Ron



Ron Grubb, Educ 209 Integrated Course Design for PTEC 207 Quality Concepts Course ** 1. View any production work as a System vice many unrelated processes. 2. Recommend and use Quality Tools to analyze a problem 3. Organize and Facilitate Brain Storming Sessions 4. Analytical Root Cause Analysis Techniques 1. Classroom lecture and reading about Quality Tools. 2. Industry case study research, group discussion and classroom application or quality tools. 3. Participate in Student directed Brain Storming sessions 4. Student exercises in preparing and presenting “Fish Bone/Pareto” charts. 5. Presentation and student participation in Dr. Deming’s “Red Bead” experiment. 1. Students preparing Process Flow Diagram of the system in its entirety. 2. Students written assessment and group discussions of case studies using quality tools. 3. Performing in teams to accomplish brain storming sessions and root cause analysis. 4. Final project will be a current industry event to include analysis, use of quality tools, description of the quality system and recommendations.
 * In preparation and planning for the PTEC 207 course design, I used the Integrated Learning model from chapter 3. Under the Learning Goals are the things I want the students to remember in 3 years time. The Teaching and Learning Activities, plus Feedback and Assessment sections are the methodology I will use to meet the Learning Goals. **
 * Learning Goals **
 * Teaching and Learning Activities **
 * Feedback and Assessment **

a) Normally between 12 and 25 students b) This is a lower division course c) The class meets once per week for a 3 hour session. d) This is an online – hybrid class, meaning this is a combination of classroom sessions and an on line component. a) Industry expects the students to have a basic knowledge and understanding of “Quality” concepts such as qualitative and quantitative. Be able to function as a team member if assigned to a process improvement team. b) Currently there are no professional accreditation requirements that affect the goals of this learning experience. c) PTEC program goals are to produce quality well rounded graduates for the Process Industry. a) This subject matter is divergent; there can be multiple equally valid interpretations of quality issues. b) This subject is primarily cognitive in nature. c) Currently there are several competing quality systems (schools of thought) and new ones are marketed fairly often. a) Currently we are experience a growth in the amount of students in worker retraining programs, who are full time students; there are a smaller number of part time students and another small group of students who have additional responsibilities for families and working. b) Most students have no desire to become a Quality Expert. c) This class is a required course to complete a 2 year degree program. Students are motivated to complete this program and find employment in the Process Technology field. d) Most have had some quality experience in previous jobs. e) The learning styles are varied, plan for all types.
 * First Step: Important Situational Factors, PTEC 207 Quality Class **
 * Specific Context of the Teaching and Learning Situation: **
 * Expectation of External Groups: **
 * Nature of the Subject: **
 * Characteristics of the Learners: **

a) The teacher has past training and experience in implementing quality programs at a high level. In addition to formal training in quality programs, teacher was a Quality Manager in industry and a certified Auditor for one of the Quality programs. b) Yes, the teacher has taught this course before. c) Yes, this will be a reoccurring teaching assignment d) Yes, the teacher has a high degree of confidence in teaching this course. e) The teacher has previous experience as a trainer in the industry and teaching technical skills to a wide variety of people. a) This being an online hybrid course I am finding it difficult to effectively complete all the exercises and group discussions. Looking for some online solutions for this class.
 * Characteristics of the Teacher **
 * Special Pedagogical Challenge: **

a) Students should be able to identify and understand the type of quality systems in place. b) It is important for the students to remember and understand that each production effort must be viewed as a whole system vice many unrelated processes. a) Critical and Practical thinking are important to be able to analyze and solve complex quality issues. b) Students need to learn how to work as part of a team. c) Students will have do a root cause analysis and create a “Fish Bone” chart a) Students should compare and identify the similarities between the various quality systems presented. b) Compare the quality concepts presented in this course to previous quality experiences in other jobs. a) Students should come to see themselves as empowered employees.
 * Second step: Formulate Significant Learning Goals **
 * Foundational Knowledge: **
 * Application: **
 * Integration: **
 * Human Dimension: **

b) To be recognized as valued team members interacting with management and each other. a) I would like to see students get excited by becoming involved in the company quality program b) I would hope their values change as they begin to understand that every worker impacts quality and the company bottom line. a) I would like students to set a learning agenda. b) I would like students to be able frame useful questions when doing root cause analysis.
 * Caring:**
 * Learning how to learn:**

a) Create a Forward-Looking Assessment where the students are assigned real world current quality issues and using quality tools to perform root cause analysis, brain storming sessions and submit recommendations b) Criteria and Standards used will be the preparation of a process flow diagram of the industry view as a system, participation in group discussion and written reports of case studies, participating as part of team during brain storming sessions. c) Self-Assessment will include the team and group level by the other teams and groups evaluating the presentations, individual self reflections and peer review by other team members as part of a brain storming session. d) “FIDeLity” Feedback opportunities are built into every class and is given by peers and the instructor. Debriefing right after every team and group assignment by other teams and groups, plus instructor feedback. Written feedback is must for the online component of this class.
 * Third Step: Formulate Assessment and Feedback Procedures **

a) Gathering and presenting Information and Ideas by using a combination of lecture, video, industry speakers and the online component of this course. b) Group activity to make and use quality tools, ie pie charts, process flow diagram, pareto charts, fish bone, etc. c) Team assignments to gather information and research an assigned Quality System. Objective is to be the “Champion” for that Quality System, make a class presentation and convince the others that this system is better than the rest, answer any and all questions about the system, defend the merits, compare it to others. d) Creating “doing experiences” from real industry current issues and applying the knowledge and tools to review, study, comment and compare results with peers. e) Provide current information from industry and have students in teams, review the information, determine which quality tool is most applicable (pie charts, pareto charts, histograms, etc) and present to the class. f) Observing experiences in the form of a field trip to local refineries QA shop, g) Participate in a group brain storming session h) Class activity the “The Why Champion” a spin off of the 5 Why model. i) Class activity “Dr. Deming’s Red Bead Experiment” and “Ring Toss” followed by group analysis and discussion of Statistical Process Control, common cause and special cause variation.
 * Fourth Step: Select Teaching and Learning Activities **

1.Recommend and use Quality Tools to analyze a problem || Written assessment and group discussions of case studies using quality tools || Presentations and student participation in Dr. Deming’s “Red Bead” experiment, and other hands on exercises. || 1. Team Building, Organize and Facilitate Brain Storming Sessions || Performing in teams to accomplish brain storming sessions and root cause analysis. || Student exercises in preparing and presenting “Fish Bone/Pareto” charts || 1.Making connections and understanding the relationship between quality products and the effect on consumers and workers alike when quality is both subpar and above average || Assigned a current industry event to include analysis, use of quality tools, description of the quality system and submit recommendations. || Industry case study research, group discussion and classroom application of quality tools. Fidelity Feed Back also used. || Developing life long learners || Informal assessment of student attitude derived from submitted reports and recommendations. || Class room lecture and small group discussion on the relationships between Quality, company profitability and job security. ||
 * FIFTH STEP:** ** WORK SHEET FOR CREATING INTEGRATED COMPONENTS **
 * ** LEARNING GOALS FOR COURSE: ** || ** PROCEDURES FOR ASSESSING STUDENT LEARNING: ** || ** LEARNING ACTIVITIES: ** ||
 * **UNDERSTAND AND REMEMBER KEY CONCEPTS, TERMS, RELATIONSHIPS, AND THE LIKE –** 1. View any production work as a System vice many unrelated processes - || Preparing Process Flow Diagram of the system in its entirety || Classroom lecture and reading about Quality Tools, student exercise to identify systems. ||
 * ** KNOW HOW TO USE THE CONTENT – **
 * ** BE ABLE TO RELATE THIS SUBJECT TO TOTHER SUBJECTS – **
 * ** UNDERSTAND THE PERSONAL AND SOCIAL IMPLICATIONS OF KNOWING ABOUT HIS SUBJECT – **
 * **CARE ABOUT THE SUBJECT (AND ABOUT LEARNING MORE ON THE SUBJECT)** Understanding the interaction between management and workers || Informal assessment of student attitude derived from submitted reports and recommendations. || Students should come to see themselves as empowered employees by comparing the quality concepts presented in this course to previous quality experiences in other jobs. ||
 * ** KNOW HOW TO KEEP ON LEARNING ABOUT THIS SUBJECT AFTER THE COURSE IS OVER – **

1. Quality Systems 2. A systems approach 3. Brainstorming 4. Quality tools 5. Root cause analysis
 * Step #6: Creating a Course Structure **
 * Foundational Knowledge, Important concepts, Issues and topics for PTEC 207: **