Gargac, J. (2022, August), Manufacturing engagement: improving student learning through modifying content delivery and assessment  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41837

\bibitem{asee_peer_41837}
  Gargac, J. (2022, August), \emph{Manufacturing engagement: improving student learning through modifying content delivery and assessment}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41837

Joshua Gargac.  "Manufacturing engagement: improving student learning through modifying content delivery and assessment".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41837 Internet.  16 Dec, 2024

\bibitem{asee_peer_41837}
  Joshua Gargac.
  "Manufacturing engagement: improving student learning through modifying content delivery and assessment".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41837 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_41837
author = "Joshua Gargac"
title = "Manufacturing engagement: improving student learning through modifying content delivery and assessment"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41837}
number = {10.18260/1-2--41837}
}

TY  - CPAPER
AB  - Although many mechanical engineering students will be employed in the manufacturing sector, engaging students in manufacturing content can be challenging. Engineering students typically enjoy the challenge of solving complex math- or design-based problems, but the information-driven nature of manufacturing courses can deter student interest. A previous paper addressed these concerns in a senior-level mechanical engineering course by adding hands-on manufacturing experiences, self-learning through an online manufacturing learning resource (THORS Academy), and a TED-style final presentation. The purpose of this paper is to describe and evaluate the evolution of the course over the past four years. 

Previously, the course textbook was replaced with an online manufacturing learning resource, THORS Academy (THORS eLearning Solutions, Medina, OH). The THORS Academy is an online learning library providing in-depth manufacturing knowledge to anyone working in or with the manufacturing industry. In the new course structure, the frequency of the THORS lessons was increased to weekly assignments for the first seven weeks. Afterwards, the students were assigned instructor recorded lectures and given the opportunity to select three THORS lesson of their own interest. To evaluate retention of the THORS material, midterm and final examinations were created in the MAGNI platform. MAGNI is an online compliance training assessment tool preloaded with questions from the THORS lessons. Student performance was compared for questions originating from the THORS courses against those from the recorded lectures.

Another significant modification was the development of a specifications grading scheme. Specifications grading is an alternative to traditional assessment were all assignments are graded as either pass or fail.  A student’s final grade is then determined by the total number of specifications or conditions passed. Existing and new course elements were assimilated into 40 total specifications. The effect of the new scheme was evaluated through student surveys and by comparing the final course grades to previous iterations of the course.

AU  - Joshua Gargac
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Manufacturing engagement: improving student learning through modifying content delivery and assessment
UR  - https://peer.asee.org/41837
DO  - 10.18260/1-2--41837
ER  -