineers to have greater skill sets than feasible with a 4-year degree. Additionally, areas of concentration specific to industrial and systems engineering, such as logistics, finance, or manufacturing to further help students focus their education will be developed. These changes hinge on delivering integrated programs at the department level that teach students to think critically.Many curriculum integration efforts depend on the students' ability to remember previous coursework, with little else to support them in this process. The use of technology toolboxes, which students will populate and utilize throughout their undergraduate careers and beyond will be integrated into the curriculum. A tool developed and placed in the toolbox in one course (such as a piece of software) can be called upon in later courses. The student's toolbox thus becomes a cohesive center for their education. These toolboxes will be applied to innovative, "real-world" learning modules, which are fundamental to courses throughout our curriculum. These modules will also help students learn when to use each tool in their toolbox. Before they graduate, students can help design new learning modules that can be used by subsequent students, or in outreach programs to grade 6-12 students, or for distribution to other universities. Furthermore, as students graduate and enter the workforce, they will be better equipped to make substantial contributions to their projects and to society.