“ Integrating Engineering Design with Humanities, Social Sciences, Sciences and Mathematics ”

“Integrating Engineering Design with Humanities, Social Sciences, Sciences and Mathematics” Devdas Shetty & Hisham Alnajjar University of Hartford Share the Future IV Tempe, AZ March 16-18, 2003

Overview • The integration of engineering and non-engineering courses using integrative learning blocks • Experiential and collaborative learning by both faculty and students • Partnership with the industry in the creation of ‘real-life’ Problem-Based Engineering projects • Development of integrated curricular material by cross-collegiate teams of faculty working together with representative from the private sector. Share the Future IV, Tempe, AZ 2003

Curricular Reform Approaches • Understand the functional core of the engineering process • Analyze, synthesize and formulate problems and solve them…. problem solving strategy • Think across disciplines (lateral) as well as in disciplinary depth (vertical) • Communicate ideas effectively to diverse groups • Recognize and contribute to the relationship of the engineering enterprise to the socio-economic context • Develop the motivation, knowledge base, and intellectual capability for career-long learning Share the Future IV, Tempe, AZ 2003

Curriculum Restructuring – Establishing Linkages Creation of unique course combinations where faculty from engineering, math, science, humanities, and social science worked together to define student learning outcomes for project-based curricula. Curriculum Restructuring – Design Integration Design-oriented courses in each year of the engineering curriculum gives students an opportunity to make connections between various courses and obtain a better perspective of engineering practice. Share the Future IV, Tempe, AZ 2003

Problem/Solution Problem: First-year curriculum: • Fragmented structure. • Students seldom relate engineering topics to other topics. • Even those taken during the same semester. Solution: • Enforce these relationships/connections. Share the Future IV, Tempe, AZ 2003

How?/ Results! How: • Integrate certain required engineering courses with required courses from other programs. • Freshman Interest Group (FIG). • Integrative Learning Blocks (ILBs) or shared outcomes. Results: Two freshman-engineering courses are FIGed: • Principal of Engineering with freshman writing • Principles of Design with math and physics Share the Future IV, Tempe, AZ 2003

Calculus Based Physics I PHY 112 Principles of Design ES 142 Principles of Engineering ES 141 Integrated Learning Block Integrated Learning Block Calculus II M 145 Reading & Writing RLC 110 Curriculum Restructuring – Establishing Linkages Freshman Year Share the Future IV, Tempe, AZ 2003

Byproducts • Faculty cooperation. • Students’ performance, interest, and GPA are up. Share the Future IV, Tempe, AZ 2003

FIG ? • Pairing or clustering of courses for a group of 20-plus students • Students take two or three courses together Share the Future IV, Tempe, AZ 2003

ILBs • the shared materials between the FIGed courses. • centered on a body of work that is common to all the FIGed courses. • establishing them is an important task and should be taken seriously. • an opportunity for examining the expected outcomes of each of the FIGed courses. Share the Future IV, Tempe, AZ 2003

Preparation • list of the shared Outcomes. O • Activities to support the outcomes. A • Technology to support these activities. T • Assessment method. A • class time: subject matters in their classes. • projects (as teams): connection should be obvious and clear. • final project: all faculty should be involved. Share the Future IV, Tempe, AZ 2003

Task 1 • Think about a course that you teach (lower level) • write the expected Outcomes • team-up with some one from different area (if possible) • check for Shared Outcomes Share the Future IV, Tempe, AZ 2003

First Semester: the courses RLC 110 Rhetoric, Language, and Culture: • teaches critical thinking, reading, and writing skills. • uses a three-part curriculum that helps students discern perspectives. ES 141 Principal of Engineering: • a freshman orientation course. • introduces the engineering approach to solutions of problems of current interest. • students explore different fields of engineering through guest speakers, field trips, and research. Share the Future IV, Tempe, AZ 2003

First Semester: the courses <<seem to have relatively little in common>> However, they share the desire for students to: • think critically. • write with an appropriate level of literacy. • communicate effectively, not only with peers but also with non-experts. Share the Future IV, Tempe, AZ 2003

First Semester:Shared Outcomes • Communicate technical information in written and oral form in a professional manner appropriate to the workplace and the classroom • Manage and process information in a variety of contexts and situations • Gather, analyze, and evaluate data from a variety of sources, including interviews, library materials (books and journals), and on-line sources. • Organize and manage tasks regarding personal and professional development. • Be aware of university resources and use them. • Work independently as a member or a leader of a small group that performs a variety of writing and analytical projects. Share the Future IV, Tempe, AZ 2003

Weekly Schedule Share the Future IV, Tempe, AZ 2003

Task 2 • specify Activities to support the outcomes. • specify Technology to support these activities. Share the Future IV, Tempe, AZ 2003

First Semester: Final Project A mock debate/town meeting: “Research the pros and cons of augmenting Our Town’s nearly full landfill with a batch incinerator” Students were assigned roles in Our Town: • Townspeople. • Business investors. • Government regulators. Share the Future IV, Tempe, AZ 2003

First Semester: Final Project • Students were required to research text and online sources. • Town meeting: each group gave a PP presentation explaining the group’s “vote”. • Display any evidence. Students noted how the power and conflict dynamics were quite similar to the ethics discussions from the beginning of the semester—indicating that they perhaps made some deeper connections after all. Share the Future IV, Tempe, AZ 2003

Second Semester: the courses • Physics I (PHY 112) • Calculus II (M 145) • Principles of Design Course (ES 142) • projects were assigned in the freshman design course • discussed in the physics and calculus courses • faculty: 3 Engineering, 1 Mathematics and 1 Physics Share the Future IV, Tempe, AZ 2003

Second Semester:Shared Outcomes • Understand the interaction of math, physics, and engineering to solve multidisciplinary problems. • Present a coherent and concise written and oral presentation of problem solutions and be able to defend the procedures and solutions. • Utilize technology for problem solving and understand basic principles behind problem solving with current technology. Share the Future IV, Tempe, AZ 2003

Second Semester: Final Project Design a solar powered amphibious vehicle to cross a 42-foot stream and arrive at a specified point on the other side. • given a motor, drive system, solar cells, and paddle wheels. • asked to design their own vehicle housing with any extra materials that cost < $5 • fun. Share the Future IV, Tempe, AZ 2003

Task 3 • specify Assessment method. Share the Future IV, Tempe, AZ 2003

First semester: Assessment what they had learned, their sense of how the classes worked together, and their evaluation of their skill Responses: positive, students indicated that the FIGs: • were successful. • 80% see a strong connection. • 75% the FIG helped in understanding the materials. • disliked the perceived loss of control over their schedules. Share the Future IV, Tempe, AZ 2003

Second semester: Assessment • I feel comfortable using my skills in math, physics • I feel comfortable explaining and defending the solutions Share the Future IV, Tempe, AZ 2003

What We Learned • Students enjoyed the paired classes and activities, and liked having faculty work together. • Faculty need to communicate frequently. • Faculty need significant time for planning before the course begins and fine tuning course integration during the term. Share the Future IV, Tempe, AZ 2003

What we learned ILBs helped students understand the interrelationship between: • engineering, and critical thinking & writing. • engineering, physics, and calculus. accomplished by: • joint projects where critical thinking and writing is emphasized in one course • joint design projects where the importance of math and science were emphasized in the design process. Share the Future IV, Tempe, AZ 2003

Task 4 • Should students learn about DESIGN Is the second year? • If so, how can you fit it in your curriculum? • Is “Ethics in the Profession” an important knowledge for engineering students? • Where can you fit it in your curriculum? Share the Future IV, Tempe, AZ 2003

Problem-Based Design course All University Curriculum Course on Ethics In The Professions Engineering Design Course Integrated Learning Block Sophomore Year Share the Future IV, Tempe, AZ 2003

Task 5 • What would be the ILBs? …list.. Share the Future IV, Tempe, AZ 2003

Relative Strengths • The students felt that they had improved their knowledge of work done by engineers and the awareness of interdisciplinary nature of engineering problems. • They learned using technology to analyze problem or develop presentation. • By having an opportunity to work with industry client, they had increased understanding of their fields. • They learned to share tasks and manage disagreements among team members Share the Future IV, Tempe, AZ 2003

Most Valuable aspects: • Interaction with mentor • Experience in leadership and delegation • Time management • Learning the non-design aspects of engineering • Making reports and presentations • Experiencing how engineers work in the field • Working with real world problems Share the Future IV, Tempe, AZ 2003

Task 6 • Should engineering students know about Codes and Regulations? • Where can you fit it in your curriculum? Share the Future IV, Tempe, AZ 2003

Civil Engineering Design Course Mechanical Engineering Design Course Engineering Practice All -University Curriculum Western Heritage Electrical Engineering Design Course Junior Year Share the Future IV, Tempe, AZ 2003

Junior Course ES 342 • Introduce students to the structure of a large project that • requires multi-discipline approach • has societal questions that often influence engineering decisions • Students from different disciplines will work together to illustrate the fact that most large projects require the efforts of several engineering disciplines Share the Future IV, Tempe, AZ 2003

Junior Course - ES 342 • Spring 2003 first offer • Project - Cell Tower • Topics • Understanding engineering decisions • Permitting and regulatory processes • Political process Share the Future IV, Tempe, AZ 2003

Business, Government, & Industry Involvement Teamwork Senior Capstone Project Oral, Written, & Computer-Aided Presentations Interdisciplinary Perspectives Senior Year Share the Future IV, Tempe, AZ 2003

Relative Strengths • The students felt that by taking this course, they had improved their knowledge of work done by engineers and the awareness of interdisciplinary nature of engineering problems • By having an opportunity to work with industry client, they had increased understanding of their fields. • They learned to share tasks and manage disagreements among team members • Their skills in the use of various types of technology increased Share the Future IV, Tempe, AZ 2003

Most Valuable aspects: • Team work • Gathering data • Experiencing how engineers work in the field • Real world experience • Oral and written presentation • Increased knowledge of what’s to come after graduation • Helped in developing communication skills Share the Future IV, Tempe, AZ 2003

SENIOR CAPSTONE PROJECT (Senior Year) ENGINEERING PRACTICE (Junior Year) PRINCIPLES of Engineering & Principles of DESIGN (Freshman Year) ENGINEERING BY DESIGN (Sophomore Year) Curriculum Restructuring – Design Integration Design Oriented Courses through out the Curriculum • Partnerships • At the university level • At the external level Share the Future IV, Tempe, AZ 2003

SKILL CLUSTER TYPE ES 141 ES 142 ES242* CE 460** ENGINEERING SKILLS 4.08 3.95 4.09 4.37 COMMUNICATION SKILLS 4.12 4.52 3.57 4.1 COMPUTER SKILLS 4.32 4.68 3.74 4.15 MANAGEMENT SKILLS 4.03 3.91 3.78 3.6 Assessment ES141 – Principles of Engineering ES142 – Principles of Design ES242 – Engineering by Design CE460 – Civil Engg. Senior capstone Project *- Pilot Section – First time offered **-Students had not taken ES242 Rating of Skill Clusters Share the Future IV, Tempe, AZ 2003

Achievements • The creation of “ Integrated Learning Blocks” (ILB) integrating engineering and non-engineering courses. • ILBs were used in freshman year and sophomore year of the undergraduate curriculum in the College of Engineering. • A new course “Engineering by Design” was created and introduced at the sophomore year level. This new course has emphasis on ethical components in profession. • A new course called “Engineering Practice” was introduced at the junior year level. Share the Future IV, Tempe, AZ 2003

Achievements (cont.) • Industry sponsored senior capstone projects were introduced at the college level and are taken by students in the departments of civil, electrical and mechanical engineering. • Outreach committee was formed to strengthen the industry partnership • Faculty training was conducted by introducing collaborative faculty workshops that encouraged active and collaborative learning. • Assessment of the newly introduced tools provided feedback and insight on the learning levels of freshman and sophomore level engineering students. Share the Future IV, Tempe, AZ 2003

“ Integrating Engineering Design with Humanities, Social Sciences, Sciences and Mathematics ”