XXII Pan American Congress on Engineering Education Mexico City, 23 September 2004

1. Systemic Engineering Education Reform ~ The Path to Change ~ Eli Fromm, Ph.D. Roy A. Brothers, University Professor Professor of Electrical and Computer Engineering Drexel University Philadelphia, PA USA XXII Pan American Congress on Engineering Education Mexico City, 23 September 2004

2. Educational Reform • (What, How, Success, Challenges) • Single Institution: (the beginning) • Drexel University: • Centered on first two years • Primarily dealt with curriculum & student development • Bridging across departments and Colleges within one University • E4 which evolved into ‘tDEC’ • Multiple Institutions: • Gateway Engineering Education Coalition • Built on prior work and extended to all years • Bridging across Universities • A broader set of issues beyond curriculum alone • Curriculum (as a vehicle to address broader set of issues) • Educational Methods • Professional Development of Faculty and Students • Technology as an educational vehicle • Specific attention underrepresented minorities • Assessment

3. Traditional U.S. Undergraduate Sequenced Curriculum(From the early 1950’s to the mid-1980’s and beyond) Basic Science In-Depth Basic Science Engrg. Science Disciplinary Engrg. Mathematics Disciplinary Engrg. Mathematics Engrg. Science Capstone Design HSS HSS HSS HSS Sophomore Junior Freshmen Senior Sequential, layered, and segments often disconnected Passing Through the Filters

4. Identified Needs: 1980’s and forward(National Studies, Academia, Industry) • Increase emphasis on synthesis and design • Retain strong foundation in mathematics, natural sciences, engineering sciences, and fundamental concepts of analysis and design • Strengthen emphasis on historical and societal Perspectives • Develop management and communication skills • Provide interdisciplinary exposure • Prepare for career-long learning • Develop greater independent thought and leadership • Use technologies as a means to enhance the educational process • Increase faculty investment in undergraduate engineering education • Establish an engineering educational culture that is supportive of understanding the issues of: • Educational Pedagogy • How students learn, how we teach, as well as what we teach • The need to measure the effectiveness of our educational process

5. Mathematical and Mathematical and Interdisciplinary courses Scientific Foundations Scientific Foundations Senior Design Project of Engineering of Engineering Curricular Professional Level Specific Fundamentals of Fundamentals of Prerequisites Engineering Engineering Curricular Specific for Senior Unified Engr. Science Introduction to Professional Problem Solving Courses Electives (mostly elective) Engineering Laboratory Engineering Laboratory Elective Economic, Management, Humanities, History, Ethics, Social Sciences Communications, writing, composition Society,Technology, and Organizational Sciences and Human Affairs A Structural Concept • A vertically Integrated Continuum • A Joint Initiative between engineering, science, math & humanities • Integrated and Interwoven Components: • Engineering Up-Front and the Intellectual Centerpiece • Math, Science, and Engineering in parallel and concurrently • Extensive Experiential Learning • Interdisciplinary Themes • Concurrent integration of communication, organizational management, group dynamics, teamwork skills, and social responsibility • Results: Retention, GPA, Lessons Learned

6. Year 1 Year 2 Year 3 Year 4 ~ Next Step ~ An Integrated Continuum Across Full Program K - 14 Interface Research Experience Capstone Integrated, Unified Engineering In-Depth Science/Math Engineering Science Baccalaureate Interface K - 12 BS/MS (Practice Oriented) Basic Engineering up Front In-Depth Disciplinary Engineering BS (Industry) BS/PhD Inverted Curriculum (Research Hands-on Lab, Design, Multidisciplinary Themes Oriented) Systems Methodologies Applied Liberal Arts An Inverted Curriculum

7. Gateway Engineering Education Coalition www.gatewaycoalition.org - Drexel - Cooper - USC - Ohio State - Academic Associates - Polytechnic - NJIT - Columbia

8. Culture Change Institutionalize Phase II Implement Process Product GATEWAY STRATEGIES • Curriculum • Professional Development • Underrepresented Populations • Instructional Technologies • Assessment • Linking/Sharing (Partnerships) Innovate Phase I Develop

9. 3898 Year 10 (2002) 3051 Year 8 (2000) 2491 Award Year Year 7 (1999) 2106 Year 5 (1997) 140 Year 0 (1992) 0 500 1000 1500 2000 2500 3000 3500 4000 Number of Students Year 10 (2002) Year 8 (2000) Award year Year 7 (1999) Communication Year 5 (1997) Ethics Year 0 (1992) 0 1000 2000 3000 4000 5000 6000 Number Students Participating in Freshman Design Curriculum Students Participating in Courses that Formally Integrate Communication Skills and Ethics Professional Development

10. 85 African American 81 72 88 84 Fall 2000 Women Fall 1997 83 Fall 1992 84 81 All 79 70 80 90 Percent 80 African 78 American 68 88 84 Women Fall 1999 73 Fall 1997 Fall 1992 85 All 82 76 60 80 100 Percent Retention 1st to 2nd Year 2nd to 3rd Year

11. Underrepresented Populations Underrepresented Student Graduation Rates (Percent Degrees Awarded)

12. Underrepresented Populations Comparison of Gateway Coalition’s 1st to 2nd year Retention Rates against a National Sample 100 90 80 Percent 204 STEM Schools* (CSRDE) 70 Gateway Coalition 60 50 All Female Minorities *National sample of 2002 STEM majors as collected by the Consortium for Student Retention Data Exchange (CSRDE): www.occe.ou.edu/csrde

13. Course Course Assessment Data Q=quarterly [Q] Student A=annually Course Instructor S=Semiannually Instructor Objectives Evaluation A3=once every 3 years Faculty Assessment of Faculty Performance Department Course and Students [Q] Assessment and Head Counseling [Q, A] ABET (a - k) Student Self Assessment [S] Departmental, Visiting CoE Director of Co - op Assessment Committee, Advisory Evaluation and Data [S] Council Review Assessment Senior Exit Interview Data [A] Alumni Survey Data [A3] Assessment Structured Assessment Process The process of identifying, defining, measuring, and analyzing institutional and educational outcomes is one of the drivers of culture change.

14. 1605 Year 10 (2002) 1391 Year 8 (2000) Award Year 523 Year 7 (1999) 82 Year 5 (1997) 30 Year 0 (1992) 0 500 1000 1500 2000 Number Year 10 (2002) 9411 5128 Year 8 (2000) Award Year 4788 Year 7 (1999) 1882 Year 5 (1997) 430 Year 0 (1992) 0 2000 4000 6000 8000 10000 Number Assessment Courses with Documented Learning Objectives Students Participating in Outcome Assessment Processes

15. Linking & Sharing Texts & Multimedia Products Gateway Web Repository http://www.gatewaycoalition.org

18. Curriculum Cross-Institutional Programs using Technology as a Bridge Concurrent Engineering Rapid Prototype Design SLA Network

19. (2002) 364 (2000) 330 (2002) 186 147 (1999) Year 298 143 (2000) 180 (1997) 117 141 153 (1999) Year (1992) 39 99 (1997) 90 Tenure Track 0 50 100 150 200 250 300 350 400 69 49 Senior (1992) Number of Courses 0 50 100 150 200 250 300 350 Number of Faculty Educational Culture Courses Using Cooperative Learning Methodologies Faculty Teaching Lower Div. Engineering Courses

20. The Future? Thank You • Access Slides on-line: • http://www.gatewaycoalition.org • Search • UPADI