The Use of Lean Principles to Improve Teaching Efficiency for Engineering Courses

John Mirth

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Faculty Development Division Technical Session 3
Page Count: 10
DOI: 10.18260/1-2--41314
Permanent URL: https://peer.asee.org/41314
Download Count: 379

Paper Authors

biography

John Mirth St. Cloud State University

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John Mirth is a Professor of Mechanical Engineering at St. Cloud State University in St. Cloud, MN. Dr. Mirth received his Ph.D. and MSME degrees from the University of Minnesota, and his BSME degree from Ohio University. During his career he has taught at five different universities: University of Denver, University of Wisconsin-Platteville, Rose-Hulman Institute of Technology, University of Iowa, and St. Cloud State University. Dr. Mirth's technical expertise lies in areas associated with the design and analysis of mechanisms and machines (including Mechanisms, Machine Design, and CAD). Dr. Mirth's educational activities focus primarily on methods to create significant learning experiences for students through the improved design and delivery of engineering courses.

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Abstract

This paper is a Theory Paper that presents a theoretical model for how the use of lean principles can be used to improve teaching efficiency and effectiveness.

In spite of what might be a common public perception, the life of an academician is a busy one. Any readers of this paper certainly understand the time demands imposed by teaching, committee work, scholarly activities, professional development and the remainder of duties that place demands on the time of university faculty. Developing the ability to work more efficiently is critical in allowing a faculty member to achieve a proper work-life balance. The purpose of this paper is to provide faculty with a tool to assist them in improving the efficiency of their teaching activities while maintaining or improving student-learning outcomes.

This paper applies lean manufacturing processes to reduce waste and increase efficiency in the university teaching environment, with a particular emphasis on the demands of teaching engineering courses. One of the foundations of lean manufacturing is the identification of wasteful practices and their elimination from the production stream. These principles are equally applicable to engineering education as they are to a manufacturing environment.

The paper looks at the eight wastes common to most lean systems. These wastes are:

1. Elimination of defects – If it is not perfect, then a defect exists. 2. Transportation – Moving materials or products from one location to another. 3. Overproduction – Producing more than is necessary for current demand. 4. Waiting – Delays due to lack of resources or bottlenecks. 5. Overprocessing – Performing work that is not value-added for the customer. 6. Motion – Looking busy and being busy but not adding value. 7. Inventory – Material and parts that are sitting idle. 8. Underutilized human talent – Failing to utilize fully the talents of workers.

The paper analyzes three primary teaching activities to identify potential sources of waste. The areas of focus include: 1) Selection of course content; 2) Delivery of course content; and 3) Activities and assessments used to engage students with course content.

The processes analyzed in this paper are done so in the context of a full-time teaching faculty member (10-12 credits per semester). Proper implementation of the proposed techniques have the potential to save such a faculty member 10-20 hours per week while simultaneously improving student learning (and saving student time). Examples are provided for each waste reduction measure along with the associated time savings and impacts on student learning.

The preferred presentation style is a Mini-demonstration.

Citation
Format

Mirth, J. (2022, August), The Use of Lean Principles to Improve Teaching Efficiency for Engineering Courses Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41314

TY - CPAPER
AB - This paper is a Theory Paper that presents a theoretical model for how the use of lean principles can be used to improve teaching efficiency and effectiveness.

In spite of what might be a common public perception, the life of an academician is a busy one. Any readers of this paper certainly understand the time demands imposed by teaching, committee work, scholarly activities, professional development and the remainder of duties that place demands on the time of university faculty. Developing the ability to work more efficiently is critical in allowing a faculty member to achieve a proper work-life balance. The purpose of this paper is to provide faculty with a tool to assist them in improving the efficiency of their teaching activities while maintaining or improving student-learning outcomes.

This paper applies lean manufacturing processes to reduce waste and increase efficiency in the university teaching environment, with a particular emphasis on the demands of teaching engineering courses. One of the foundations of lean manufacturing is the identification of wasteful practices and their elimination from the production stream. These principles are equally applicable to engineering education as they are to a manufacturing environment.

The paper looks at the eight wastes common to most lean systems. These wastes are:

1. Elimination of defects – If it is not perfect, then a defect exists.
2. Transportation – Moving materials or products from one location to another.
3. Overproduction – Producing more than is necessary for current demand.
4. Waiting – Delays due to lack of resources or bottlenecks.
5. Overprocessing – Performing work that is not value-added for the customer.
6. Motion – Looking busy and being busy but not adding value.
7. Inventory – Material and parts that are sitting idle.
8. Underutilized human talent – Failing to utilize fully the talents of workers.

The paper analyzes three primary teaching activities to identify potential sources of waste. The areas of focus include: 1) Selection of course content; 2) Delivery of course content; and 3) Activities and assessments used to engage students with course content.

The processes analyzed in this paper are done so in the context of a full-time teaching faculty member (10-12 credits per semester). Proper implementation of the proposed techniques have the potential to save such a faculty member 10-20 hours per week while simultaneously improving student learning (and saving student time). Examples are provided for each waste reduction measure along with the associated time savings and impacts on student learning.

The preferred presentation style is a Mini-demonstration.

AU - John Mirth
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - The Use of Lean Principles to Improve Teaching Efficiency for Engineering Courses
UR - https://peer.asee.org/41314
DO - 10.18260/1-2--41314
ER -