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Enhancing Higher Level Learning in an Engineering Management Organizational Behavior Course

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Engineering Management Division Technical Session 2: Curriculum and the Classroom

Tagged Division

Engineering Management

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Paper Authors


Sandra L. Furterer University of Dayton

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Dr. Sandy Furterer is an Associate Professor at the University of Dayton, in the Department of Engineering Management, Systems and Technology. She recently came from industry as a VP of Process Transformation for Park National Bank in Columbus, Ohio.

Dr. Furterer received her Ph.D. in Industrial Engineering with a specialization in Quality Engineering from the University of Central Florida in 2004. She received an MBA from Xavier University, and a Bachelor and Master of Science in Industrial and Systems Engineering from The Ohio State University.

Dr. Furterer has over 25 years of experience in business process and quality improvements. She is an ASQ Certified Six Sigma Black Belt, a Certified Quality Engineer, an ASQ fellow, and a certified Master Black Belt.

Dr. Furterer is an author or co-author of 4 reference textbooks on Lean Six Sigma, Design for Six Sigma and Lean Systems, including her latest book: Lean Six Sigma Case Studies in the Healthcare Enterprise by Springer publishing in 2014.

Dr. Furterer is an author or co-author of 7 refereed journal articles, and 23 refereed conference proceedings publications on process modeling, lean six sigma, process improvement and engineering education. She has 76 conference presentations on operational excellence, process improvement, lean six sigma, business process architecture, engineering education.

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This paper will describe and discuss the learning strategies applied in an Engineering Management Organizational Behavior course to enhance and encourage students to go beyond rote memorization and simple understanding of concepts to application, synthesis, evaluation and creation for an organization. The learning strategies to be considered are: 1) research and delivery of a real-world case study application of an organization applying the organizational behavior concepts; 2) within-class active learning exercises applying the organizational behavior concepts; 3) developing a written paper applying the concepts to an organization; 4) exploratory surveys based upon the organizational behavior concepts; and 5) traditional quizzes and a final exam including multiple choice, true/false, and short answer essay questions.

Furterer, S. L. (2017, June), Enhancing Higher Level Learning in an Engineering Management Organizational Behavior Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28274

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