Louisiana Tech University College of Engineering and Science Implementing an Integrated Engineering Curriculum (supported by NSF Action Agenda grant nr 9972729) Bernd S W Schröder College of Engineering and Science 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 Integrated Courses fall Freshman Year winter math 240 Precalc algebra & trig, single variable differential calculus engr 120 Problem solving, data analysis, team skills, statistics chem 100 Engineering chemistry math 241 spring Single variable differential calculus engr 121 math 242 Integral calculus, intro differential equations engr 122 Statics, strengths, report writing, sketching, design chem 101 phys 201 Engineering chemistry ee n i g s En Clas Engineering Fundamentals Teamwork Communication Skills Circuits, engr economics, CAD, design project Mechanics Plus additional class History, English, Art, g rin Design Computer Skills Laboratory Experiences classes/labs (2 hrs each) per week Integrated Courses fall Sophomore Year winter math 243 Basic statistics, multivariable integral calculus engr 220 Statics and strengths engr 221 math 245 physics 202 engr 222 Thermodynamics Electric and magnetic fields, optics En gin Cl eer as in s g Plus additional class History, English, Art, Engineering Fundamentals Teamwork Communication Skills Sequences, series, differential equations EE applications and circuits Engineering materials Multivariable differential calculus, vector analysis memt 201 math 244 spring Design Statistics & Engr Economics Laboratory Experiences hours lab & 2.5 hours lecture per week Changes in classroom approach More team-based active learning College of Engineering and Science Changes in classrooms Geared toward active learning College of Engineering and Science Implementation Schedule ❧ AY 1997-98: One pilot group of 40 ❧ AY 1998-99: One pilot group of 120 ❧AY 1999-2000 Full implementation College of Engineering and Science Funding - Design and Pilot ❧ ~$20,000 from the Chevron foundation in 1996-97 ❧ 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 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 Strategic Structure for Strategic Outcomes Reference: Benedict, Napper, Guice Journal of Engr Education, April, 2000 Research Centers Dean Assoc Dean Ext Prog Assoc Dean Undergrad Acad Director COES LeadershipTeam Acad Director BM E Assoc Dean R&GS Acad Director Acad Director Acad Director ME EE Phys IE CE Math Ch E Geos CS Chem College of Engineering and Science 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 College of Engineering and Science Percentage of Students Completing Core Courses in Quarters 40 30 Integrated Traditional 20 10 1997-98 1997-98 1998-99 College of Engineering and Science % A, B, C - Precalculus 80 70 60 50 Integrated Traditional 40 30 20 10 1994- 1995- 1996- 1997- 1998- 1999- 200095 96 97 98 99 00 01 Data for Fall Quarter College of Engineering and Science % A, B, C - Calculus I 100 80 60 Integrated Traditional 40 20 1994- 1995- 1996- 1997- 1998- 1999- 200095 96 97 98 99 00 01 Data for Winter Quarter College of Engineering and Science % A, B, C - Calculus II 100 80 60 Integrated Traditional 40 20 1994- 1995- 1996- 1997- 1998- 1999- 200095 96 97 98 99 00 01 Data for Spring Quarter College of Engineering and Science 3.5 MEMT 201 Engineering Materials Average Course Grade 2.5 Integrated Traditional 1.5 0.5 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 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 College of Engineering and Science Implementation Phase Activity: Brainstorm and Top ❧ 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 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 ● ● ● whom to choose mentoring workshops College of Engineering and Science Mentoring: Disciplinary (Teams for ENGR 120 Instructor) Interdisciplinary: students take classes as “blocks” Interdisciplinary team has one group of students Disciplinary: Faculty in same course teach same topics CHEM CHEM CHEM CHEM CHEM 100-1 100-2 100-3 100-4 100-5 MATH MATH MATH MATH MATH 240-1 240-2 240-3 240-4 240-5 ENGR ENGR ENGR ENGR ENGR 120-1 120-2 120-3 120-4 120-5 College of Engineering and Science Mentoring: Interdisciplinary (Teams for ENGR 120 Instructor) Interdisciplinary: students take classes as “blocks” Interdisciplinary team has one group of students Disciplinary: Faculty in same course teach same topics CHEM CHEM CHEM CHEM CHEM 100-1 100-2 100-3 100-4 100-5 MATH MATH MATH MATH MATH 240-1 240-2 240-3 240-4 240-5 ENGR ENGR ENGR ENGR ENGR 120-1 120-2 120-3 120-4 120-5 College of Engineering and Science Interdisciplinary Mentoring ModelInterdisciplinary: (Teams for ENGR 120 Instructor) students take classes as “blocks” Interdisciplinary team has one group of students Disciplinary: Faculty in same course teach same topics CHEM CHEM CHEM CHEM CHEM 100-1 100-2 100-3 100-4 100-5 MATH MATH MATH MATH MATH 240-1 240-2 240-3 240-4 240-5 ENGR ENGR ENGR ENGR ENGR 120-1 120-2 120-3 120-4 120-5 College of Engineering and Science Implementation Phase (The Return of the King) ❧ 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 Implementation Phase (The Return of the King) ❧ Facilities: Your people are more important ❧ … but facilities help ❧ labs ❧ 40 students in groups of four on square tables ❧ laptops provided, connectivity for College of Engineering and Science Implementation Phase (The Return of the King) College of Engineering and Science My Top (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 ... learning College of Engineering and Science Changes in classrooms Geared toward active learning College of Engineering and Science Implementation Schedule ❧ AY 1997-98: One pilot group of 40 ❧... Chem College of Engineering and Science Design Phase Activity: Brainstorm and Top ❧ Where you want to be? ❧ What are the driving forces? ❧ What are the major obstacles? College of Engineering and. .. and smaller student group College of Engineering and Science Percentage of Students Completing Core Courses in Quarters 40 30 Integrated Traditional 20 10 1997-98 1997-98 1998-99 College of Engineering