College of Engineering and Science Louisiana Tech University College of Engineering and Science...

College of Engineering and Science

Louisiana Tech UniversityCollege of Engineering and Science

Implementing an Integrated Engineering Curriculum(supported by NSF Action Agenda grant

nr. 9972729)

Bernd S. W. Schröder

Louisiana Tech’s Integrated Engineering CurriculumTopics integrated are engineering,

mathematics, physics, chemistryMandatory for freshmen and sophomores50% of all (eligible) faculty participateImproved performance/preparationIncreased retention Speedier progress to graduation


Integrated Courses

fall springwinter

math 240 3 math 241 3 math 242 3Precalc algebra & trig, singlevariable differential calculus

Single variable differential calculus

Integral calculus, intro differential equations

engr 120 2 engr 121 2 engr 122 2Problem solving, data analysis, team skills, statistics

Statics, strengths, reportwriting, sketching, design

Circuits, engr economics,CAD, design project

Freshman Year

chem 100 2 chem 101 2 Engineering chemistry Engineering chemistry

phys 201 3Mechanics

Plus 1 additional class -- History, English, Art, ...

Engineering Fundamentals

Teamwork

Communication Skills

Design

Computer Skills

Laboratory Experiences

2 classes/labs (2 hrs each) per weekEngineering

Class

Integrated Courses

fall springwinter

math 243 3 math 244 3 math 245 3Basic statistics, multivariableintegral calculus

Multivariable differential calculus, vector analysis

Sequences, series, differentialequations

engr 220 3 engr 221 3 engr 222 3Statics and strengths EE applications and circuits Thermodynamics

memt 201 2 physics 202 3 Engineering materials Electric 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 weekEngin

eeri

ng

C

lass


Changes in classroom approach

More team-based active learning


Changes in classrooms

Geared towardactive learning

Implementation Schedule

AY 1997-98: One pilot group of 40AY 1998-99: One pilot group of 120

AY 1999-2000 Full implementation


Funding - Design and Pilot ~$20,000 from the Chevron foundation in

1996-97Two grants of ~$25,000 each from the

Board of Regents (matched in kind)Voluntary faculty contributions (Time)

Used to adapt/develop curriculum and materials


Funding - Implementation ~$650,000 from NSF Action Agenda~$75,000 from Board of Regents~$120,000 in donationsmore faculty time

Used to improve facilities, mentor faculty, professional development (travel)


M EM E

I EI E

BM EBM E

MathMath

C EC E

GeosGeos

Ch ECh E C SC S

E EE E

PhysPhys

ChemChem

DeanDeanAssoc Dean Assoc Dean UndergradUndergrad

Assoc Dean Assoc Dean R&GSR&GS

Acad DirectorAcad Director

Acad DirectorAcad DirectorAcad DirectorAcad Director




Research Centers

Strategic Structure for Strategic Outcomes Reference: Benedict, Napper, GuiceJournal of Engr Education, April, 2000

COESLeadershipTeam

Assoc Dean Assoc Dean Ext ProgExt Prog

Design Phase Activity: Brainstorm and Top 3

Where do you want to be?What are the driving forces?What are the major obstacles?


Design Phase(The Fellowship of the Ring)

Identify educational leaders Participation cannot be forced Tenured vs.untenured It helps if your goals match their goals Need a mix that

• represents all disciplines

• represents all layers of administration

• gives equal rights and responsibilities to all


Design Phase(The Fellowship of the Ring)Educational leaders (cont.)

Too much ego is a liability Micromanagement is impossible Trust is mandatory Communication to all constituents is essential Give incentives, support as necessary

Leaders set goals and design, pilot and implement the curriculum


Design Phase(The Fellowship of the Ring)Goals

Should be agreed upon by all Aim high (“impossible” is only a word) Celebrate the small successes

Curriculum design Look for key points of integration Allow unconventional approaches Compromise


Design Phase - Results(The Fellowship of the Ring)

Tightly knit core group of faculty (The Fellowship of the Ring)

Curriculum goals and framework in placeCourses designed and all materials ready to

teach themRemaining faculty updated on current status


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


For materials try, for example:

www.merlot.org

(peer reviewed learning modules)

Multimedia Educational Resource

For Learning and Online Teaching

Pilot PhaseActivity: Brainstorm and Top 3 What were recent innovations at your

school and where are they now?What went wrong or right?


Pilot Phase(The Two Towers) Course designers teach the pilot coursesSelect pilot groups as representative as

possibleIdentify parameters to be measuredCommunicate between concurrent coursesCommunicate to the rest of the faculty

(avoid good=new, bad=old)


Pilot Phase(The Two Towers) Surprises will occur (engineers normally

don’t teach freshmen)High workload that cannot be sustained in

the long runPilot groups (re)act differentlyThe grass is always greener on the other

side (The Two Towers)


Pilot Phase(The Two Towers) Evaluate outcomes according to identified

parametersEvaluate student and faculty attitudesAdjust to avoid bottlenecks, etcRun more pilot groups as needed


Pilot Phase(The Two Towers) Basic Achilles heels of a pilot program

Initial student selection may not be representative

Faculty is not representative Filtering after first term leads to stronger and

smaller student group



Percentage of Students Completing Core Courses in 6 Quarters

0

10

20

30

40

1997-98 1997-98 1998-99

IntegratedTraditional


% A, B, C - Precalculus

0

10

20

30

40

50

60

70

80

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01


Data forFall Quarter


% A, B, C - Calculus I

0

20

40

60

80

100

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01


Data forWinter Quarter


% A, B, C - Calculus II

0

20

40

60

80

100

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01


Data forSpring Quarter


MEMT 201Engineering MaterialsAverage Course Grade

0

0.5

1

1.5

2

2.5

3

3.5

4

1999-00 2000-01


Data from Jordan & Pumphrey. 2001 ASEE Conference, Session 1664.Classes were mixed (i.e. some of the students had been in the integratedfreshman 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-integratedstudents.

Implementation PhaseActivity: 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?)


Implementation Phase(The Return of the King)

A successful pilot is only the beginningSustaining two full curricula side by side is

impossible (so the king must return)Number of participating personnel needs to

be increased whom to choose mentoring workshops


Mentoring: Disciplinary(Teams for ENGR 120 Instructor)

Interdisciplinary: students take classes as “blocks”.Interdisciplinary team has one group of students.

CHEM100-1

CHEM100-2

CHEM100-3

CHEM100-4

CHEM100-5

MATH240-1

MATH240-2

MATH240-3

MATH240-4

MATH240-5

Disci-plinary:Facultyin samecourseteachsametopics.

ENGR120-1

ENGR120-2

ENGR120-3

ENGR120-4

ENGR120-5


Mentoring: Interdisciplinary(Teams for ENGR 120 Instructor)


CHEM100-1

CHEM100-2

CHEM100-3

CHEM100-4

CHEM100-5

MATH240-1

MATH240-2

MATH240-3

MATH240-4

MATH240-5


ENGR120-1

ENGR120-2

ENGR120-3

ENGR120-4

ENGR120-5


Interdisciplinary Mentoring Model (Teams for ENGR 120 Instructor)


CHEM100-1

CHEM100-2

CHEM100-3

CHEM100-4

CHEM100-5

MATH240-1

MATH240-2

MATH240-3

MATH240-4

MATH240-5


ENGR120-1

ENGR120-2

ENGR120-3

ENGR120-4

ENGR120-5



Lagged students: Enter the pauper? Different demographics Expectations of faculty not met (engineers still

don’t know freshmen) Vicious cycle of low motivation and low

performance Inappropriate “institutionalization” in first term Mind historical data, you are still doing well

(probably)College of Engineering and Science


Facilities: Your people are more important… but facilities help2 labs40 students in groups of four on square

tables2 laptops provided, connectivity for 4




My Top 3(The Hobbit)

A successful pilot is crucial, but it also is (only?) the beginning

Buy-in is essentialBet on youthKeep it flexible“What happens when the grant runs out?”

MUST be a non-questionCollege of Engineering and Science

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