Innovative Applications of Classroom Response Devices in Manufacturing Education

George M. Graham; Ismail Fidan

Download Paper | Permalink

Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Progress in Manufacturing Education I
Tagged Division: Manufacturing
Page Count: 13
Page Numbers: 25.781.1 - 25.781.13
DOI: 10.18260/1-2--21538
Permanent URL: https://peer.asee.org/21538
Download Count: 291

Request a correction

Paper Authors

biography

George M. Graham P.E. Chattanooga State Community College

visit author page

George M. Graham Graham is the Director of the Wacker Institute and Department Head of Chemical, Manufacturing, and Industrial & Systems Engineering Technology at Chattanooga State Community College. He was previously an Assistant Professor in the Department of Manufacturing and Industrial Technology at Tennessee Technological University. Prior to his academic appointment, he held Director, Manager, engineering, and research positions in automotive manufacturing and construction industries. He is a member of the American Society of Mechanical Engineers, American Society for Engineering Education, and the Association of Technology, Management, and Applied Engineering. He teaches courses in manufacturing, welding, controls, and automation.

visit author page

biography

Ismail Fidan Tennessee Technological University orcid.org/0000-0002-4233-1049

visit author page

Ismail Fidan is a tenured Full Professor at the College of Engineering of Tennessee Tech University. His research and teaching interests are in additive manufacturing, electronics manufacturing, distance learning, and STEM education. Fidan is a member and active participant of SME, ASME, IEEE, and ASEE. He is also the Associate Editor of IEEE Transactions on Components, Packaging, and Manufacturing Technology.

visit author page

Download Paper | Permalink

Abstract

Innovative Applications of Classroom Response Devices inManufacturing EducationABSTRACTThe curriculum in the XXX program at YYY University is extremely fast-paced. Traditional manufacturingtechnologies such as CNC milling, turning, metal casting, and welding used to be the cornerstones of theprogram. With the rapid advance of technology, a number of new subjects have been added to theprogram. Electronics and automation, strength of materials, and rapid prototyping are just a few of thecourses added to the program in recent years. The addition of these new courses has requiredconsolidation of traditional manufacturing courses. Students now learn the same material in one coursethat used to be taught previously in two to four courses. Homework assignments, laboratoryassignments, mid-term, and final exams are the typical assessment methods instructors would use inthese courses. These typical assessment methods used in manufacturing courses have severaldisadvantages. Students are not as involved in lectures as they could be, and graded homeworkassignments delay feedback from instructors to students by one or more weeks. Instructors search foralternative mechanisms to get students’ attention and keep it.To address the limitations of traditional course delivery, the authors developed and implemented hybridcourse practices initially. There were a number of advantages to using web-based course managementsystems in the delivery of their courses. Although the satisfaction scores for students’ learningoutcomes were very high, the issue of providing timely feedback on their assigned homework was achallenge. The authors of this paper began using Classroom Response Devices (Clickers) as a tool toassess students’ learning as an alternative to homework; therefore the goal of this paper is to reportthe experiences of implementing Clickers in nine, manufacturing-related course-sections. Four course-sections delivered without the use of Clickers are used as controls for comparison. The authors haveevaluated the impact of using Clickers on student-involvement from both the instructor and studentperspectives. Student satisfaction using Clickers is measured directly along with overall coursesatisfaction. The authors discuss the pros and cons of utilizing Clickers, best practices, and novelapproaches. The initial results of utilizing Clickers for formative assessment are also discussed.

Citation
Format

Graham, G. M., & Fidan, I. (2012, June), Innovative Applications of Classroom Response Devices in Manufacturing Education Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21538

TY - CPAPER
AB - Innovative Applications of Classroom Response Devices inManufacturing EducationABSTRACTThe curriculum in the XXX program at YYY University is extremely fast-paced. Traditional manufacturingtechnologies such as CNC milling, turning, metal casting, and welding used to be the cornerstones of theprogram. With the rapid advance of technology, a number of new subjects have been added to theprogram. Electronics and automation, strength of materials, and rapid prototyping are just a few of thecourses added to the program in recent years. The addition of these new courses has requiredconsolidation of traditional manufacturing courses. Students now learn the same material in one coursethat used to be taught previously in two to four courses. Homework assignments, laboratoryassignments, mid-term, and final exams are the typical assessment methods instructors would use inthese courses. These typical assessment methods used in manufacturing courses have severaldisadvantages. Students are not as involved in lectures as they could be, and graded homeworkassignments delay feedback from instructors to students by one or more weeks. Instructors search foralternative mechanisms to get students’ attention and keep it.To address the limitations of traditional course delivery, the authors developed and implemented hybridcourse practices initially. There were a number of advantages to using web-based course managementsystems in the delivery of their courses. Although the satisfaction scores for students’ learningoutcomes were very high, the issue of providing timely feedback on their assigned homework was achallenge. The authors of this paper began using Classroom Response Devices (Clickers) as a tool toassess students’ learning as an alternative to homework; therefore the goal of this paper is to reportthe experiences of implementing Clickers in nine, manufacturing-related course-sections. Four course-sections delivered without the use of Clickers are used as controls for comparison. The authors haveevaluated the impact of using Clickers on student-involvement from both the instructor and studentperspectives. Student satisfaction using Clickers is measured directly along with overall coursesatisfaction. The authors discuss the pros and cons of utilizing Clickers, best practices, and novelapproaches. The initial results of utilizing Clickers for formative assessment are also discussed.
AU - George M. Graham P.E.
AU - Ismail Fidan
CY - San Antonio, Texas
DA - 2012/06/10
PB - ASEE Conferences
TI - Innovative Applications of Classroom Response Devices in Manufacturing Education
UR - https://peer.asee.org/21538
DO - 10.18260/1-2--21538
ER -