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Abstract
This paper discusses the benefits of experiential learning in manufacturing education. While focusing on the general topic area of experiential learning, it seeks to delineate between applications-based learning and service learning. Within that context, the paper provides an approach to teaching subjects within the manufacturing discipline, such as shop floor operations and lean manufacturing, that are difficult to teach in a classroom setting. The application of experiential learning is provided through field examples, such as working with local companies to provide students with opportunities to apply their classroom knowledge in the evaluation of manufacturing performance on the shop floor of a real plant. The paper evaluates student learning outcomes, and discusses the benefits of experiential learning to both students and project sponsors, including increased student confidence in their ability to evaluate performance and to make suggestions for improvement in manufacturing processes, and sponsors' exposure to new ideas and perspectives at reduced development costs.
Introduction
Experiential learning has been used as a tool in various engineering and technology disciplines to provide students with hands-on learning exercises that complement their in-class education. Experiential learning is a method by which experiences are transformed into knowledge.1 Typically, in the technical fields these learning experiences incorporate active learning in an industrially-based project. 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 students in satisfying a community problem or need while providing them with hands-on, authentic opportunities to apply the knowledge they gain in the classroom.2,3 This type of experiential learning has been found to be very effective in several ways. In one study it resulted in significant positive changes for its participants in cognitive complexity, social competency, perceived ability to work with others, and self-certainty.4 In other studies it improved the interaction between faculty members and students as well as improved the professional development of the students.5,6 Some examples of service learning experiences include mechanical engineering design projects that have been performed in both primary and secondary schools, where university engineering freshmen engage the younger students and their teacher in a significant and detailed design project over a 10-week period.7 Another mechanical engineering project developed a device to reinforce concepts of...