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Outcomes Assessment In A Hands On Manufacturing Processes Course

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Manufacturing Engineering Technology Curriculum

Tagged Division

Engineering Technology

Page Count

9

Page Numbers

13.958.1 - 13.958.9

Permanent URL

https://peer.asee.org/3995

Download Count

192

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Paper Authors

author page

Mukasa Ssemakula Wayne State University

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

Outcomes Assessment in a Hands-On Manufacturing Processes Course

Abstract

Industry has consistently identified lack of experience in manufacturing processes as one of the key competency gaps among new engineering graduates. This paper will discuss a laboratory- based Manufacturing Processes course that provides hands-on manufacturing experience to students. In addition to standard theoretical concepts, the course uses team-based projects that help students gain hands-on experience with selected manufacturing processes. The projects start with simple components that can be made on a single machine such as a lathe or a mill, and progress to the manufacture and assembly of a fully functional mechanism. This approach introduces students to the issues involved in putting together a non-trivial assembly. Multiple evaluation tools including surveys, focus-groups, and actual observations, were used to determine the effectiveness of the approach used. The results indicate that this is an effective way of addressing industry concerns.

1. Introduction

Educational research has shown that students’ approach to learning is characterized by different learning styles, while instructors have their own corresponding teaching styles1,2. Students whose learning styles are compatible with the instructor’s teaching style tend to retain information longer, apply it more effectively, and have more positive post-course attitudes toward the subject. Various learning style models have been developed, the four most well known being: Myers-Briggs Type Indicator (MBTI), Kolb’s Learning Style Model (KLSM), Herrman Brain Dominance Instrument (HBDI), and Felder-Silverman Learning Style Model (FSLSM). The FSLSM model is particularly suited to engineering education2. It classifies student learning styles as shown in Table 1.

Table 1: Felder-Silverman Learning Style Inventory

sensing learners (concrete, practical, vs. intuitive learners (conceptual, oriented toward facts and procedures) innovative, like theories and meanings); visual learners (like visual presentation: vs. verbal learners (prefer written and --pictures, diagrams, flow charts) spoken explanations); inductive learners (prefer presentations vs. deductive learners (prefer presentations proceeding from specific to general) that go from general to specific); active learners (learn by trying things vs. reflective learners (learn by thinking out, working with others) things through, working alone); global learners (holistic, systems vs. sequential learners (linear, orderly, thinkers, learn in large leaps). learn in small incremental steps)

Ssemakula, M. (2008, June), Outcomes Assessment In A Hands On Manufacturing Processes Course Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3995

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