85 Louisiana Tech University College of Engineering and Science

Louisiana Tech’s Integrated Engineering Curriculum mathematics, physics, chemistry College of Engineering and Science... Integrated Coursesmath 240 3 math 241 3 math 242 3 Precalc algebr

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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

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Louisiana Tech’s Integrated

Engineering Curriculum

mathematics, physics, chemistry

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Integrated Courses

math 240 3 math 241 3 math 242 3

Precalc algebra & trig, single

variable differential calculus

Single variable differential calculus

Integral calculus, intro differential equations

engr 120 2 engr 121 2 engr 122 2

Problem solving, data

analysis, team skills, statistics

Statics, strengths, report writing, sketching, design

Circuits, engr economics, CAD, design project

Communication Skills

Design Computer Skills Laboratory Experiences

gin eer

ing ss

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Integrated Courses

math 243 3 math 244 3 math 245 3

Basic statistics, multivariable

integral calculus

Multivariable differential calculus, vector analysis

Sequences, series, differential equations

engr 220 3 engr 221 3 engr 222 3

Statics and strengths EE applications and circuits Thermodynamics

Communication Skills

Design Statistics & Engr Economics Laboratory Experiences

3 hours lab & 2.5 hours lecture per week

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Changes in

classroom approach

More team-based active learning

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Changes in classrooms

Geared toward active learning

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Implementation Schedule

AY 1997-98: One pilot group of 40

 AY 1998-99: One pilot group of 120

 AY 1999-2000 Full implementation

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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

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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)

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Dean Assoc Dean

Undergrad

Assoc Dean R&GS

Acad Director

Acad Director Acad Director

Research Centers

Strategic Structure for Strategic Outcomes Reference: Benedict, Napper, Guice

Journal of Engr Education, April, 2000

COES LeadershipTeam

Assoc Dean Ext Prog

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Design Phase

Activity: Brainstorm and Top 3

 Where do you want to be?

 What are the driving forces?

 What are the major obstacles?

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Design Phase

(The Fellowship of the Ring)

 Identify educational leaders

 Participation cannot be forced

 It helps if your goals match their goals

• represents all disciplines

• represents all layers of administration

• gives equal rights and responsibilities to all

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Design Phase

 Educational leaders (cont.)

 Too much ego is a liability

 Communication to all constituents is essential

 Give incentives, support as necessary

 Leaders set goals and design, pilot and

implement the curriculum

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Design Phase

 Goals

 Curriculum design

 Look for key points of integration

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Design Phase - Results

 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

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Design Phase - Results: Goals

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

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For materials try, for example:

www.merlot.org

(peer reviewed learning modules)

Multimedia Educational Resource

For Learning and Online Teaching

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Pilot Phase

 What were recent innovations at your

school and where are they now?

 What went wrong or right?

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Pilot Phase

(The Two Towers)

possible

good=new, bad=old)

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Pilot Phase

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)

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Pilot Phase

Evaluate outcomes according to identified

parameters

 Evaluate student and faculty attitudes

 Adjust to avoid bottlenecks, etc

 Run more pilot groups as needed

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Pilot Phase

 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

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Percentage of Students Completing Core Courses in 6 Quarters

0 10 20 30 40

1997-98 1997-98 1998-99

Integrated Traditional

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1994- 96

1995- 97

1996- 98

1997- 99

1998- 00

1999- 01

2000-Integrated Traditional

Data for Fall Quarter

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1994- 96

1995- 97

1996- 98

1997- 99

1998- 00

1999- 01

Data for Winter Quarter

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% A, B, C - Calculus II

0 20 40 60 80 100

95

1994- 96

1995- 97

1996- 98

1997- 99

1998- 00

1999- 01

Data for Spring Quarter

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MEMT 201

Engineering Materials

Average Course Grade

0 0.5 1 1.5 2 2.5 3 3.5 4

1999-00 2000-01

Integrated Traditional

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.

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Implementation Phase

 How many of your faculty could be

convinced by a pilot program?

 How can they be convinced?

 (Should they be convinced?)

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(The Return of the King)

impossible (so the king must return)

increased

 whom to choose

 mentoring

workshops

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Mentoring: Disciplinary

(Teams for ENGR 120 Instructor)

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

CHEM 100-1

CHEM 100-2

CHEM 100-3

CHEM 100-4

CHEM 100-5 MATH

240-1

MATH 240-2

MATH 240-3

MATH 240-4

MATH 240-5

ENGR 120-2

ENGR 120-3

ENGR 120-4

ENGR 120-5

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Mentoring: Interdisciplinary

(Teams for ENGR 120 Instructor)

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

CHEM 100-1

CHEM 100-2

CHEM 100-3

CHEM 100-4

CHEM 100-5 MATH

240-1

MATH 240-2

MATH 240-3

MATH 240-4

MATH 240-5

ENGR 120-2

ENGR 120-3

ENGR 120-4

ENGR 120-5

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CHEM 100-2

CHEM 100-3

CHEM 100-4

CHEM 100-5 MATH

240-1

MATH 240-2

MATH 240-3

MATH 240-4

MATH 240-5

ENGR 120-2

ENGR 120-3

ENGR 120-4

ENGR 120-5

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don’t know freshmen)

performance

(probably)

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 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

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My Top 3

(The Hobbit)

 A successful pilot is crucial, but it also is

(only?) the beginning

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