July 26, 2021
July 26, 2021
July 19, 2022
Recent internal assessment and evaluation activity within the Mechanical Engineering Technology (MET) program at [the university] identified an opportunity to improve student learning outcomes in knowledge and application of statistical concepts. While the MET program did not have room for an additional course in this area, curricular review identified an existing design and build course where specific activities could be developed and integrated to provide additional learning to students. Specific course changes were made through the addition of lessons focused on understanding the concepts of Statistical Process Control (SPC) and Design of Experiments (DOE). Focused laboratory activities incorporating use of a Coordinate Measuring Machine (CMM) were also developed and implemented to reinforce the additional lessons presented in the lecture component of the course. Ultimately, these lessons and lab activities provide deliberate and pointed educational focus designed to improve achievement of essential statistical competencies, especially those related to data collection, data analysis, and drawing appropriate inferences from the results of the analysis to improve processes. Upon completion of these lessons, increased competency and comfortability with the practical application of statistical practices is expected. This paper outlines the assessment activity that identified the opportunity, explores how the pedagogical approaches used in the selected course were developed to enhance and improve students’ knowledge of statistical applications appropriate to the MET profession, reports on initial results of this implementation, and finally, identifies improvements that will be implemented in the future.
Hahola, C. J., & Cook, K. R., & Schell, W. J. (2021, July), Focused Curricular Activities Designed to Improve Student Competency in Data-driven Process Improvement Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/37198
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: © 2021 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