By the Numbers
As an industrial engineer, you will draw upon a unique skill set that combines the technical field of engineering with the world of business management. An organization’s budget and bottom line will rest on your ability to examine the big picture. Automotive and aeronautic manufacturing firms, health care organizations and distribution centers alike will rely on you for the timely creation and delivery of their parts, products and services, as well as for managing their greatest resource: people.
Our curriculum is hands-on and career-focused, with a particularly strong emphasis on the fields of manufacturing and health care. You will learn how to design and implement systems and processes that effectively coordinate people, machines, materials, energy and other resources to eliminate waste, increase output and ensure quality. A range of state-of-the-art facilities such as our performance optimization lab will give you hands-on education in the many human and technological factors at play each day in any number of complex systems.
Throughout the program, interdisciplinary research projects will acclimate you to working in teams with other aspiring engineering professionals, while internships in professional settings such as Port Authority of New York & New Jersey, MidState Medical Center, Holo-Krome and Sikorsky prepare you for a successful career in industrial engineering.
Our accelerated dual-degree program enables you to earn either a BS and MBA in 5 years, or a BS and JD in 6 years, giving you a significant advantage as you start your career.
Our industrial engineering curriculum is accredited by the Engineering Accreditation Commission of ABET, meaning it meets the highest standards of engineering education. Its innovative combination of modern theory, interdisciplinary field projects and powerful internships builds the foundation necessary to launch a rewarding career.
Proven in the field
As interns, our students do far more than observe, and we're building quite the reputation. Thanks to a deep network of partnerships, our students are able to make themselves indispensible to some of the best hospitals, component and consumer product manufacturers, and aircraft developers in the state.
The first impressions our students give are lasting ones, and the companies they intern for recognize them for their work ethic, adaptability and creativity. In many cases, they are offered full-time positions by the end of their internships, or upon graduation.
Examples of where our students have interned in Connecticut
- Aptar Beauty Products, Stratford
- MidState Medical Center, Meriden
- Holo-Krome, Wallingford
- St. Mary’s Hospital, Waterbury
- Crash Safety, East Hampton
- Medtronic, North Haven
- Unicorr, North Haven
- Sikorsky, Stratford
- UTC Aerospace
Virtual reality simulation
Virtual reality simulation developed to help prevent patient-drops
A team of Quinnipiac students and faculty have developed a virtual reality simulation that teaches patient-transfer techniques to future health care professionals. The program addresses both patient and health care providers: it aims to reduce the risk of dropping a patient during a transfer and reduce the risk of lower back injury among the health care provider lifting the patient.
“We were looking for a high-impact project that addressed actual problems,” said nursing professor Karen Myrick. “We found out that back injuries take the most nurses and physical therapists out of the workforce. The idea grew from there, and morphed into a major initiative.”
The simulation tracks a user’s movements through a virtual hospital setting that mimics the most common patient-transfer situations. It is customizable and offers users real-time feedback as to their posture and lifting technique. The simulation is also fully autonomous, enabling faculty to engage with students in other ways.
The project, made possible by The Center for Interdisciplinary Studies, required the collaborative expertise of students and faculty from 6 disciplines across the College of Arts and Sciences and Schools of Engineering, Health Sciences and Nursing: biomedical science, computer science, game design, industrial engineering, nursing and physical therapy.
Driven to achieve
Casey Miller ’17 is an example of a student who took advantage of the vast array of opportunities in the School of Engineering. For instance, she has the distinction of being the founder and president of the Quinnipiac University chapter of the Institute of Industrial & Systems Engineers, a nationwide organization. She was also awarded the scholarship for outstanding achievement from Institute of Industrial Engineers Central CT Chapter two years in a row.
For Miller, however, the real joy came in applying her skills as a budding industrial engineer. She earned a university-funded research project through the Quinnipiac University Interdisciplinary Program for Research and Scholarship Symposium program, in which she worked in St. Mary’s Hospital to improve start-times for outpatient procedures. After analyzing surgical data and observing staff in the hospital’s operation department, Miller implemented Lean initiatives that significantly decreased late-starts and enabled staff to complete their daily caseload with limited strain.
“I’m so glad I was able to apply all of what I learned in my courses to all of my internship experiences,” she said.
Miller received outside recognition for her work on the project, and is set to present on it at two conferences, one in the realm of health care and the other in industrial engineering.
Helping people, process and profit
Industrial enginnering alumnus and 4+1 candidate Jaclyn DellaGreca '17, MBA '18 is commited to safety, efficiency and increasing the bottom line. Still, the psychology minor is driven to enact positive change in people's lives.
It's not surprise that DellaGreca serves as Vice President of QUISE (Quinnipiac University Institute of Industrial and System Engineers), and also inducted into Psi Chi, a Psychology Honor Society. However, it was during several internships that she realized she could manage supply chains and assembly lines while also bringing out the best in people.
"I was able to see how my work affected the other employees and how I helped their daily operations," DellaGreca said.
At Branson Emerson Automation in Danbury, CT, DellaGreca helped migrate worker risk on the assembly line, while at Crash Safety Reseach Center, in East Hampton, CT, she analyzed data from car accidents to determine how they could've been avoided. Later, at Medtronic, in North Haven, DellaGreca worked with the Operational Excellence Team to increase cost savings and bring products to market more quickly.
“I am extremely grateful for all the opportunities provided to me here at Quinnipiac,” she said. “They’ve helped me become the person and the engineer that I am today.”Jaclyn DellaGreca '17, MBA '18BA Industrial engineering major, minor in psychology '17, MBA Supply Chain Management '18
Faculty dedicated to student success
Quinnipiac’s School of Engineering professors are committed to the personal and professional success of every student. While passionate scholars and accomplished in their own fields, teaching is the number one priority. Small class sizes, accessible professors and a close-knit community create the kind of supporting, enriching environment that is rare. We are personally invested in seeking ways to help our students develop into strong, certified, leading professionals.
Curriculum and Requirements
BS in Industrial Engineering Curriculum
The program requires 120 credits as outlined here:
|Foundations of Inquiry:|
|FYS 101||First-Year Seminar||3|
|EN 101||Introduction to Academic Reading and Writing||3|
|EN 102||Academic Writing and Research||3|
|MA 285||Applied Statistics||3|
|General Chemistry I|
and General Chemistry I Lab
|General Biology I|
and General Biology I Lab
|MA 151||Calculus I||4|
|MA 152||Calculus II||4|
|Humanities, Social Science, Fine Arts (2 classes; must be from two different areas)||6|
In addition to the University Curriculum, students majoring in Industrial Engineering must complete the following requirements:
|Foundational Courses for Industrial Engineering|
|MA 251||Calculus III||4|
|PHY 121||University Physics||4|
|Programming and Problem Solving|
and Programming and Problem Solving Lab
|Select one of the following Mathematics and Science Electives:||3|
|General Biology II|
|Introduction to Forensic Science|
|General Chemistry II|
|Introduction to Discrete Mathematics (CSC 205)|
|Foundations of Advanced Mathematics|
|Ordinary Differential Equations|
|University Physics II|
|Common Engineering Curriculum|
|ENR 110||The World of an Engineer||3|
|ENR 210||Engineering Economics and Project Management||3|
|ENR 395||Professional Development Seminar||1|
|Industrial Engineering Courses|
|IER 310||Operations Research I||3|
|IER 360||Operations Planning and Control||3|
|IER 490||Engineering Professional Experience||1|
|IER 491||Capstone Project I||3|
|IER 498||Capstone Project II||3|
|Industrial Engineering Electives|
|IER Technical Electives 1||12|
|CER, IER, MER, SER Technical Electives 2||3|
All IER courses that are not required for an IE degree.
One additional IER technical elective or any 300-level or higher ENR, CER, MER, SER courses that are not required for an IE degree.
Depending on math sequence taken, additional UC electives may be required.
Additional course details
Explore descriptions, schedule and instructor information using the Course Finder tool.
Program Educational Objectives and Student Outcomes
Program educational objectives
Within four to seven years of graduation, Quinnipiac University industrial engineering program alumni are expected to:
- Attain sustained employment in professional positions of increasing responsibility and impact.
- Successfully pursue professional training, engineering certification, advanced professional degrees, or graduate studies.
- Demonstrate professional and intellectual growth as managers and leaders in their profession, society, and communities.
Upon completion of the industrial engineering program students will have acquired:
- an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- 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
- an ability to communicate effectively with a range of audiences
- 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
- 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
- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
Enrollment and Graduation Data
- 2018-19: 33
- 2017-18: 28
- 2016-17: 20
- 2015-16: 19
- 2014-15: 14
- 2013-14: 7
- 2012-13: 1
Number of industrial engineering program graduates
- 2017-18: 5
- 2016-17: 3
- 2015-2016: 4, inaugural class