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Session 3557

Project-Based Learning in a Statistical Quality Control Course

Stephanie G. Adams University of Nebraska-Lincoln

Abstract

Due to the different ways in which students learn, professors must vary their teaching styles. This variation in teaching styles will aid students in their understanding of course materials and enhance student learning. Richard Felder, a leading scholar in the area of learning styles reports, “Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts.”

Project-Based learning (PBL) is an innovative teaching methodology available to teachers to provide student a different type of classroom experience. PBL is designed to make learning relevant and useful to students though the establishment of connections outside of the classroom. This style of teaching changes the relationship between teachers and students. It focuses on the central concepts and principles of a discipline, involves students in problem-solving investigations, and allows students to work autonomously, to integrate concepts across disciplines, to apply principles to real life scenarios, and situations and practices.

This article looks at the incorporation of PBL into a Statistical Quality Control Course. The incorporation of projects synthesizes information that the students have been presented via formal/traditional lecture. Also the use of projects serves to solidify and expand students’ understanding of the covered material.

Introduction

The need for change is rapidly sweeping through institutions of higher education with remarkable speed. The traditional teacher-centered approach to learning is rapidly being replaced by a student-centered approach to learning. Faculty members are not only being asked to develop the intellectual, technical, analytical and problem solving skills of their students, they are being asked to engage students and motivate them to learn on their own.

The primary functions of the faculty member in the teacher-centered approach are to lecture, plan assignments and tests, evaluate performance and assign grades. Whereas, in the student- centered approach these same functions exist however the faculty member is also encouraged to actively involve the student is his/her learning1. Student-centered approaches to learning are often facilitated through active learning. Active learning occurs when students do more than listen during class. Active learning is accomplished through challenging students to ask and answer questions, incorporating problem solving exercises and projects into the course, and students engaging in small discussion in and out of class2.

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Adams, S. G. (2000, June), Project Based Learning In A Statistical Quality Control Course Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8644