Implementation and evaluation of a multi-course case study for framing laboratory exercises

Journal of Engineering Education, Jul 2002 by Bisantz, Ann M, Paquet, Victor L

ABSTRACT

This paper describes the implementation and evaluation of a set of design-oriented laboratory exercises for two undergraduate Human Factors and Ergonomics (HFE) courses, which draw from a case study model. The case material, based on the automotive manufacturing industry, includes the description of the overall manufacturing system, seven multi-period laboratories across the two courses, and computer modules intended to support the design and analysis activities in the laboratories. Over the duration of the project, the courses have been taught using the modified laboratories. Evaluations, including student surveys, grade comparisons, and comparison of test question answers, have been conducted to compare student performance before and after the implementation of the proposed laboratories. Results from completed evaluations are discussed.

I. INTRODUCTION AND BACKGROUND

Ergonomics (IE 323) and Methods and Measurement (IE 424) are required courses in which undergraduate Industrial Engineering (IE) students learn how to improve human performance through the design of complex systems. IE 323 concentrates on aspects of human information processing, problem solving and decision making, sensory systems processing, communication and human error. IE 424 applies anthropometry, biomechanics, and physiology to work, emphasizing the design of work systems that promote worker productivity, health and well-being. Appropriate experimental methods are also covered. Both courses have laboratories that require students to apply concepts learned in class. Previously, these sessions consisted of independent activities that had not been designed to fully address open-ended engineering design problems. The new case study consists of seven interrelated laboratories conducted over two semesters to be performed by groups of 3-5 students.

The redesigned laboratories integrated laboratory experiences within and across two HFE courses using a manufacturing case study. The laboratories were based on an automotive manufacturing case, developed in cooperation with, and based on, information provided by HFE and safety personnel of a large automotive manufacturing facility (a thermal systems manufacturing plant). The case consisted at the general level of a description of an automotive manufacturing company, including its configuration, employees, customer base, resources, departments, and processes. Supplementary details about systems, task requirements, workstations, and processes were provided throughout the courses, to provide context for the proposed laboratories.

Past innovations in HFE education have included a Human Factors workbook with associated software that consolidates materials for laboratory exercises across two courses [1], the incorporation of human-centered design methodologies in a general sophomore design course [2], and a semester long design project incorporating computer workstation and system design [3]. Resnick, Stuart, Tsihrintzis, and Pittenger required students to work in interdisciplinary teams across universities to design kiosks for tourists [4]. Freivalds and Goldberg describe a series of application-driven laboratories intended to integrate work measurement with human factors, through the analysis and design of a computer workstation in one course, and an industrial assembly station in a second [5, 6]. In general, these innovations were not based on a integrative case study model (but see reference [4]), and with the exception of Freivalds and Goldberg, the above innovations did not include the use of laboratory-oriented exercises applicable to design.

Case studies have been used to enhance learning across a range of curricula, including medicine, law, business, science, and engineering. Definitions of what constitutes a case vary from the dilemmas of fictional characters based on real world issues, to compilations of articles addressing some issue, to highly detailed accounts of real situations, such as accidents [7], or accounts of actual engineering activities [8]. Cases have been suggested as a means to enhance learning, by requiring analytic and critical thinking skills, illustrating the real life complexities of course content, and providing a realistic setting to apply course material [9-11]. In engineering, cases have been suggested as a basis for laboratory exercises as a means to incorporate design content into courses [8, 12] and an illustration of the multi-disciplinary nature of engineering projects [9]. Cases can be taught differently, including through a discussion format, as debates or trials, or as a scientific research project [11]. The latter includes providing students with background information and a problem to be solved, and having students make hypotheses, develop experiments, collect data, and evaluate results with respect to the hypotheses. In the research described in this paper, the laboratories implemented case studies based on real industrial problems in the areas of workstation and work process design. The case is similar to the research project format but adapted to a design, rather than hypothesis testing focus - students were given a design problem and then applied experimental and analytical methods to find solutions.