|Stephen Vardeman (USA)||email@example.com|
|Even the best engineering undergraduates
often have little enthusiasm for our statistics courses. Some of their disinterest
is really traceable not just to a skepticism about whether using our apparently
boring methods will help them be better engineers, but to an even more fundamental
ignorance of what engineers do and what kinds of environments they work
in. Where a statistician has the luxury of giving a second course in engineering
statistics (like an SQC course), some part of that course can be aimed at
providing not just statistical methodology, but also a proper context for
that methodology. I will discuss ideas in this direction, some of which
I have used in an SQC course for industrial engineering students and are
documented on a course Web page at:
http://www.public.iastate.edu/~vardeman/IE361/ie361vard.html, and others of which I am still thinking about how to utilize. These include 1) significant external process improvement projects, 2) required papers and guest lectures on "current quality culture," 3) in-class demonstrations and hands-on laboratories, and 4) the use of irony/humor/Dilbert in motivating clear-headed critique of the context in which SQC methods are applied.
|Download in Adobe Acrobat format (320 Kb).|
Back to top
ICOTS-6, The Sixth International Conference on Teaching Statistics - International Program Committee (IPC) Website.
Copyright © 2001 by the IASE. All rights reserved. This information is subject to change without notice. This page was last modified on July 2, 2002.
For questions or comments, contact the Webmaster, Dagan Ben-Zvi.