The use of active learning in design of engineering experiments

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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.

Original languageEnglish
Pages (from-to)12731-12737
Number of pages7
JournalASEE Annual Conference Proceedings
StatePublished - 2003
Event2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States
Duration: Jun 22 2003Jun 25 2003


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