Learning Streams: A Case Study in Curriculum Integration

1. Learning Streams: A Case Study in Curriculum Integration Mani Mina, Arun Somani, Akhilesh Tyagi, Diane Rover, Matthew Feldmann, and Mack Shelley Iowa State University Ames, Iowa 50011 This work was supported in part by the National Science Foundation under grant no. EEC-0431924

2. VIE: Vertical Integration of Computer, Electrical, and Mechanical Engineering Education Conducted during 2004-2005 Pilot study for integration of classes: Learning Streams Conducted by Department of Electrical and Computer Engineering Results are promising and the study is continuing In this paper we report the finding. Introduction Frontiers in Education 2005

3. “Most curricula require students to learn in unconnected pieces – separate courses whose relationship to each other and to the engineering process are not explained until late in a baccalaureate education, if ever. Further, an engineering education is usually described in terms of a curriculum designed to present to students the set of topics engineers “need to know,” leading to the conclusion that an engineering education is a collection of courses. Thecontent of the courses may be valuable, but this view of engineering education appears to ignore the need for connections and for integration – which should be at the core of an engineering education.” J. Bordogna “Next Generation Engineering: Innovation Through Integration,” Keynote Address, NSF Engineering Education Innovator’s Conference, April 8, 1997 Frontiers in Education 2005

4. Learning stream: new basic curriculum element, or building-block, for integrating subject matter across traditional courses, and in some cases, across disciplines higher-dimensioned problem-solving balance between the fundamentals and applications and between theory and practice Learning Stream Model Frontiers in Education 2005

5. Learning Stream Model Frontiers in Education 2005

6. Learning stream in computer engineering Replaced traditional course sequence of CPRE 210-211-305 over three semester Set of courses with natural progression fundamentals of digital systems design and micro processor Integrated stream sequence of CPRE 281X-381X over two semesters during Fall 2004 and Spring 2005 Join course subject matter cohesively Learning experience that is “just-in-time” Closed knowledge gaps due to disjoint courses and instructors Learning Stream Pilot Frontiers in Education 2005

7. Traditional Course Sequence: CprE 210, Introduction to Digital Design (4 cr., 3-2) CprE 211, Introduction to Microcontrollers (4 cr., 3-2) CprE 305, Computer Organization and Design (4 cr., 3-2) Learning Stream Sequence: CprE 281X, Digital Logic, Processors, and Programming I (4 cr.); CprE 282X, Lab (2 cr.) CprE 381X, Digital Logic, Processors, and Programming II (4 cr.); CprE 382X, Lab (2 cr.) Course Descriptions Frontiers in Education 2005

8. Community of VIE Scholars connected to the VIE Professors Faculty and students work closely together in understanding the application of design knowledge Consistency in teaching and learning Enhanced learning experience for students as faculty mentors can connect more with individual learning styles and capabilities Learning Stream Frontiers in Education 2005

9. Characteristics of the learning stream model distinguish it from traditional approaches. Problem-based Design Faculty Collaboration Sense of Community Curricular Flexibility Rigorous Program Assessment Learning Stream Pilot Frontiers in Education 2005

10. Learning Community Benefits Learner-centered instruction Adaptable Structure Diverse faculty base (expertise, training, etc.) Linkage between research and curriculum Industry-based Design Emphasis on contemporary problems Vertical integration similar to industry Application of problem-based learning Learning Stream ModelEducational Principles and attributes Frontiers in Education 2005

11. The evaluation is based on the following research questions: To what extent is student development enhanced by embedding the LS model of discovery-based learning into the curriculum? To what extent are instructors’ knowledge and teaching ability enhanced? To what extent are faculty better interconnected across departments and programs? To what extent are lessons learned from previous learning community experiences transferable to LS implementation? To what extent is research guided by LS experience? Program Evaluation Frontiers in Education 2005

12. Evaluation activities have included: Pre- and post- surveys of the 281x and 210 courses taught in Fall 2004 Plus/delta exercise and focus groups with 281x and 381x courses Comparison of 210/211 with 281x/381x student course grades Faculty survey Pre-survey of 381x and 211 courses currently being taught (Spring 2005) Program Evaluation Frontiers in Education 2005

13. VIE students feel the program: Promotes student interaction because of small class size Promotes student-faculty interaction because of the low faculty-to-student ratio Encourages deep understanding of course concepts through: Continuity of faculty instructors from 281x to 381x Laboratory exercises in both courses that are cumulative and connected The intense nature of two six-credit courses taken in two consecutive semesters Evaluation Results Frontiers in Education 2005

14. Pre and Post Surveys Frontiers in Education 2005

15. Continuity in the course structure promoted student learning Intense course structure promoted a deep understanding of the material Small class structure promoted accountability, interaction, and flexibility Course structure may promote opportunities after completion of the classes Finding Summary Frontiers in Education 2005

16. The students learning was satisfactory Most recitation sections were more productive when combined with lab activities Giving students more time in the labs enhanced lecture based instruction The stream format also afforded a better opportunity to gauge student mastery of concepts Instructors Perspective Frontiers in Education 2005

17. The pilot learning stream implementation at Iowa State shows promising results. The assessment indicates that a stream is an effective alternative to traditional term-based courses. It also revealed areas to improve and to continue monitoring. Overall the stream experience has proven worthwhile for the students participating in the pilot. Conclusions Frontiers in Education 2005