Benefits of Experiential Learning in Manufacturing Education, The

Abstract

This paper discusses the benefits of experiential learning in manufacturing education. While focusing upon the general topic area of experiential learning, it try to finds to delineate between applications-based learning and service learning. Within that adjoining matter the paper provides an approach to teaching controls within the manufacturing discipline, of the like kind as shop floor operations and lean manufacturing, that are difficult to teach in a classroom setting. The application of experiential learning is provided end field examples, such as working with local companies to provide pupils with opportunities to apply their classroom knowledge in the evaluation of manufacturing performance upon the shop floor of a real plant. The paper evaluates pupil learning outcomes, and discusses the benefits of experiential learning to the pair students and project sponsors, including increased scholar confidence in their ability to evaluate performance and to make suggestions for improvement in manufacturing processe and sponsors' exposing to new ideas and perspectives at reduc disclosure costs.

Introduction

Experiential learning has been used as a tool in various engineering and technology disciplines to provide pupils with hands-on learning exercises that quota their in-class education. Experiential learning is a way by which experiences are transformed into knowledge.1 Typically, in the technical fields these learning experiences incorporate active learning in an industrially-based cast Another approach that falls into the category of experiential learning and has been used in engineering and technology disciplines is service learning. Service learning engages scholars in satisfying a community point in dispute or need while providing them with hands-on, authentic opportunities to apply the knowledge they gain in the classroom.2,3 This mark of experiential learning has been place to be very effective in several ways. In single study it resulted in significant positive changes for its participants in cognitive complexity, social perceived ability to work with others, and self-certainty.4 In other studies it improved the interaction between faculty members and pupils as well as improved the professional disentanglement of the students.5,6 Some examples of service learning experiences include mechanical engineering design throw outs that have been performed in the pair primary and secondary schools, where university engineering freshmen engage the younger scholars and their teacher in a significant and detailed design shoot forward over a 10-week period.7 Another mechanical engineering shoot forward developed a device to reinforce conceptions of Newtonian physics to a local high institute class.8 These efforts focused upon students in primary or secondary education settings and provided opportunities for them to learn about the field of engineering as a discipline and possible career. The learning activities just described are typically carried on the outside with undergraduate students who engage in a learning exercise that also provides service to a community.

This paper focuses upon two issues associated within the general topic area of experiential learning. First, it look fors to delineate between applications-based experiential learning and service learning. next to the first within the context of service learning, the paper emphasizes an approach to teaching specific control material within the manufacturing discipline that is difficult to teach in a classroom setting, of that kind as shop floor operations and lean manufacturing. The application of experiential learning is provided from one side two separate field examples, individual of each type. However, while the next to the first project has several components of service learning, it is not service learning through se, in the sense that it does not directly labor for a community need. Yet, it does demonstrate an opportunity to engage in important work that has social implications. These approaches may be similar to a certain quantity of industry-inspired projects that are frequently used for senior projects or general learning designs in engineering or technology programs.9,10 However, the object of these projects is usually abundant smaller. What they accomplish is to provide scholars with some hands-on learning experiences, within the connection of a graduate manufacturing combination of parts to form a wholes course, through partnering with local manufacturing companies. The scholars gain access to the store floors of local companies, where they can acquire experience in evaluating manufacturing performance, especially with reverence to lean manufacturing principles.

The explanation of these sum of two units projects describes an approach for implementing experiential learning in a manufacturing a whole s course, including the benefits associated with this approach. The first shoot forward provided experiential learning at a for-profit manufacturer of doors and windows, while the next to the first project provided a service-learning opportunity from one side work performed at a nonprofit firm that makes furniture and mattresses that are donated to those in ne or sold inexpensively end thrift stores in the local community.