Wagner, N. (2019, April), Flipping a Computer-Integrated Manufacturing Course  Paper presented at 2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California. 10.18260/1-2--31827

\bibitem{asee_peer_31827}
  Wagner, N. (2019, April), \emph{Flipping a Computer-Integrated Manufacturing Course}
  Paper presented at 2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California.
  10.18260/1-2--31827

Nicole Wagner.  "Flipping a Computer-Integrated Manufacturing Course".  2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California, 2019, April.  ASEE Conferences, 2019.  https://peer.asee.org/31827 Internet.  30 Mar, 2025

\bibitem{asee_peer_31827}
  Nicole Wagner.
  "Flipping a Computer-Integrated Manufacturing Course".
  \emph{2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California, 2019, April}.
  ASEE Conferences, 2019.
  https://peer.asee.org/31827 Internet.  30 Mar, 2025

@INPROCEEDINGS{asee_peer_31827
author = "Nicole Wagner"
title = "Flipping a Computer-Integrated Manufacturing Course"
booktitle = "2019 Pacific Southwest Section Meeting"
year = "2019"
month = "April"
address = "California State University, Los Angeles , California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31827}
number = {10.18260/1-2--31827}
}

TY  - CPAPER
AB  - This study evaluates the use of different active learning strategies for a computer-integrated manufacturing course. The laboratory used for this course has experienced recent renovation, including installation of state-of-the-art automation equipment. With this updated equipment, newly designed coursework has been created to enhance active learning, improve student engagement, and enrich student learning. Three automation topics were included in this study: (1) programmable logic controllers (PLC), (2) computer numerical control (CNC), and (3) robotics. These topics were selected as they are similar in how students understand the logic behind the techniques. Different instructional approaches were used for each of the three methods. For the PLC work, students were required to watch videos and take a quiz prior to starting the laboratory session. For the CNC work, students were evaluated for enhanced learning through supplemental instruction. For the robotics laboratory work, the effectiveness of increased student-instructor interaction was evaluated. Student surveys were used to assess both teaching effectiveness and enhancements in student learning. Based on student survey feedback, it was found that the active learning strategies assisted students in learning the course materials more effectively. Students who were more prepared prior to the laboratory session had a more effective learning experience during the experimental work. In addition, students more effectively learned a subject through supplemental instruction and increased student-instructor interactions.
AU  - Nicole Wagner
CY  - California State University, Los Angeles , California
DA  - 2019/04/04
PB  - ASEE Conferences
TI  - Flipping a Computer-Integrated Manufacturing Course
UR  - https://peer.asee.org/31827
DO  - 10.18260/1-2--31827
ER  -