Incorporating adult learning methods and project based learning in laboratory metrology courses

Abstract

Measurement scientists work in calibration laboratories throughout the world. Yet, there are few university level courses available that cover the critical topics needed for performing and analyzing precision measurements - At the desired level. Many continuing education courses of this nature are taught by National Metrology Institutes (NMIs) and original equipment manufacturers (OEMs) of precision measuring equipment and measurement standards. What often happens in the measurement community is that subject matter experts and scientists who best know about measurements are asked to teach courses and tutorials, but most do not have a background in educational models or adult education principles. Over the past 3 years, the National Institute of Standards and Technology (NIST) Office of Weights and Measures (OWM) - has been providing train the trainer and adult education courses and opportunities to our subject matter experts to help them better analyze, design, develop, implement, and evaluate our technical training content. The goal has been to enable students to achieve a higher level of cognition on the Bloom's Taxonomy scale (e.g., application versus knowledge). Highlights of the key resources that have been incorporated into the instructional design process are presented as potentially useful for the professional development of instructors this is particularly useful for instructors without a background in educational theories and models. Some highlights of instructional design concepts are covered in one section to provide value added for those who do not have formal training or education in educational concepts. This paper also provides case study examples focused on laboratory metrology. The case study design integrates learning objectives, activities, assessment methods, and adult learning to create effective project based learning activities and a case study in a Fundamentals of Metrology course. The activities and examples used in the course and shared in this paper illustrate some of the essential knowledge and skills needed by measurement professionals and those engineers who interact with calibration staff to better perform and/or analyze precision measurements. These examples, and portions of the case study, have been implemented in a training laboratory, as well as in non-laboratory conference center classrooms, and could easily be implemented with varying and limited resources in engineering courses. ©American Society for Engineering education, 2013.