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College of Engineering and Science Louisiana Tech University College of Engineering and Science Implementing an Integrated Engineering Curriculum (supported.

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Presentation on theme: "College of Engineering and Science Louisiana Tech University College of Engineering and Science Implementing an Integrated Engineering Curriculum (supported."— Presentation transcript:

1 College of Engineering and Science Louisiana Tech University College of Engineering and Science Implementing an Integrated Engineering Curriculum (supported by NSF Action Agenda grant nr ) Bernd S. W. Schröder

2 Louisiana Tech’s Integrated Engineering Curriculum §Topics integrated are engineering, mathematics, physics, chemistry §Mandatory for freshmen and sophomores §50% of all (eligible) faculty participate §Improved performance/preparation §Increased retention §Speedier progress to graduation College of Engineering and Science

3 Integrated Courses fallspringwinter math 240 3math 241 3math Precalc algebra & trig, single variable differential calculus Single variable differential calculus Integral calculus, intro differential equations engr 120 2engr engr Problem solving, data analysis, team skills, statistics Statics, strengths, report writing, sketching, design Circuits, engr economics, CAD, design project Freshman Year chem chem Engineering chemistry phys Mechanics Plus 1 additional class -- History, English, Art,... Engineering Fundamentals Teamwork Communication Skills Design Computer Skills Laboratory Experiences 2 classes/labs (2 hrs each) per week Engineering Class

4 Integrated Courses fallspringwinter math 243 3math 244 3math Basic statistics, multivariable integral calculus Multivariable differential calculus, vector analysis Sequences, series, differential equations engr 220 3engr engr Statics and strengthsEE applications and circuitsThermodynamics memt physics Engineering materialsElectric and magnetic fields, optics Sophomore Year Plus 1 additional class -- History, English, Art,... Engineering Fundamentals Teamwork Communication Skills Design Statistics & Engr Economics Laboratory Experiences 3 hours lab & 2.5 hours lecture per week Engineering Class

5 College of Engineering and Science Changes in classroom approach More team-based active learning

6 College of Engineering and Science Changes in classrooms Geared toward active learning

7 Implementation Schedule §AY : One pilot group of 40 §AY : One pilot group of 120 §AY Full implementation College of Engineering and Science

8 Funding - Design and Pilot §~$20,000 from the Chevron foundation in §Two grants of ~$25,000 each from the Board of Regents (matched in kind) §Voluntary faculty contributions (Time) §Used to adapt/develop curriculum and materials College of Engineering and Science

9 Funding - Implementation §~$650,000 from NSF Action Agenda §~$75,000 from Board of Regents §~$120,000 in donations §more faculty time §Used to improve facilities, mentor faculty, professional development (travel) College of Engineering and Science

10 M E I E BM E Math C E Geos Ch E C S E E Phys ChemDean Assoc Dean Undergrad R&GS Acad Director College of Engineering and Science Research Centers Strategic Structure for Strategic Outcomes Reference: Benedict, Napper, Guice Journal of Engr Education, April, 2000 COES LeadershipTeam Assoc Dean Ext Prog Ext Prog

11 Design Phase Activity: Brainstorm and Top 3 §Where do you want to be? §What are the driving forces? §What are the major obstacles? College of Engineering and Science

12 Design Phase (The Fellowship of the Ring) §Identify educational leaders l Participation cannot be forced l Tenured vs.untenured l It helps if your goals match their goals l Need a mix that represents all disciplines represents all layers of administration gives equal rights and responsibilities to all College of Engineering and Science

13 Design Phase (The Fellowship of the Ring) §Educational leaders (cont.) l Too much ego is a liability l Micromanagement is impossible l Trust is mandatory l Communication to all constituents is essential l Give incentives, support as necessary §Leaders set goals and design, pilot and implement the curriculum College of Engineering and Science

14 Design Phase (The Fellowship of the Ring) §Goals l Should be agreed upon by all l Aim high (“impossible” is only a word) l Celebrate the small successes §Curriculum design l Look for key points of integration l Allow unconventional approaches l Compromise College of Engineering and Science

15 Design Phase - Results (The Fellowship of the Ring) §Tightly knit core group of faculty (The Fellowship of the Ring) §Curriculum goals and framework in place §Courses designed and all materials ready to teach them §Remaining faculty updated on current status College of Engineering and Science

16 Design Phase - Results: Goals (The Fellowship of the Ring) §Intro. key theoretical concepts “in context.” §Better teaming and problem-solving skills. §Technological skills. §Improved communication skills. §Eliminate unnecessary duplication. §Increased retention and speedy progress to graduation College of Engineering and Science

17 For materials try, for example: (peer reviewed learning modules) Multimedia Educational Resource For Learning and Online Teaching

18 Pilot Phase Activity: Brainstorm and Top 3 §What were recent innovations at your school and where are they now? §What went wrong or right? College of Engineering and Science

19 Pilot Phase (The Two Towers) §Course designers teach the pilot courses §Select pilot groups as representative as possible §Identify parameters to be measured §Communicate between concurrent courses §Communicate to the rest of the faculty (avoid good=new, bad=old) College of Engineering and Science

20 Pilot Phase (The Two Towers) §Surprises will occur (engineers normally don’t teach freshmen) §High workload that cannot be sustained in the long run §Pilot groups (re)act differently §The grass is always greener on the other side (The Two Towers) College of Engineering and Science

21 Pilot Phase (The Two Towers) §Evaluate outcomes according to identified parameters §Evaluate student and faculty attitudes §Adjust to avoid bottlenecks, etc §Run more pilot groups as needed College of Engineering and Science

22 Pilot Phase (The Two Towers) §Basic Achilles heels of a pilot program l Initial student selection may not be representative l Faculty is not representative l Filtering after first term leads to stronger and smaller student group College of Engineering and Science

23 Percentage of Students Completing Core Courses in 6 Quarters

24 College of Engineering and Science % A, B, C - Precalculus Data for Fall Quarter

25 College of Engineering and Science % A, B, C - Calculus I Data for Winter Quarter

26 College of Engineering and Science % A, B, C - Calculus II Data for Spring Quarter

27 College of Engineering and Science MEMT 201 Engineering Materials Average Course Grade Data from Jordan & Pumphrey ASEE Conference, Session Classes were mixed (i.e. some of the students had been in the integrated freshman courses and some had not.) These data reflect overall class performances. In every type of comparison, students who had been in the integrated curriculum performed significantly better than non-integrated students.

28 Implementation Phase Activity: Brainstorm and Top 3 §How many of your faculty could be convinced by a pilot program? §How can they be convinced? §(Should they be convinced?) College of Engineering and Science

29 Implementation Phase (The Return of the King) §A successful pilot is only the beginning §Sustaining two full curricula side by side is impossible (so the king must return) §Number of participating personnel needs to be increased l whom to choose l mentoring l workshops College of Engineering and Science

30 Mentoring: Disciplinary (Teams for ENGR 120 Instructor) College of Engineering and Science

31 Mentoring: Interdisciplinary (Teams for ENGR 120 Instructor) College of Engineering and Science

32 Interdisciplinary Mentoring Model (Teams for ENGR 120 Instructor) College of Engineering and Science

33 Implementation Phase (The Return of the King) §Lagged students: Enter the pauper? l Different demographics l Expectations of faculty not met (engineers still don’t know freshmen) l Vicious cycle of low motivation and low performance l Inappropriate “institutionalization” in first term l Mind historical data, you are still doing well (probably) College of Engineering and Science

34 Implementation Phase (The Return of the King) §Facilities: Your people are more important §… but facilities help §2 labs §40 students in groups of four on square tables §2 laptops provided, connectivity for 4 College of Engineering and Science

35 Implementation Phase (The Return of the King) College of Engineering and Science

36 My Top 3 (The Hobbit) §A successful pilot is crucial, but it also is (only?) the beginning §Buy-in is essential §Bet on youth §Keep it flexible §“What happens when the grant runs out?” MUST be a non-question College of Engineering and Science


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