WESTERN ILLINOIS UNIVERSITY
COLLEGE OF BUSINESS & TECHNOLOGY
Department of Engineering Technology
Knoblauch B36
1 University circle
Macomb, IL 61455-1390
ET 345
CONTINOUS IMPROVEMENT: QUALITY
(3 sh)
prepared by
Matt Rexroat
Instructor: Mr. Matt Rexroat
E-mail
rexroatmatthew@gmail.com
Web Site:
Office
Location:
Knoblauch Hall 339
Office
Hours:
Before / After Class by Appointment
Classroom: Knoblauch Hall B36
Class
Meets:
T 5-7:30pm
Course
Costs:
Text(s):
Summers, Donna C. (2009). Quality (5th ed).
ISBN-13: 978-0131592490 or ISBN-10:
0131592491 (required)
I. Introduction
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 (3 hrs lect.)
II. Prerequisites
Junior standing.
III. Department of Engineering Technology Goals for Student Learning
Engineering Technology (Construction Management, Graphic
Communication, Manufacturing Engineering Technology) is a field of study
designed to provide students educational programs that allow them to
communicate effectively, design and apply technical solutions, use technology
effectively, and respond to project management tasks in an environment with
continually changing and sophisticated technology in an increasingly
competitive global marketplace.
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.
IV. Course Objectives
By the end of this course, students should be able to:
1. Understand leadership, quality philosophy, and become familiar with leaders that
have shaped quality [addresses III.5]
2. Apply appropriate problem solving strategies and quality tools and interpret data
[addresses III.3]
3. Understand process versus product control, the causes of variation, and the affect on
quality
4. Calculate control limits and interpret control charts, and determine capability
[addresses III.3]
V. Course Requirements
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/Source Guidelines
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 Internetbased. 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).
APA Format
Format:
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.
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).
Paraphrasing:
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
Using Figures: metals. Figure 1 illustrates a Picture of X.
[Picture of X Here]
Figure 1. Picture of X (www.pictureofx.com)
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).
Quoting:
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.
1. Technical Reports - Structure Guidelines
Title Page:
The title page ONLY will include student name, topic, date,
etc.
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.
Synthesis:
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
Title Page:
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.
General Writing Guidelines
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.
Spell check any writing submitted in college-level course
3. Spell Check 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 pointof-view (outside --> looking in)
Do not use "Today", "Last week", "This morning" in your
6. Avoid Time writing. You can place a date to your writing. The other
Elements
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.
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.
8. Avoid
Multiple
Quotes
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. Calculator
Calculator that can perform square root and statistical functions (e.g. Ti 83)
D. Daily Assignments
Daily assignments will be given. Students are expected to do their own work. The value
of daily assignments and/or quizzes are weighted according to the difficulty level. Due
dates for assignments will be provided. Assignments are to be saved for future
reference. Building on previous assignments is typical in all of my classes.
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
VI. Method of Evaluation/Assessment
Attendance is a multiplier. Full attendance is required. Only prior approval will justify
absences; excused absences require documentation. Unexcused absences will
substantially reduce your final grade for the course (just anticipate 3% for each
absence). If you are late, this is considered an absence.
Quizzes will likely be given during the term. These are often performance-based.
Three/four exams will likely be given during the term. Exams are TF, MC, and SA.
Final Examination – Final Exams are often given in the form of a Technical Report, but
this will depend on end-of-course time/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:
Attendance as a
multiplier
Exams
(100%)
75%
Course Projects,
Quizzes/Written
Assignments, Daily
25%
Activities/Discussions,
Tour Analysis or
reports
Multiplier Example: A person receives 90% on assignments = 90% (normally an A-)
The person attends 24 of the possible 31 sessions.
This percentage is multiplied by the attendance factor --> 24/31 x 90% = 69.67%
(awarded a D+)
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
Preamble
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:
1. Plagiarism
2. Fabrication and Falsification
3. Cheating
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. Access & Disabilities
In accordance with University policy and the Americans with Disabilities Act (ADA),
academic accommodations may be made for any student who notifies the instructor of
the need for an accommodation. For the instructor to provide the proper
accommodation(s) you must obtain documentation of the need for an accommodation
through Disability Resource Center (DRC) and provide it to the instructor. It is
imperative that you take the initiative to bring such needs to the instructor's attention, as
he/she is not legally permitted to inquire about such particular needs of students.
Students who may require special assistance in emergency evacuations (i.e. fire,
tornado, etc.) should contact the instructor as to the most appropriate procedures to
follow in such an emergency. Contact Disability Resource Center (DRC) at 298-2512 for
additional services.
If you have emergency medical information to share with me, if you need special
arrangements in case the building must be evacuated, or if you need accommodations
in this course because of a disability, please make an appointment with me as soon as
possible. My office location and hours are at the top of this syllabus. If you plan to
request disability accommodations, you are expected to register with the DRC at 2982512.
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.