2023 ASEE Annual Conference & Exposition

Many of the current best practices in education have parallels in lean manufacturing strategies. This suggests that lean practices can be used as a framework for the design and delivery of engineering courses. The purpose of this paper is to provide ideas for implementing lean methods in the educational process. The specific focus is on the lean concept of using small batch size to improve production and quality in engineering education.

Small batch production provides several benefits to a manufacturing process. These include shortening time to final product, enhanced quality, and increased product flexibility.

The application of small batch sizes to course design and delivery results in similar benefits. These include the reduction of “down time” at the start and end of a term, improved learning as a result of rapid feedback, and greater flexibility in the scheduling of major course events such as projects and exams.

A major focus of the paper is the comparison of traditional course design (large batch design) to a small batch design. A tracing of the timeline for each type of course reveals that a small batch design provides advantages that include: A smoother student workload; The ability for students to identify and correct errors in their work; A gain in useful course days at the start and end of a term; A more level workload for the instructor, and; Improved flexibility for the scheduling of projects and exams.

The small batch design of a course is implemented through a combination of “Information Delivery” methods coupled with careful design of student assessments. Information delivery (such as a lecture) is designed to be self-contained on a daily basis. This allows for the assignment of daily homework. This combination gives students faster and more frequent feedback on their understanding of course topics. The enhanced feedback cycle allows for the earlier introduction of larger course assessments, such as projects or exams. The overall result is a more even flow of coursework for both students and the instructor.

In addition to demonstrating the efficiencies of small batch course design, the paper also includes a number of tools that might be used to facilitate such a course. Examples of small batch “tools” are presented for the areas of: Information delivery; Homework; and Project work.

Small batch philosophy is consistent with effective teaching methods. The paper establishes the parallels and highlights the corresponding improvements in course quality, efficiency, and flexibility.