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Program educational objectives

Within a few years after graduation, IEE alumni are expected to be immersed in:

1. Practice: Professional growth in the technical expertise necessary for the practice of industrial engineering in public, private or academic sectors.
2. Innovation: Professional growth through intra/entrepreneurship that leads to product, process and/or system innovation, and/or the creation of businesses or business units.
3. Knowledge: Professional growth through continuing formal or informal education, applying lessons learned, and leading and mentoring others.

Student outcomes

The following student outcomes are produced by the faculty of the industrial and entrepreneurial engineering program 51¸£ÀûÉç Michigan University satisfying the ABET criterion for student outcomes.

1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
3. An ability to communicate effectively with a range of audiences
4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies
8. An understanding of the entrepreneurial process including how to design, develop and bring new products and processes to market

Program enrollment and degree data

Advisory board

The IEEEM faculty would like to thank the members of our advisory boards for helping us to prepare our students for the transition from college to work. Faculty from each of our five IME disciplines meet with advisory boards throughout the school year. These boards consist of individuals from local business and industry who provide our faculty with constructive advice about our programs and facilities. The goal of the IME department in our interactions with these boards is to remain current, relevant and connected to the operations for which we hope to prepare our students.

For information about our advisory boards, feel free to contact the following members:

• Daniel Aleksynas, B.S.'02, Dobrusin Law Firm
• Alana Feigenbaum, B.S.'05, Logic Information Systems 
• Ryan Kamerad, B.S.'00, General Motors
• Clare Lyons, William Barr Associates
• Dr. Paresh Malde, B.S.'84, Nexient
• David Nall, B.S.'86, Covenant Healthcare 
• Thomas Rohlwing, B.S.'92, Eaton
• Courtney Stevens, B.S.'04, Henry Ford Health Systems
• Jason Tedrow, B.S.'97, In Production
• Dr. Frank Wolf, 51¸£ÀûÉç professor emeritus 
• Todd Woods, B.S.'92, Eaton

Program educational objectives

The program educational objectives for engineering management technology program include the following:

1. Graduates are engaged in planning, designing, analyzing, implementing and improving operational systems to meet organizational objectives. 
2. Graduates are engaged in building and using management tools to analyze and solve problems and make informed decisions from a systems perspective.  
3. Graduates practice leadership and mentorship, serve as technical liaisons, and promote diversity, equity and inclusion in their professional relationships. 

Student outcomes

After completing the engineering management technology program, students will have 

1. an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;
2. an ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;
3. an ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
4. an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes;
5. an ability to function effectively as a member as well as a leader on technical teams.

Program enrollment and degree data 

Advisory board

• Paul Berkemeier, B.S.'09, JF Kilfoil (electronics manufacturing)
• Pamela Cobos Siliceo, B.S.'21, R1 (healthcare)
• Deepa, M.S.'04, Bluescope (supply chain and manufacturing)
• Chad Dykgraaf, B.S.'99, Baresque LLC (manufacturing)
• Mark Dykstra, B.S.'91, self-employed consultant
• David Jerovsek, UV Angel (manufacturing)
• Ron Leversee, B.S.'98, Padagis US LLC (pharma)
• Susan Moerdyk, B.A.'85, M.A.'93, M.S.'16, Stryker Corporation (medical devices, contracting)
• Dr. Hamid Parsaei, B.S.'78, M.S.'80, Texas A&M
• Erin Prichard, B.S.'13, Landscape Forms (supply chain)
• Melissa Saltzman, B.S.'07, Armor Acubar (manufacturing)
• Rod Soat, B.S.'88, Eaton Aerospace Group (manufacturing)
• Brad Walbridge, B.S.'97, M.S.'07, ESPEC North America (manufacturing)
• Mark Wallace, M.S.'99, Tenneco (automotive manufacturing)
• Coral (Huffmaster) Warren, B.S.'14, M.S.'16, Polaris (off-road vehicle manufacturing)

Engineering management faculty members

• Larry Mallak, Ph.D., professor and board chair
• Tarun Gupta, Ph.D., professor faculty
• Ying Thaviphoke, Ph.D., assistant professor.