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Project Objective
Industrial engineering (IE) lesson modules are being
developed to illustrate how active/cooperative learning may
be used for teaching many topics in the for the IE curriculum.
A team of faculty and graduate students from Texas A&M University
(TAMU), Georgia Institute of Technology (GT), Pennsylvania
State University (PSU), and Arizona State University (ASU)
will develop and test the modules. Modules will be designed,
developed, implemented and tested in the courses taught by
the multi-institution faculty team in the fall and spring
semesters of the 2002–2003 academic year.
Project Participants
Paul Griffin (GT)
Jorge Leon (TAMU)
César Malavé (TAMU)
Rene Villalobos (ASU)
Rick Wysk (PSU)
Project Deliverables
September 30, 2002 . 20 complete lesson modules in the
FC Web site
December 31, 2002 . 20 complete lesson modules in the FC
Web site
April 30, 2003 . 20 complete lesson modules in the FC Web
site
September 1, 2003 . 15 complete lesson modules in the FC
Web site
Module Topics
The project will focus on those topics offering in most IE programs. We will place special emphasis on emerging topics in the IE profession.
Methodology/Tools
Operations/Manufacturing
Supply Chain
Definiton of Lesson Modules
General Concepts
1. All lesson modules use the pedagogical techniques and
methodologies of active and cooperative learning.
2. All lesson modules must use the techniques and methodologies of teaming and teamwork.
3. All lesson modules will be available in the FC Web site.
4. Lesson modules must make effective use of technology (software packages and programming) when appropriate.
5. Lesson modules must include elements of interaction with industry, such
as real data and real industrial engineering situations.
Specific Structure of Lesson Modules
1. Learning objectives should be included in each lesson module.
They will be based on a model by Richard Felder.
A typical lesson module will have somewhere between two
to five learning objectives.
2. Each lesson module should include all class material
with in-class activities and pre-class preparation and post-class
assignments (this is what students will see).
We will have an animated PowerPoint presentation for each
module.
The depth of topics will be selected to ensure that each
module's material is about 50 minutes worth of work.
Each module will spell out pre-class preparation for students
and faculty, including any reading requirements.
Post-class homework (including reading and working of problems) will be included with each module.
We will use César's model of team/active exercise
in which the students will do individual work followed by
teamwork and presentation by someone randomly selected from
the team (Think, Reflect, Share, Present).
3. Each lesson module should include appropriate test
questions, problems, quizzes, assignments, etc.
For each module we will develop sample test questions,
sample quizzes, and sample homework assignments.
We will use this work when utilizing the modules (piloting)
in our classes.
All this will be available in the Web site using password
protection.
4. Instructor guide/manual (students do not see; should
include tips, traps, hints, etc., based on the experiences
gained during the use of modules). An important component
of the instructor guide/manual will be an assessment of
the total time required to cover topics compared to the
traditional (lecture) mode of delivery.
Describe where and how the module should be used, for the
instructor (tips, traps, and hints for the classroom).
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