Abstract
This article provides a review of two paradigms of education and the application of each in a manufacturing quality control course for engineering technology (ET) students. The most common paradigm of education used in quality-focused courses is teaching-centered. This traditional method has contributed to students’ perception of quality (e.g., quality control, statistical process control, total quality management), as a dry subject to learn compared to other core and/or elective courses in their plans of study. This case study describes the creation and implementation of a manufacturing quality control curriculum that is learning centered. Based on student feedback, this approach increased ET students’ self-reported satisfaction of the course, lab, and instructor, as compared to a teaching-centered course. Additionally, the students’ engagement and dynamic involvement in the learning activities increased, due in part to project-based learning. In order to enhance further adoption of student centered instructional techniques in quality focused courses, the authors have shared all project-based learning resources.
Keywords
manufacturing quality control, paradigms of education, active learning, project-based learning, engineering technology
Date of this Version
2017
Recommended Citation
Webster, Rustin and Turner, Matthew, "Case Study on the Two Individual Paradigms of Education in a Manufacturing Quality Course" (2017). School of Engineering Technology Faculty Publications. Paper 26.
https://docs.lib.purdue.edu/soetfp/26
Comments
This is the publisher PDF of Webster, R., Turner, M., & Sisk, D. (2017). Case study on the two individual paradigms of education in a manufacturing quality course. The Journal of Technology Studies XLIII(1), 36-56. It is available at from The Journal of Technology Studies.