The Greenfield Coalition for New Manufacturing Education was formed by the National Science Foundation (NSF) to initiate a new curriculum in manufacturing engineering and technology. Student-candidates can obtain associate and bachelors degrees in manufacturing engineering technology and bachelor of science degrees in manufacturing engineering. Computer based instruction (CBI), combined with experiential learning, are used instead of traditional classroom experiences. Six coalition universities provide academic expertise for curriculum development. The Center for Advanced Technologies (CAT) at Focus: HOPE in Detroit provides a state-of-the-art manufacturing facility for student-candidates to gain engineering knowledge within the context of an industrial environment. The CAT provides both case studies and projects for the candidates to investigate during the course of their education. The curriculum for these degrees was divided into several broad knowledge areas. The engineering materials knowledge area was one of the initial knowledge areas developed during the first year of the coalition. The engineering materials knowledge area was divided into twelve modules, most of which used the dissemination method of CBI. The author developed two CBI modules for this knowledge area: "Ceramics" and "Corrosion". The engineering sciences knowledge area was developed during the second year of the coalition. The author developed a CBI module for "Torsion" in the mechanophysics knowledge stem.

This paper describes the author's experiences as a first and second year course developer, and how these experiences influenced the decisions made by the coalition regarding CBI development in the years three and four. In particular, the challenges faced in using the "Authorware" software program will be detailed. The engineering materials CBI course has been offered for credit twice. Feedback from the student-candidates will be incorporated into the discussion.

Engineering materials is a required course in the curriculum for ABET accredited undergraduate engineering and engineering technology institutions. For this reason, the engineering materials knowledge area was one of six original knowledge areas selected for curriculum development by the six universities (Lawrence Technological University, University of Detroit-Mercy, Wayne State University, University of Michigan - Ann Arbor, Lehigh University, Central State University in Ohio) in the NSF sponsored Greenfield Coalition for New Manufacturing Education. The author developed two computer based instructional (CBI) modules for the engineering materials knowledge area: "Ceramics" and "Corrosion". Curriculum developed during the second year of the Coalition included the engineering sciences knowledge area, which was developed by personnel at the University of Michigan - Ann Arbor, with a subcontract to the author at Lawrence Technological University for a CBI module on "Torsion" in the mechanophysics knowledge stem.

The Greenfield Coalition was established in order to develop a new curriculum for manufacturing engineering and technology education using non-traditional methods of instruction. These methods include computer based instruction, case studies and projects, portfolios and experiential learning. The unique element of the Greenfield Coalition is its partnership with the Center for Advanced Technologies (CAT) at Focus:HOPE in Detroit, Michigan, which is a national project including a futuristic 220,000 square foot manufacturing/learning facility opened in 1993. The CAT provides both students, called candidates at Focus:HOPE, and a working laboratory of engineering case studies. The candidates work full time in the CAT. They leave the shop floor at specified class times, as well as on their own time, to use the electronic library and attend classes.

OBJECTIVES

The objectives of the CBI module development were as follows:

1) Define and establish innovative CBI modules for the engineering materials and engineering sciences knowledge areas.

2) Establish the instructional process, the prerequisites and the test for competency of the modules.

3) Incorporate the candidates' experiences in the CAT in case studies in the modules.

4) Collaborate with coalition partners to establish academic credit and degree requirements for the knowledge areas.

5) Incorporate initial candidate feedback from the modules into their redesign for offering to subsequent candidates.

Organization

Groups of modules were designed to be equivalent to courses offered by Lawrence Technological University and the University of Michigan - Ann Arbor. Equivalent courses will need to be determined by the other coalition universities. Prerequisites are required for the first modules in any given knowledge area; later modules build on knowledge gained from previous modules.

Delivery

When the first year contracts were awarded, the coalition had not yet chosen software for course development. Consequently, the author spent a considerable amount of time writing "scripts" for the "Ceramics" and "Corrosion" modules. These hard copy scripts outlined the organization and content of the modules. During the first year, a number of available software packages were evaluated by the information systems committee for the coalition. "Authorware" was chosen and distributed to the curriculum developers at the various universities. The coalition also offered a week-long introductory seminar in the use of "Authorware" to interested developers.

During the seminar, the developers learned how "Authorware" works and created some simple screens. In addition, the developers were exposed to the power and sophistication of "Authorware" when a group of skilled personnel creates curriculum. For example, one of the major airlines uses an professionally produced "Authorware" program to educate reservations clerks. The personnel needed to exploit the power of "Authorware" include instructional designers, graphic artists, technical writers and programmers. CBI with "Authorware" can be engaging, interactive, and effective. However, proper use of fonts and colors, screen design and navigational tools, visual and audio stimulation of the student and interaction with the student are all necessary for the proper use of "Authorware".

Because of the author's lack of sophistication in CBI, the lack of established guidelines in the coalition for CBI development, and the time constraints imposed by the contract, the "Ceramics" and "Corrosion" CBI modules were authored in a "linear" format, with few branches and/or navigational tools incorporated into the modules. Some simple interactions were used, and quizzes were interspersed at various points in the modules. In general, the screens are too busy and the graphics rudimentary. However, the modules use a bright blue background with yellow print, which is effective, and it is impossible to get locked into any loops, which candidates have noticed in other modules.

The author's experience as a second year course developer was quite different. Working as a subcontractor to the University of Michigan - Ann Arbor, the author was presented with an "Authorware" template. The navigational tools of this template were designed by a graduate student at the University of Michigan, and a graphic artist on staff designed the color scheme and layout. Starting with this template, it was much faster to develop the "Torsion" module. In addition, the figures for the module were produced on CAD by two undergraduate students at Lawrence Technological University. However, there were some difficulties in finding a program that would convert the CAD files into a format suitable for pasting into "Authorware". Coalition personnel eventually solved this problem.

Although the Mechanophysics modules do not incorporate sound or video, and are not highly interactive, the template enabled the production of a more sophisticated product in a much shorter amount of time. As before, quizzes were interspersed at various points in the module. Problems were placed at the end of each subsection in the module. Certain numbers in these problems were randomly generated so that the answers to the problems were different each time the problem was attempted.

Content

In organizing the "Ceramics" and "Corrosion" CBI modules, a choice of case studies was introduced on one of the first screens. Traditional ceramics were studied by using case studies of glass windows, dinner china, bricks and concrete; advanced ceramics were studied by using case studies of grinding wheels and ceramic cutting tools. The case studies were used to illustrate a variety of materials, manufacturing methods, and properties.

The content of the "Torsion" module followed the conventional presentation of torsion and twist in standard mechanics of materials textbooks.

The amount of material presented in each module is probably equivalent to the amount of material presented in 1 1/2 to 2 weeks of traditional classroom lecture. The modules probably contain less than the content of one chapter in a text.

CONCLUSIONS

The development of an interactive, engaging CBI curriculum is a very time consuming process which requires both computing skill and artistic talent. Traditional teachers may do a cursory CBI curriculum development; unless they are very interested in computer programming and have some competent help their work will not reach the level of sophistication necessary to engage students.

Therefore, the proper use of "Authorware" or any program used for curriculum development will require a team of dedicated personnel in addition to the content provider (the traditional "teacher"). These personnel should include an instructional designer to aid in the overall organization of the material and suggest methods of student interaction. Also, a graphic artist is needed to construct quality graphics compatible with "Authorware" or whatever program is being used, and design visually pleasing screens with proper color and font choices. Technical writers are needed to develop concise text blocks which convey the intended information. Finally, programmers are needed both to manipulate "Authorware" and manage the supporting equipment used to capture pictures and audio/video clips to be pasted into the final program.

The Greenfield Coalition is in the process of hiring 5-6 people. An instructional designer is already on board, and she will be joined by graphic artists, a technical writer and programmers. The coalition office will then serve as a resource site for the developers at the six coalition universities. Year four course developers will begin working with these personnel at the beginning of the module development process.

The goal of the coalition is to create modules which are engaging to the students and suitable for self-paced instruction. However, commercial quality modules will probably not be achieved, since it is cost prohibitive to create commercial quality modules which keep up with the changes in technology or engineering curriculum.

The "Ceramics" and "Corrosion" CBI modules developed in first year of the contract can serve as a basis for continued development by the graphic artists, technical writers, programmers, and instructional designers soon to be in place at the coalition. In particular, the hard copy "scripts" will be a great help in producing a quality CBI.

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