Case Study on the Two Individual Paradigms of Education in a Manufacturing Quality Course

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 learningcentered. 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 studentcentered instructional techniques in qualityfocused courses, the authors have shared all project-based learning resources.