Synopsis laboratory reports: effects on student learning and curricular benefits

Can a succinct synopsis laboratory report format provide students with an equivalent learning experience to the lengthier, introduction/results/conclusion, traditional laboratory report format? A convenience sample of 56 Iowa State University industrial technology students was randomized into two groups; one was required to write five synopsis reports followed by four traditional reports and the other was required to write five traditional reports followed by four synopsis reports. No statistically significant differences in exam scores were discovered (at the □ = 0.05 level) between students who wrote synopsis reports and those who wrote traditional reports when analyzed with the Latin Square Design (p = 0.932); when mean laboratory report scores were analyzed with the paired-samples t-test (p = 0.843); or when the mean scores of the nine individual laboratory reports were analyzed with two-sample t-tests (for seven of the nine reports). The 95% confidence intervals of the paired-samples t-test analyses of instructor grading times and student writing times revealed that synopsis reports required 4 to 6 fewer minutes for instructors to grade than traditional reports (p \u3c 0.001) and that synopsis reports required 32 to 44 fewer minutes for students to write than traditional reports (p \u3c 0.001). For a class of 25 students writing 10 lab reports each, the synopsis format would reduce student mean writing time by a minimum of 5.5 hours and save the instructor at least 18.6 hours of mean grading time;Composite American College Testing (ACT) score covariance analysis indicated that neither report format favored students with ACT scores of a particular range, and also confirmed that ACT scores are a good predictor of higher grades. The results of an end-of-semester exit survey revealed that students not only preferred the synopsis format to the traditional format (p \u3c 0.001), but also perceived that the synopsis format helped them achieve higher exam scores (p = 0.039), required them to think more deeply about the content (p = 0.001), and helped them to achieve higher grades on their laboratory reports (p = 0.002)

The Impact of Laboratory Report Format on Student Learning

This study sought to identify the effects on student learning of a brief `synopsis format\u27 laboratory report versus the lengthier `traditional format\u27 laboratory report. Fifty-six Iowa State University industrial technology students were randomized into one of two groups that were required to write five synopses followed by four traditional reports or vice versa. Latin Square Design analysis revealed no difference in exam scores between students who wrote synopsis reports versus those who wrote traditional reports. Exit survey results revealed that students preferred the synopsis format and perceived that the synopsis format required them to think more deeply about the content

Reducing Student Writing Time and Instructor Grading Time of Laboratory Reports

A previous study by the authors demonstrated with 95% confidence that the synopsis laboratory report format, a brief, information-rich summary, provides students with an equally positive learning experience in comparison to the longer, introduction/results/ conclusion “traditional” laboratory report format. This study examined the additional benefits of the synopsis laboratory report format; reduced student writing time and instructor grading time. A convenience sample of 56 Iowa State University industrial technology students was randomized into one of two groups that were required to write either five synopses followed by four traditional reports or four synopses followed by five traditional reports. The analysis of grading times using the paired-samples t-test revealed that synopsis reports required 4.5 to 5.8 fewer minutes to grade than traditional reports (p \u3c 0.001). The analysis of student writing times using the pairedsamples t-test revealed that synopsis reports required 32 to 44 fewer minutes to write than traditional reports (p \u3c 0.001). The results of an end-of-semester exit survey revealed that students also perceived the difference in writing time (p \u3c 0.001)

An Evaluation of Student Performance on Traditional vs. Synopsis Laboratory Reports in Industrial Technology

Prior research demonstrated that writing synopsis laboratory reports (succinct syntheses of the experiment, lecture, and readings) instead of traditional laboratory reports, did not influence student learning as measured by comprehensive exam scores. This study extended this research by investigating the impact of these lab report formats on student learning as measured by laboratory report scores. Fifty-six Iowa State University industrial technology students were randomized into one of two groups that were required to write five synopsis reports followed by four traditional reports or vice-versa. The analysis of mean laboratory report scores using the paired-samples t-test revealed no significant difference between treatments. The analysis of the mean scores of the nine individual laboratory reports using two-sample t-tests revealed no treatment effect for seven of the nine reports. The results of an exit survey revealed that students believed the synopsis format helped them to achieve higher grades on their laboratory reports

Gauge R&R: An Effective Methodology for Determining the Adequacy of a New Measurement System for Micron-level Metrology

To compete in a global marketplace, manufacturers are increasingly turning to advanced manufacturing techniques to increase productivity and gain a competitive advantage. This trend requires management to be able to make decisions based on proper quantitative analysis of data. In the manufacturing process, control of variation with an increasingly high degree of precision demands an improved degree of measurement effectiveness. Measurement Systems Analysis (MSA) is a collection of statistical methods (which includes the Gauge Repeatability and Reproducibility study) for the analysis of measurement system capability (Automotive Industry Action Group [AIAG], 2002; Smith, McCrary, & Callahan, 2007)

Improve Outcomes in Lean Six Sigma with Servant Leadership

1. Purpose The purpose of this study was to explore lean leadership within Lean Six Sigma (LSS). The objective of this paper was to explore how LSS program success might be improved by focusing Black Belt efforts on mentoring Green Belts with a servant leadership model. The importance of Green Belt projects is typically overlooked in the literature. The effects of prioritizing the development of Green Belts and building a culture of continuous improvement over the traditional Black Belt project focus is explored. 2. Design/Methodology/Approach The methodology of this paper is inspired by the authors’ field experiences in managing LSS strategies and due to the limited literature, is descriptive, rather than empirical. This study includes a review of management and LSS journal articles from the major management science publishers and a synthesis of findings based upon an operations management theory-building approach for proposing a LSS servant leadership model. 3. Findings We propose a Servant Leadership Framework for LSS which includes: building trust, prioritizing Green Belt development ahead of personal project goals, prioritizing culture building over project results, Black Belt focus on managing Green Belts, and the inclusion of non-financial projects. 4. Research Limitations/Implications This study is limited to the theoretical nature of the work, where the methods are limited to the specific research concepts, lacking external validity. 5. Practical Implications The practical implication is a shift in approach, from developing Black Belts for project leadership and tool mastery, to coaching, culture building, people leadership, and leading the closure of more, smaller projects. 6. Value The value of this paper is a proposed model for lean Leadership within LSS roles; a model which has been observed to produce superior results. This approach may be of interest to LSS researchers and practitioners at all levels. Research Keywords: Lean, Human Development, Six Sigma, Green Bel

Agile Six Sigma – A Descriptive Approach

Organizations are more dynamic, competitive and uncertain than in the past; therefore, they must be highly flexible in order to provide an agile condition for responsiveness to customer changes. This paper aims to explain how being Agile can improve the Six-Sigma methodology and explore how Agile and Lean Six Sigma (LSS) principles work together. We will outline the benefits of their relation with each other

Digital technology for digital supply chain : overview

PURPOSE: Discussion of identified digital technologies used in digital supply chains.DESIGN/METHODOLOGY/APPROACH: The presented research results were developed on the basis of the text mining method and cluster analysis.FINDINGS: The article presents the features and technological components to build the conceptual framework of the Digitized Supply Chain. They were developed on the basis of existing literature.PRACTICAL IMPLICATIONS: Digitalization in supply chains implies the need for use Digital Technology. This does not describe how items are delivered, but defines the way how to react to problems within supply chains.ORIGINALITY/VALUE: The article indicates the directions of works on digital technologies and digitization in the coming years in Digital Supply Chains. The next stage of the research will try to answer the following question: In which direction should include the further transformation of Digital Supply Chain go as a result of the current energy crisis?peer-reviewe