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
P.O. Box 9040
Mayagüez, PR 00681
Tel: (787) 265-3822
(787) 832-4040 x. 3508
Fax: (787) 833-1190
reve@ece.uprm.edu
Dr. Agustín Rullán – Department Head
Industrial Engineering Department
P.O. Box 9043
Mayagüez, PR 00681
Tel: (787) 265-3819
Fax: (787) 265-3820
arullan@ece.uprm.edu
Dr. María Irizarry – IE ABET Coordinator
Industrial Engineering Department
P.O. Box 9043
Mayagüez, PR 00681
Tel: (787) 265-3819 x. 3220
Fax: (787) 265-3820
mariai@ece.uprm.eduu

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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 Education
Program
UPRM Chancellor
Civil Engineering Mechanical Engineering
Electrical Engineering
Industrial EngineeringComputer Engineering
Chemical Engineering
OMCADean of Engineering
Associate Dean
Administrative Affairs
SEED Office
Associate Dean
Academic Affairs
Associate Dean
Research
Cooperative Education
Program
UPRM Chancellor
Civil Engineering Mechanical Engineering
Electrical Engineering
Industrial EngineeringComputer 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 Importance
EO 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
%Important&ExtremelyImportant
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
Sections
T 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 53
S2 57
V1 13
V2 5
TOTAL 128
2003-2004 S1 50
S2 46
V1 14
V2 0
TOTAL 110
2004-2005 S1 43
S2 44
V1 15
V2 0
TOTAL 102
2005-2006 S1 47
S2 48
V1 13
V2 0
TOTAL 108
2006-2007 S1 46
S2 53
V1 16
V2 0
TOTAL 115
Total: 14 82 20 4
Percentage 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 EnrolledMIN. 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

15
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

16
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.

17
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): 3.00
Mínimo 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
Mínimo 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.
3172, Mate 3031, Quim 3131,
Quim 3133.
3172, Mate 3031,3032. Quim
3131,3132, 3133, 3134 and Fisi
3171-Fisi 3173
3172, Mate 3031,3032. Quim
3131,3132, 3133, 3134 and Fisi
3171-Fisi 3173
equivalent courses: Mate
3031,3032,3063, Quim
3131,3132, 3133, 3134, Fisi
3171,3172,3173,3174 InGe
3011,3016,4001
Minimum of 64 credits
approved
equivalent courses: Mate
3031,3032,3063, Quim
3131,3132, 3133, 3134, Fisi
3171,3172,3173,3174 InGe
3011,3016,4001
Minimum of 64 credits
approved
YES
Option 1
Option 2
Option 3
Maximum of 23 credits
Approved
Have approved at least
80% of all attempted
credits hours.

19
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
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).
hours.
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.
hours.
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 Planner
Neutrogena Corporation Johnson & Johnson, LA,
California
3 2002 2008 no Master Student IE Department at UPRM
4 2002 2008 no Master Student MBA at UPRM
5 2000 2008 FE Operation Management Trainee Nestle USA, IL
6 2001 2008 no Process Engineer Lilly Del Caribe, Carolina PR
7 2001 2008 no Quality Engineer I Fenwal International, San Germán PR
8 1995 2008 no N/A N/A
9 2002 2008 FE & PE Engineer 1 Boston Scientific, Dorado PR
10 2001 2008 no Quality Enginer Lifescan, Cabo Rojo PR
11 1999 2008 no Pipe Designer Fluor Enterprises, Houston TX
12 2001 2008 no Engineer Deisgner Fluor Enterprises, Houston TX
13 2002 2008 FE & PE N/A N/A
14 2001 2007 no Technical Services Fenwal International, San Germán PR
15 2001 2007 no Industrial Engineer Level 1 Boeing Co., Everett WA
16 2000 2007 FE Engineer and Master Student
Rovira Buiscuits, and Master at Universidad
Politécnica.
17 2000 2007 FE Manufacturing Assurance Supervisor McNeil Healthcare LLC, Las Piedras PR
18 2001 2007 FE & PE Manufacturing Supervisor McNeil Healthcare LLC, Las Piedras PR
19 1999 2007 no Quality Engineer Eaton Electrical Cutler Hammer, Cabo Rojo PR
20 2000 2007 no Total Quality Manager Government of PR
21 2000 2007 no Analyst (Supply Chain Solutions Service Line) Accenture
22 2000 2007 FE & PE Production Supervisor Wyeth Consumer Healthcare, PR
23 2002 2007 FE Consulting Analyst Accenture, LA
24 2001 2007 no Warehouse Manager Walmart, PR
25 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:WorkMeas.
4010:Prob.
4015:Eng.Ec.
4020:Stat.
4021:Det.OR
4022:Prob.OR
4029:Behavior
4035:HRP
4039:Prod.I
4040:Layout
4057:RealTime
4075:ProdII
4077:WorkDesign
4078:Quality
4079:Design
4085:Accounting
4086:Cost
4016:Safety
4017:Inf.Systems
4018:Simulation
4027:DOE
4046:IEPractice
4050:PrintedCircuitBoard
4810:Conc.Eng.
4995:COOP
4996:SpecialTopics
4998:Undergrad.Research
5505:TQM
5565:Reliability
5595:ServiceProcesses
5575:Scheduling
EDUCATIONAL OBJECTIVES
1 Extensive Trainining and education in IE areas inclcuding:
a. Design of work facilities and systems. 1 1 1 1 1 1 1 1 1 1
b. Statistical quality control and improvement systems. 1 1 1 1 1 1 1 1 1 1
c. Automated computer based and control systems. 1 1 1 1
d. Manufacturing Systems 1 1 1 1 1
e. 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
5
Understanding 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
EmployersofNoEmployersVWWAlumniofNoAlumniVWW
edConsolidat
..
.*&%.*&%
+
+
=
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
% 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%
% of Weak & Very Weak
EI & VI
Employer
Alumni
2004-2005
Employer
2004-2005
Consolidated
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
% Weak & Very Weak
EI & VI
Employer
Alumni
2006-2007
Employer
2006-2007
Consolidated
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&VW
Alumni
Employer
Figure 2.2 Tendency on Weak and Very Weak Percentages for EO 1a
Statistical Quality Control and Improvement Systems (1b)
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&VW
Alumni
Employer
Figure 2.3 Tendency on Weak and Very Weak Percentages for EO 1b

37
Automated Computer-Based and Control Systems (1c)
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&VW
Alumni
Employer
Figure 2.4 Tendency on Weak and Very Weak Percentages for EO 1c
Manufacturing Systems(1d)
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&VW
Alumni
Employer
Figure 2.5 Tendency on Weak and Very Weak Percentages for EO 1d

38
Economic Evaluation (1e)
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&VW
Alumni
Employer
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&VW
Alumni
Employer
Figure 2.7 Tendency on Weak and Very Weak Percentages for EO 2

39
Function Effectively in a Setting with Ethical .... (3)
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&VW
Alumni
Employer
Ability to Work on Multidisciplinary Teams (4)
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&VW
Alumni
Employer

40
Need to Develop Entrepreneurial Skills (5)
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&VW
Alumni
Employer
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
%EI&VI
Automated Computer-Based and Control Systems (1c)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI
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
%EI&VI
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
%EI&VI

42
Figure 2.12 Trend on the Level of Importance for Educational Objectives 1e to 4.
Economic Evaluation (1e)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI
Minimal Training to Adjust to Professional Life (2)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI
Function Effectively in a Setting with Ethical .... (3)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI
Ability to Work on Multidisciplinary Teams (4)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI

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)
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
04-05 06-07
Academic Year
%EI&VI

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
%EI&VI
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
%EI&VI
1a
1d
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
%EI&VI
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
%EI&VI
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
%EI&VI
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
%EI&VI
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
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.
ProgramOutcomes
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
telecommu
nication and
computer
technology.
Present
information to
individuals or
to an
audience.
Establish
goals and
work to
reach
them.
Understand
and practice
leadership.
a
Ability to apply mathematics, science, and
engineering. 1 1 1 1 1 1
b
Ability 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
d
Ability to function on multidisciplinary
teams. 1 1 1 1
e
Ability to identify, formulate, and solve
engineering problems. 1 1 1 1 1 1
f
Understanding 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
i
Recognition 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:WorkMeas.
4010:Prob.
4015:Eng.Ec.
4020:Stat.
4021:Det.OR
4022:Prob.OR
4029:Behavior
4035:HRP
4039:Prod.I
4040:Layout
4057:RealTime
4075:ProdII
4077:WorkDesign
4078:Quality
4079:Design
4085:Accounting
4086:Cost
4016:Safety
4017:Inf.Systems
4018:Simulation
4027:DOE
4046:IEPractice
4810:Conc.Eng.
4995:COOP
4996:SpecialTopics
5505:TQM
5565:Reliability
5575:Scheduling
ABET'S A-K
A 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 1
B 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 1
E 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 1
F Professional and ethical responsibility. 1 1 1 1 1 1 1 1 1 1
G 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
I
A 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
K
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 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:WorkMeas.
4010:Prob.
4015:Eng.Ec.
4020:Stat.
4021:Det.OR
4022:Prob.OR
4029:Behavior
4035:HRP
4039:Prod.I
4040:Layout
4057:RealTime
4075:ProdII
4077:WorkDesign
4078:Quality
4079:Design
4085:Accounting
4086:Cost
4016:Safety
4017:Inf.Systems
4018:Simulation
4027:DOE
4046:IEPractice
4810:Conc.Eng.
4995:COOP
4996:SpecialTopics
5505:TQM
5565:Reliability
5575:Scheduling
IE PROGRAM OUTCOMES
1 Design a work facility or system. 1 1 1 1 1
2 Design and implement quality control systems. 1 1 1 1
3 Design computer-based control and information systems. 1 1
4 Plan and control a production system. 1 1 1
5 Evaluate the economics of engineering solutions. 1 1 1
6
Develop 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 1
8 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 1
9 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 1
11 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
Mate3005:Pre-Calculus
Mate3031:CalculusI
Mate3032:CalculusII
Mate3063CalculusII
Mate4145:LinAgl&Diff.Ec
Quim3131:GenChemistry
Quim3133:LabChemistry
Quim3132:GenChemistry
Quim3134:LabChemistry
Inge3011:Graphics
Inge3031:Statics
Fisi3171:PhysicsI
Fisi3173:PhysicsILab
Inge3016:Comp.Prog
Inge4011:MechofMat
Inge3032:Dynamics
Fisi3172:PhysicsII
Fisi:3174:PhysicsIILab
Inge4001:Eng.Materials
Inme4045:Thermo
Inel4075:Elect.Eng.
Inme4055:Manuf.Proc.
Inme4056:ManufLab
Inel4076:Electronics
Inel4077:ElectronicsLab
A
Ability 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
F
An 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
3
Design computer-based control and information
system 1
6
Develop models to experiment, evaluate or solve
problems. 1 1 1 1 1 1 1 1 1 1 1 1 1
8
Use modern telecommunication and computer
technology. 1
9
Present 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 1
11 Understand and practice leadership. 1 1 1 1 1 1
Program Outcomes

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