Robert Young

Professional Title
About Me (Bio)
Dr. Robert E. Young is a Professor of Industrial & Systems Engineering at North Carolina State University. His current research interests are the development of a high school mathematics course that uses operations research and industrial engineering tools to teach mathematics. He also has interests in fuzzy mathematics, database applications and information system design for manufacturing. He has worked extensively with electronic and aerospace industries as a consultant and with them full-time on leaves of absence from academia. He has been a Guest Professor at universities in Denmark, Germany and Austria, and has given workshops in Brazil, Venezula, Germany, Russia and South Africa. He has been working in the area of computer technology for over 45 years and in manufacturing systems since 1975. He has had more than $8,700,000 in research funding during his career and published over 80 articles on various aspects of manufacturing, many book chapters, and two books.
In 1982 he was named as Young Manufacturing Engineer of the Year by the Society of Manufacturing Engineers. In 1978 he was a University Fellow with the U.S. Air Force's Integrated Computer-Aided Manufacturing (ICAM) Program, and subsequently worked on many of its projects. He is a past Director of the Computer and Information Systems Division of the Institute of Industrial Engineers (IIE) in which he is a Senior Member. He is also a Senior Member of the Society of Manufacturing Engineers. He received his Ph.D. and Masters Degrees in Industrial Engineering from Purdue University, and his Bachelor of Science in Engineering from UCLA. He is a Licensed Engineer in the State of Texas.
North Carolina State University (NCSU)

A collaboration among educators, engineers, and mathematicians in three universities, this project is creating, implementing, and evaluating a one-year curriculum for teaching a non-calculus, fourth-year high school mathematics course and accompanied assessment instruments. The curriculum will draw on decision-making tools that include but go well beyond linear programming, to enhance student mathematical competence (particularly solving multi-step problems), improve students' attitudes toward mathematics, and promote states' adoption of the curriculum (initially NC and MI).