Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.69.1 - 4.69.5
An Experiment in Process EducationTM Applied to Physical Metallurgy
Dale A. Wilson, James Corbeil Tennessee Technological University
Difficulties in the learning process, which have occurred during previous physical metallurgy lectures, lead to the incorporation of a new teaching philosophy. In an attempt to alleviate these difficulties, various methods were considered, such as Process EducationTM. Process EducationTM encompasses the philosophy that learning, thinking, problem solving, communicating, assessing, and teamwork are processes to be developed and continually improved by students as they construct knowledge. Process EducationTM incorporates cooperative learning, guided discovery activities, journal writing, and various assessment tools.
Unlike a lecture based approach, a Process EducationTM class requires more active participation of both mentor and team members. Team members actively work through in-class tasks, which include critical thinking, assessment, deadlines, and journal entries. With this approach the instructor take on the nontraditional role of facilitator. This approach has shown significant improvement in both student motivation and their retention of knowledge.
The education of engineers has been a topic of concern and discussion for many years and will be so into the foreseeable future. With the current trend in industry heading toward the formation of efficient design teams, overwhelming concerns that graduates do not have the skills necessary to compete in this environment have arisen. It is becoming clear that change is in order if the educational system wishes to continue to turn out quality engineers. This paper demonstrates how the use of an innovative educational process, like Process Education TM, can be effectively applied in the class room environment and produce continued excellence.
What is Process EducationTM?
The term ‘process’ is defined as a sequence of activities, which over a finite period combine to produce a change. The main objective of Process EducationTM is to develop “self-growers” using innovative concepts, processes, and tools. The outcome of this process is the creation of environments which are instructive, enlightening, and assist students with self-assessment skills. In order to create an atmosphere conducive to learning, an educator must develop students’ learning skills using cognitive, social, affective, and psychomotor methods; improve students’ self-assessment skills; and improve the processes associated with education: teaching, learning, curriculum design, assessment, mentoring, retention, and educational administration.
Corbeil, J., & Wilson, D. A. (1999, June), An Experiment In Process Education Applied To Physical Metallurgy Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7661
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