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A Novel Methodology For Engineering Course Design Based On Six Sigma Principles: Incorporation Of Diverse Constituents In Course Design

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Collection

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Design: Content and Context

Tagged Division

Educational Research and Methods

Page Count

10

Page Numbers

13.77.1 - 13.77.10

Permanent URL

https://peer.asee.org/4235

Download Count

18

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Paper Authors

biography

Anoop Desai Georgia Southern University

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Dr. Anoop Desai received his BS degree in Production Engineering from the University of Bombay in 1999, and MS and Ph.D. degrees in Industrial Engineering from The University of Cincinnati in 2002 and 2006. His main research interests are in Product Lifecycle Management, Design for the Environment, Total Quality Management including tools for Six Sigma and Ergonomics.

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biography

Jean-Claude Thomassian State University of New York, Maritime College

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Dr. Jean-Claude Thomassian received his BS degrees in Electrical Engineering and Mechanical Engineering from the University of Toledo in 1992 and 1993, respectively, and MS and Ph.D. degrees in Electrical Engineering from The University of Toledo in 1995 and 2002. His main professional interests are in mixed mode IC design and electrical engineering education; his recent research activity concentrates on symbolic analysis of circuits and MOS models.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Novel methodology for engineering course design based on Six Sigma principles: Incorporation of diverse constituents in course design Abstract

This paper seeks to present a systematic and thorough methodology to incorporate basic six sigma principles for quality into engineering course design from the ground up. Six sigma principles have been widely used in industry in conjunction with the basic philosophy of ‘lean thinking’ so as to achieve the twin goals of quality enhancement and cost minimization. The authors intend to extend an identical thought process to the field of education, beginning at the basic course level in an engineering setting. The principal advantage of this extension is to incorporate voices of widely varying stakeholders including the community, industry, academicians etc into the basic course structure. Another advantage of implementing this thought process includes rigorous control of instruction quality across a wide spectrum of instructors thereby infusing much needed objectivity into basic course design. Different Six Sigma tools such as Quality Function Deployment (QFD), Pareto Analysis etc have been used as appropriate and a pilot study is presented at the end in order to illustrate practical utility of the methodology.

Introduction

The Six Sigma concept of product design and management has been widely utilized in commercial enterprises for over two decades now. The basic idea underlying this tenet is primarily of ‘waste minimization’ as well as of ensuring uniform levels of quality in terms of product characteristics as well as service characteristics (1, 2, 3, and 4). The concept of ‘Total Quality Management (TQM)’ is often used synonymously and sometimes in conjunction with the basic principles of lean engineering and Six Sigma.

It should be noted that while the principles of Six Sigma are generally used in the context of product design and manufacturing industries, their scope is not merely limited to these two fields of endeavor. Six sigma principles find much wider scope of expression in other industries as well. For instance, the service industry such as banking, finance, health services, restaurant management etc routinely utilize six sigma concepts in order to ensure the availability of quality products so as to gain and maintain an edge over their competitors (5,6).

While the aforementioned facts are largely understood as well as followed, the authors wish to point out the fact that there has been very little formally documented research connecting a formal process of building quality to the field of education. Undergraduate as well as graduate education is conducted in institutions that are primarily ‘not for profit’ in terms of their formal tax status. However, as far as quality of the final product is concerned (quality of education imparted to students, in this context), it should make no difference whether the institution rendering the service is a ‘for profit’ institution or otherwise.

This paper seeks to extend the practically realizable as well as demonstrable advantages of the ‘six sigma method of reasoning’ to the field of course design. This is meant to be a starting point in a wider research attempt to finally try and extend this concept to program design.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015