WESTERN ILLINOIS UNIVERSITY
COLLEGE OF BUSINESS & TECHNOLOGY
Department of Engineering
1 University circle
Macomb, IL 61455-1390
CONTINUOUS IMPROVEMENT: QUALITY (3 sh)
Kevin W. Hall
|Instructor:||Dr. Kevin W. Hall|
|Office Location:||Knoblauch Hall 337|
|Office Hours:||See On-line Schedule|
|Classroom:||Knoblauch Hall 330 (or B36, or 105)|
|Class Meets:||TTH 3-4:15pm|
Donna C. S. (2010). Quality. Upper
Saddle River, New Jersey: Pearson/Prentice Hall. (required)
The study of Continuous Process Improvement. Students will learn about PDCA/ DMAIC models, fundamental quality tools, FMEA, minimizing variation through Statistical Process Control, process capability studies, reliability, VOC, layered audits, and performance metrics.
By graduation, Engineering Technology students should be able to:
1. Think critically and creatively;
2. Understand the theoretical principles of the profession;
3. Understand and apply relevant technology in the solution of technical problems;
4. Organize, manage, and maintain projects;
5. Develop an appreciation for ethical and professional practices;
6. Develop and refine oral, written, and visual communication skills; and
7. Demonstrate an overall competency in the program objectives.
By the end of this course, students should be able to:
1. Select and apply appropriate sample strategies and quality tools (control charts, histograms, pareto & scatter diagrams) to interpret data [addresses III.3]
2. Understand process versus product control, the causes of variation, and their affect on quality
3. Calculate control limits and interpret control charts, calculate reliability, and determine statistical tolerance [addresses III.3]
4. Know the phases of PDCA [or DMAIC or similar] cycle and the importance in driving change [addresses III.2]
5. Understand leadership, quality philosophy, and become familiar with leaders that have shaped quality [addresses III.5]
A. Reading of Text(s)
Reading of the textbook and other resource material is expected of the student. Specific reading assignments will be given. Students must be prepared for each class meeting and will be held responsible for the material to be covered.
B. Technical Reports/Presentations
Students will be required to complete small writing assignments relating to the course. Each student will generate a presentation on one written topic. Late assignments will be accepted only for excused absences. Handwritten assignments and assignments that fail to follow the guidelines below will not receive credit.
Research Quality Publications:
Quality publications, to include books and articles, are those that include author names, publication source, and the date published. Articles can be found in educational journals, magazines, or newspapers; some of these may be Internet-based. Internet research may or may not be acceptable for a given assignment. Use of .coms should be limited; information found at company sites should be substantiated by other sources (as in a synthesis). Articles must contain sufficient information to be educational and summarized. NEVER include lecture information provided by the instructor.
In most cases, FIVE or more quality sources should be used for a formal technical report. However, a short critique may be assigned that only requires one source (many times provided to you).
American Psychological Association guidelines can be found on-line (apastyle.org) or at the university library. Any time outside sources and/or quoting are used, proper citing is required.
Paraphrasing: This type of writing is in your own words. You are expressing an important idea that you have read or heard. If this idea is not commonly known (to the general public), you need to credit who and when (the source that idea is found).
According to Kalpakjian and Schmid (2006), smaller grain sizes can result in an increase in the strength of metals.
Grain size can influence the strength of metals; smaller grains can result in increased strength (Kalpakjian and Schmid, 2006).
Refer to figures in the actual paragraphs. Then label the figure number at the bottom, the title or name of the figure, and place the source in ( ).
According to Kalpakjian and Schmid (2006), smaller grain sizes can result in an increase in the strength of metals. Figure 1 illustrates a Picture of X.
[Picture of X Here]
Figure 1. Picture of X (www.pictureofx.com)
Quoting: This type of writing is the source's own words. You cannot, or unable to express an important idea any better than what you have read or heard. Or, you want to expand on an idea, or punctuate/provide emphasis through using a quote. In this case, you need to credit who, when, and where (the source that idea is found).
According to Kalpakjian and Schmid (2006), “Grain size has a significant effect on the strength of metals; the smaller the size, the stronger the metal” (para. 3).
“Grain size has a significant effect on the strength of metals; the smaller the size, the stronger the metal” (Kalpakjian and Schmid, 2006, p. 61).
Referencing: At the end of the writing, you will have a heading listed "Reference(s)." The following format is typical.
Kalpakjian, S. & Schmid, S. (2001). Manufacturing Engineering Technology. Upper Saddle River, New Jersey: Prentice Hall.
The title page ONLY will include student name, topic, date, etc.
Synthesis: Supporting propositions with evidence is important in education and for making informed decisions in the workplace. Students will usually submit a synthesis or a combining of information about a particular topic. This will require multiple sources (from different authors) to support a proposition. When a topic is properly researched, themes will begin to emerge and eventually information will begin to become inbred. At this point, the researcher can conclude that the information has been adequately researched.
Generally a paper will be a minimum length of 2 typed, double-spaced pages - not to exceed 3 pages, 12 point text, Times New Roman font, no more than 1 inch margins. Summaries less than the required length will not be accepted.
Structure your paper. Each paragraph should have one focus; separate ideas go in separate paragraphs. Be sure your paper is not one large paragraph (as the professor commonly sees at the college level). Paper structure should follow the same American 5th Grade paper structure. This generally includes an introduction paragraph, body paragraphs and a reasonable conclusion. Each paragraph should support a particular idea; there must be focus in writing.
Format: American Psychological Association (APA) format is desirable. Sources: Full photocopies (of any and all) articles/books/sources utilized will be attached to the written report.
2. Short Critiques - Structure Guidelines
Save trees. No title page.
Structure: Generally a short critique will be 1 typed, double-spaced page, 12 point text, Times New Roman font, no more than 1 inch margins. Summaries of MORE or LESS than one page will not be accepted. Name and course # ONLY at top-right of page with source ONLY at bottom of page.
Structure your critique. Each paragraph should have one focus; separate ideas go in separate paragraphs. Be sure your critique is not one large paragraph (as the professor commonly sees at the college level). Structure should follow the same American 5th Grade paper structure. This generally includes an introduction paragraph, body paragraphs and a reasonable conclusion. Each paragraph should support a particular idea; there must be focus in writing.
American Psychological Association (APA) format is desirable.
Source: Full photocopies of the article/chapter/source utilized will be attached to the critique. Occasionally a short critique of a video will be assigned.
1. Be conceptual: Describe the "WHAT", "WHY" and "HOW" Describe a practice, problem or issue about the selected area, job, or topic of interest. The "WHAT" generally includes background information and descriptions. Coupled with the "WHY", concepts, relationships, interpretations can be drawn out. 2. Use a Dictionary If you don't know what something is or means, use a dictionary. Reading about something and not understanding is of little value. 3. Spell Check Spell check any writing submitted in college-level course work. Work with punctuation errors and spelling errors may cause confusion and is of little value. 4. Avoid Ambiguity Avoid "it, its, this, these, etc.". Do not use words or variations of words that promote ambiguity in writing. For example, using "IT" forces the reader to refer back to previous documentation and has little value; this also leads to assumptions by the reader. 5. Avoid Possession Be sure writing is technical; do not use pronouns - "my", "we", "our", "I", etc. in writing. Write from a 3rd person point-of-view (outside --> looking in) 6. Avoid Time Elements Do not use "Today", "Last week", "This morning" in your writing. You can place a date to your writing. The other methods of referencing time cause the reader to refer to previous documentation and may have little value. 7. Avoid Parallel Writing Writing a paper while reading the article usually results in plagiarism. 8. Avoid Multiple Quotes If quoting is used, be sure to express the point you are trying to make and use the quote for support. Quotes must be cited. Quotes should be used when there is no better way to express an idea.Writing Assessment
Quality is to be designed into a product, and this takes time. The above guidelines are part of a methodology to design quality in writing. For technical reports, students are generally allowed multiple attempts to generate a quality product. Normally a report is judged good or bad, or 100% or 0%. If a report does not meet all of the above expectations, then credit is not usually awarded.
For technical reports (not short critiques), students should submit all old drafts and copies of sources with a new draft. If not, the result is no credit.
C. CalculatorCalculator that can perform square root and statistical functions (e.g. Ti 30, Ti 83)D. Daily Assignments/Schedule
WEEKS TENTITIVE TOPICS 1-4 Quality, quality history, quality management, continuous improvement understanding, quality leaders, missions 5-8 Quality tools 9-12 Statistical tools/charts, standard deviation, statistical tolerancing, control and capability 13-16 Distributions, causes of variation, sampling, control charts
Attendance is expected. Only prior approval will justify absences; excused absences require documentation. If you are late, this is considered an absence. Attendance is the basis for any curve that may be applied to final grades.
Several performance-based quizzes may be given during the term.
Three exams will be given during the term. The final exam will be given on the date according to WIU's schedule. Any exceptions to the final exam schedule must be approved by department chair and the Dean of the College of Business and Technology in writing including student’s name, ID# and signatures.
Final Exam Day/Time: SEE WIU SCHEDULE
Below is the approximate assigned value to each area assessed:
Exams 75% Attendance, Daily Activities/Discussions, Course Projects, Quizzes/Written Assignments, Tour Analysis or reports 25%
The following scale will be used to determine individual assignment, test, and final grades:
93-100% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 67-69% D+ 63-66% D 60-62% D- 59%-below F+
Rules for Giving an Incomplete (WIU policy) – A temporary symbol of I (Incomplete) for a course may be given only when a student, due to circumstances beyond his or her control, has been unable to complete the course requirements within the official limits of the term. The circumstances must be documented to the instructor’s satisfaction.
VII. Academic Integrity
Western Illinois University, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Students have rights and responsibilities (http://www.wiu.edu/provost/students/) and students should realize that deception for individual gain is an offense against the members of the entire community, and it is the student's responsibility to be informed and to abide by all University regulations and policies on Academic Integrity.
Plagiarism, cheating, and other forms of academic dishonesty constitute a serious violation of University conduct regulations. Students who engage in dishonesty in any form shall be charged with academic dishonesty.
It is a duty of faculty members to take measures to preserve and transmit the values of the academic community in the learning environment that they create for their students and in their own academic pursuits. To this end, they are expected to instill in their students a respect for integrity and a desire to behave honestly. They are also expected to take measures to discourage student academic dishonesty, to adjust grades appropriately if academic dishonesty is encountered, and, when warranted, to recommend that additional administrative sanctions be considered. Grading policies are the exclusive prerogative of the faculty; administrative sanctions are under the authority of the Director of Student Judicial Programs. This document provides policies and procedures to be followed when academic dishonesty is encountered.
Definitions of Academic Dishonesty
The following definitions and examples are not meant to be exhaustive. The University reserves the right to determine, in a given instance, what action constitutes a violation of academic integrity. (See www.wiu.edu/policies/acintegrity.php for complete descriptions of the following topics:
2. Fabrication and Falsification
4. Complicity in Academic Dishonesty
5. Abuse of Academic Materials
6. Multiple Submissions
Reporting Academic Dishonesty
All members of the University community share the responsibility and authority to challenge and make known acts of apparent academic dishonesty. Any student, faculty member, or staff person who has witnessed an apparent act of student academic dishonesty, or has information that reasonably leads to the conclusion that such an act has occurred or has been attempted, has an ethical responsibility for reporting said act(s). Confronting and reporting academic dishonesty can be done in a variety of ways, and people should choose the manner most appropriate for the circumstances. Acts of apparent academic dishonesty that occur in the classroom should be reported directly to the course instructor, and/or the course instructor's Department Chair, and/or the instructor's College Dean. The Council on Admission, Graduation, and Academic Standards (CAGAS) or the Graduate Council will not accept or act upon anonymous reports, but will hold in strict confidence the identity of any person reporting a suspected instance of academic dishonesty, unless that person consents to having his/her identity revealed.
VIII. University Values: Access & Disabilities, Prevention of Discrimination
Students with disabilities: In accordance with University values and disability law, students with disabilities may request academic accommodations where there are aspects of a course that result in barriers to inclusion or accurate assessment of achievement. To file an official request for disability-related accommodations, please contact the Disability Resource Center at 309-298-2512, email@example.com or in 143 Memorial Hall. Please notify the instructor as soon as possible to ensure that this course is accessible to you in a timely manner.
University values, Title IX, and other federal and state laws prohibit sex discrimination, including sexual assault/misconduct, dating/domestic violence, and stalking. If you, or someone you know, has been the victim of any of these offenses, we encourage you to report this to the Title IX Coordinator at 309-298-1977 or anonymously online at: http://www.wiu.edu/equal_opportunity_and_access/request_form/index.php. If you disclose an incident to a faculty member, the faculty member must notify the Title IX Coordinator. The complete Title IX policy is available at: http://www.wiu.edu/vpas/policies/titleIX.php.
IX. Resolution of Problems
Should a problem occur, students should speak to their instructor first. If the problem is not resolved, meet with the chair of the department. If the problem continues to be unresolved, go to the College of Business and Technology’s Dean.
Students should observe the following sequence for the resolution of problems: Student --- Instructor --- Chairperson --- Dean
Syllabus subject to change upon notice.