{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}



Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
1 Proceedings of the 2007 Middle Atlantic Section Fall Conference of the American Society for Engineering Education Discovery, Learning and Research in a Classroom Factory Keith M. Gardiner Center for Manufacturing Systems Engineering, Lehigh University 200 West Packer Avenue, Bethlehem, PA 18015, USA USA 610/758-5070 Fax 610/759-6527 [email protected] Abstract Procedures in undergraduate and graduate engineering courses that place heavy emphasis on student empowerment and learning by doing are described. Students are introduced to the concept that the classroom can be used as an analog of the industrial workplace. Individual and team assignments and projects are structured with the required output as the product. To be successful in the process of product realization students must engage in project planning and management individually and in teams as may be appropriate. Output, or products, may range from brief ‘executive’ analyses or reports relevant to course objectives to comprehensive ‘publication ready’ technical papers or reviews prepared in response to initial requests for proposals (RFP). Research topics reported range from organizational planning and control, manufacturing management, micromanufacturing and leading edge advanced technology trends and also deal with energy issues, alternative fuels, and surveys of food chain supply matters. Students make presentations that are peer-graded and there is an emphasis on development of interpersonal communication skills. Assessment and grading are discussed. Introduction As a consequence of lifelong exposure to a wide variety of pedagogic experiences both as a pupil and as an instructor the author has successfully adopted techniques of industry in various undergraduate and graduate courses. The concept of empowering students and encouraging them to be responsible for their own learning was first reported at an ASEE Mid-Atlantic Region Conference at Temple University in 1996 1 and was subsequently expanded in 2001 2 at Rowan University. A third paper followed at the ASEE Annual Meeting at Montreal in 2002. 3 The author has been blessed with many good students that become enthusiastic to undertake new challenges without routine tests and examinations. The empowerment analogy can be traced back to the ideas of Deming. He campaigned for the abolition of fear and the encouragement of the full and participative engagement of employees in the industrial workplace. Ray and Yates 4 at a Frontiers in Education Conference in 1995 proposed two ‘philosophies’ for the classroom: “ The first philosophy is that to graduate without a strong knowledge base and the ability to continually ``self-teach'' is of no advantage to the student. The second philosophy is to convince the student that the faculty is an ally in the true goal of gaining knowledge, rather than an adversary standing in the way of graduation. These philosophies are consistent with ‘empowerment’ and collaborative (and also ‘experiential’) learning. Now there has been more than a decade working with the concept of empowering students at all
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}