The use of active learning in design of engineering experiments

This paper discusses the issues and experiences in developing an active learning atmosphere during a Design of Engineering Experiments course. The course covered three main topics: introduction to statistics, design of experiments, and statistical process control. Twelve undergraduate students at the sophomore and junior levels participated in the course. The course was taught at the University of Minnesota Duluth. A highly motivated classroom environment was achieved by using a combination of the following techniques: real life examples, classroom projects (individual and group), brainstorming, computer-guided sessions, and a special-interest course project. The special-interest project used hobbies of the students to enlarge their enthusiasm for the course; for instance, one of the students worked on a project to use fractional factorial design to improve her performance in her hammer throw competition; another student used the same technique to improve her performance when playing tennis. Examples of the case-studies developed for the course, classroom, and take-home projects will be presented and discussed, including their impact on the students. Some of the special interest projects developed by the students will be shown and discussed.