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Improving Teaching Quality Through Total Quality Management

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Conference

1996 Annual Conference

Location

Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996

ISSN

2153-5965

Page Count

14

Page Numbers

1.250.1 - 1.250.14

Permanent URL

https://peer.asee.org/6102

Download Count

78

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Paper Authors

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Richard Lundstrom

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Jawaharlal Mariappan

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K. Joel Berry

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

Session 3630

IMPROVING TEACHING QUALITY THROUGH TOTAL QUALITY MANAGEMENT

Richard Lundstrom, Jawaharlal Mariappan and K. Joel Berry GMI Engineering & Management Institute

Abstract

This paper presents the experience gained and the lessons learned while implementing a Total Quality Management (TQM) approach in teaching two courses at GMI Engineering & Management Institute. The primary purpose of this effort is to improve the quality of engineering design education. The many other benefits of this approach include increased student involvement, a systematic way to evaluate students, discernment and objective measures for teacher performance and the development of an environment of trust, faculty teaching portfolio and emphasizing the teacher as a quality manager in the classroom. This paper describes in detail several issues involved in the development of a TQM approach in classrooms. Specifically, it elaborates on the ground work needed to implement such an approach, development of a common shared vision for the course, the delivery methods to effectively carry out instructions and exercises to enhance student involvement. The courses included are mechanism design and automotive chassis design. They are required courses in Mechanical Engineering at GMI for the machine design and automotive specialties respectively.

Introduction

There has been increased attention on improving the quality of engineering education in the country. Engineering educators (Bieniawski, 1995; Cage, 1995; Dixon, 1991; Furman, 1995; Howel et al, 1995; Wilczynski and Douglas, 1995) have been addressing several issues such as integrating design education into the engineering curriculum to improve the quality of engineering graduates. The Accreditation Board for Engineering and Technology (ABET) has adopted new guidelines for the recognition of engineering programs. ABET requirement of minimum number of design credits from any combination of courses has been changed, and now it is necessary for the engineering schools to pn~vide an integrated design experience that builds upon the fundamentals of basic, engineering anti socia I sciences. Furthermore this experience must be developed in a systematic way and integrated throughout the curriculum. This new approach and expectations are radically different and require engineering educators find new ways to teach the material and stay current with quality management such as TQM in addition to staying ahead of this trend.

The current structure of engineering education has been shaped by the principles and guidelines developed years ago. The primary focus on research at academic institutions, attempts to bring professor’s research contributions into the undergraduate curriculum at the expense of fundamental engineering courses

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Lundstrom, R., & Mariappan, J., & Berry, K. J. (1996, June), Improving Teaching Quality Through Total Quality Management Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/6102

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