Lynch-Caris, T. M., & Majeske, K. D. (2016, June), Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27144

\bibitem{asee_peer_27144}
  Lynch-Caris, T. M., \& Majeske, K. D. (2016, June), \emph{Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27144

Terri M. Lynch-Caris and Karl D. Majeske.  "Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/27144 Internet.  18 Apr, 2024

\bibitem{asee_peer_27144}
  Terri M. Lynch-Caris and Karl D. Majeske.
  "Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/27144 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_27144
author = "Terri M. Lynch-Caris and Karl D. Majeske"
title = "Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27144}
number = {10.18260/p.27144}
}

TY  - CPAPER
AB  - Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom

Abstract

Knowledge of contemporary issues is an important component of every industrial engineering undergraduate student’s curriculum. As professors in Industrial Engineering, it is our duty to continually update our courses to meet the changing needs of our students. The traditional topics of an industrial engineer have historically focused on the manufacturing and product industry. Specifically in the area of workplace design, the legacy workplace was impacted by the industrial revolution and corresponding tools for improvement in productivity. However, the knowledge economy and the explosion of information technology have changed the typical workplace. 

This paper demonstrates an office ergonomics productivity evaluation that was incorporated into an undergraduate ergonomics class as a lab experiment.  The experiment integrated a collection of topics and allowed students to learn in an experiential fashion.  The lab experiment covered workplace design by comparing  three potential computer workstation configurations: the traditional seated design, a standing design, and a treadmill walk station.  The experiment quantified productivity with an input task based on Fitts' Tapping test, another basic topic of Ergonomics curriculum.  The data for the experiment followed a factorial experimental design and were analyzed using multiple regression and analysis of variance, thus combining additional topics.  

The experiment also allowed students to relate the results of the experiment to the design problem.  The results of the research show that walking adversely affects productivity yet comparing seated and standing postures yields mixed results. For more simple tasks, the ideal posture is sitting while for more complex tasks the worker should be standing for improved productivity. The Ergonomics class was enhanced by the discussions about the tradeoffs of various factors in workplace designs that are relevant in the application of this topic to real-world experiences.

AU  - Terri M. Lynch-Caris
AU  - Karl D. Majeske
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Using Experiential Learning to Teach Office Ergonomics in the Undergraduate Classroom
UR  - https://peer.asee.org/27144
DO  - 10.18260/p.27144
ER  -