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Teaching and Learning

In line with the educational philosophy of TED University, the Department of Industrial Engineering employs new learning/teaching techniques and methodologies to educate industrial engineers who are able to

  • Take on leading duties in complex manufacturing and service systems to analyze, design, improve, plan, develop, and maintain effective operations,
  • Develop optimization based solutions to practical problems by using engineering analysis and design principles, analytical thinking and a systems approach,
  • Perceive problems and opportunities in their environment and act on them,
  • Undertake entrepreneurial positions, assume effective team member and team leader roles in professional and inter-disciplinary projects,
  • Follow technological developments and use them in their profession,
  • Establish a strong academic background to support success in a challenging graduate program in a related area,
  • Sustain an awareness of the developments in their profession and environment with a dedication to the principle of lifelong learning,
  • Carry the responsibility of strictly following ethical principles in delivery of professional services,
  • Follow, perceive and question the changing trends in the world and adapt to remain up-to-date professionally.

 To accomplish these objectives, the undergraduate program in Industrial Engineering at TED University, is designed based on a concept of liberal education as an integrative educational program. Unlike most other programs, our program offers student-centered education that allows its students to develop a professional expertise in line with their individual preferences. Besides courses in fundamental, contemporary and trending subjects of Industrial Engineering, our students will also find opportunities to enrich their knowledge in other areas of interest through a wide selection of non-departmental electives.

It is our ultimate goal to educate versatile and open minded industrial engineers with wider horizons. We encourage a strong student-faculty interaction through which faculty members can better perceive different learning styles and academic development goals of their students, and develop innovative teaching methods to help address these differences. In doing so, they primarily focus on students’ ability to internalize and use knowledge. Within this framework, each faculty member acts as a learning coach rather than a teacher, to facilitate students’ self-development in a process of active learning, supported by modern education techniques and technological resources.