Applying lean thinking to the structure and delivery of a kinematics course

Abstract

The proper application of lean management techniques to manufacturing processes typically results in process improvements. Many of the principles of lean thinking can also be applied to the educational process. This paper examines the implementation of lean management principles in the design and delivery of a traditional lecture-based engineering course - Kinematics of Machines. The format of a typical kinematics course relies on lectures, homework, exams, and perhaps a design project as a means for transferring knowledge from the instructor to the students. In this paper, lean thinking principles are applied to redesign the kinematics course format to increase the effectiveness and efficiency of the knowledge transfer process. Because kinematics is taught in a common engineering course format, the model presented in this paper is transferrable to a number of other engineering courses. This paper demonstrates that the implementation of lean thinking at the course level does not require the development of new pedagogical techniques, but rather the proper use and arrangement of existing methods. The first step in modifying the structure of the kinematics course is to build the course around course outcomes rather than course topics. Five outcomes were identified for the kinematics course. A corresponding outcomes-based grading format (specifications grading) was then applied as a means for measuring the student progress through the course. Exams and partial credit grading were eliminated from the course format to remove interruptions and defects from the course flow. Course content was flipped with notes and minilectures placed on the learning management system for the course. This made the course content continuously available to students, allowing them to move at their own pace. Classroom meetings focused on active student engagement with students working on assignments and projects, maximizing their ability to interact with one another and the professor. Student response to the course, obtained via an end of the course survey, indicates a positive reaction to the course that is consistent with the observed behavior of the students during the course. Students favored the mini-lecture videos over live presentation of course material, with many students viewing any given video multiple times. Students took advantage of the outcome based assignments to progress at their chosen rate, with several students finishing the course one or two weeks prior to the end of the term.