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Results From The Nsf Ate Distributed Hybrid Instructional Delivery Project

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Innovative Teaching/Learning Strategies

Page Count

7

Page Numbers

10.1080.1 - 10.1080.7

Permanent URL

https://peer.asee.org/14433

Download Count

14

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Paper Authors

author page

James Houdeshell

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

Results From the NSF-ATE Distributed-Hybrid Instructional Delivery Project James Jay Houdeshell Quality Engineering Technology Department at Sinclair Community College

Abstract The National Center for Manufacturing Education (NCME) in partnership with the Quality Engineering Technology (QET) Department received a NSF-ATE project grant in August 2003 to develop and test a hybrid instructional delivery methodology. The design uses small group activity-based instructional materials developed under previous grants in conjunction with supportive web-based content and learning objects for the individual online component. This allows face-to-face interaction to occur despite the groups’ working at different locations and times. Web-based supplemental instructional materials and learning objects created and under test include the following content modules encompassing approximately twenty quarter hours of materials: Basic Statistical Variation, Probability, Sampling and Hypothesis Testing, Statistical Experiments, Teamwork, Quality Foundations, Process Control, Financial Management, Performance Measures, Supply Chain Management, and Introduction to Just-in Time. A second deliverable is the creation and testing of a community of practice that supports all the students enrolled in the courses. Current on-line instructional components are accessible at the NCME resource center web site: http://www.ncmeresource.org/onsite/. Access to an extensive faculty facilitation-training guide for synchronous and asynchronous communications is also available at this site. This paper defines the current status related to meeting the project objectives, in particular research into student perceptions and the use of a hybrid delivery mode. Instructional examples will be presented at the poster session along with additional pilot results.

Background The primary outcome of the NSF-ATE grant, A Distributed Hybrid Approach to Creating a Community of Practice Using NSF Funded Manufacturing Engineering Technology Curriculum Modules  DUE 0302574, is to evaluate the effectiveness of the delivery method as a means to increase the number of students in manufacturing-related programs by providing institutions, companies, and students a way to work together both onsite and online in a cost- effective, practical way. The distributed-hybrid instructional delivery method uses face-to-face modular activity-based instructional materials, developed under previous NSF-ATE grants including most recently the Completing the Curriculum: Modular Manufacturing Education Model for Advanced Manufacturing Education DUE 0071079. The Completing the Curriculum grant focused on the development and testing of the curriculum for an AAS degree in Manufacturing Engineering Technology in nine subject matter clusters[1]. What is the urgent need for this new approach to delivery? The Society of Manufacturing Engineers has documented the need for qualified technicians and manufacturing practitioners, at a time when the number of TAC/ABET accredited Associate degree programs in Manufacturing Engineering Technology has dropped from eighteen to fourteen. Given the current economic conditions it is safe to predict that the

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Houdeshell, J. (2005, June), Results From The Nsf Ate Distributed Hybrid Instructional Delivery Project Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14433

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