National Demographics of Electrical Engineering Students Bachelor Degree Unless Otherwise Stated

1. National Demographics of Electrical Engineering Students Bachelor Degree Unless Otherwise Stated Native American (0.3%) Female (13%) Male (87%) Hispanic (8%) Graduate Students Undergraduate Students Black (7%) Foreign Citizens (56%) U. S. Citizens (86%) 1 Foreign Citizens (14%) 2 Asian (24%) White (61%) U. S. Citizens (44%) 0

2. National Demographics of Electrical Engineering Students Bachelor Degree Unless Otherwise Stated Other science or engineering (35%) Somewhat Related (31%) Electrical Engineer (57%) Closely Related (51%) The Drive to Succeed Non-related Field (8%) Not Related (18%) Frequency of Cheating Students Self-Reporting Cheating 100% 100% 80% 80% 60% 60% 40% 40% 20% 20% 0% 0% More than 1/Semester 1/Semester At some Time 1964 1996 2004 Year of Study 0 Jobs of 1999 & 2000 BSEE graduates in 2001

3. 30,000 Bachelor Degrees Masters Degrees Ph.D. Degrees 20,000 Number of Degrees Granted 10,000 0 1992 1997 1987 1982 2002 Year 0 BSEE Degree Production over Time Ph.D. Degrees 156% Increase over 19 Years 8.2% per year Bachelor Degrees 11% Increase over 19 Years 0.58% per year

4. 6.7% More Women over 19 Years 0.5% per year 0 The bad news is our product is stagnating… The good news is production is down and costs are rising… 250 Women ÷ Men 200 College ÷ Life 150 Percentage Ratio 100 50 0 1992 1997 1987 1982 2002 Year Costs are 220% Higher Adjusted for Inflation 6.3% per year

5. 0 Project Goals 1) Transition our undergraduate program from being knowledge-based to a paradigm that is development-based. 2) Involve graduate students in teaching in a meaningful and sustainable way Increase our students chance of getting an academic job Help build their knowledge and expertise Free up faculty time. Goal: 3 courses every 2 semesters???

6. Putting Knowledge in its Place. 0 • Knowledge-based program: teaching a specific set of concepts prepares students for a career in engineering. • Inherent assumptions: • Information can only be learned at universities. • Information is a rare and expensive commodity. • Exponential growth of information, need for knowledge outside narrow disciplines, growing uncertainty in the career choices of our graduates increase the knowledge content of our program without increasing time to graduation. • Development-based program: teach students the process of solving the problems in addition to the concepts needed to understand them. • Developing problem solving skills is of equal or greater importance than gaining a broad overview of electrical engineering. • Ineffective ways to make this transition: • Removing “legacy material” from the curriculum. • There is no accepted way to identify legacy material, it depends on context rather than intrinsic merit. Is chemistry legacy knowledge for an electrical engineer? It depends on the context! • Blindly adopting technology.

7. “Initial findings from the SSCI study show that students in traditional lecture courses master approximately 20% of the concepts they do not know prior to the start of the course.” We aim to improve this! Artificial Learning: Students’ use of strategies like pattern matching or memorization to pass a class with as high a grade as possible. Artificial learning is reinforced by contrived test or homework problems. Lecture reinforces artificial learning. Authentic Learning: Students take on tasks that mimic those used by practicing engineers. To develop deep learning students must be given authentic tasks. To become engineers students need to continually practice being engineers. Students’ strategy for success is to be a good engineer. 0

8. Bloom’s Taxonomy used to gauge student development 0 This project will use Bloom’s Taxonomy to measure student development and to gauge the assignments we give our students.

9. This is a RESEARCH project that has made hypotheses, will acquire data to test them, and publish the results of these experiments.  = 0.43  = 0.36  = 0.21  = 0.26 0 • Things you should know about educational research: • 1) Good educational data is not as strongly correlated as is engineering data. • Correlations of 0.3 mean there is an effect. • Correlations of 0.6 means there is a STRONG effect. • I throw away data correlated at < 0.9 in my other research. • 2) In engineering and science the theory is intrinsic to the research, in education it is extrinsic • 3) There is a need for pre-post measurements to get valid results. Everyone associated with the project is required to let us perform assessment in your classes! Approval has already been granted by OSU’s IRB.

10. Goal 1: Increase the depth of student learning by restructuring ten courses in the electrical engineering program using a developmental model. (1) Structure learning around two or three fundamental questions: Faculty to identify two or three questions, technologies, or problems that are fundamental to the course. (2) Create a realistic environment which has students functioning on trained teams. (3) Pose questions through a case study- introduces the question, technology or problem in a context that is relevant to students. (4) Walk students through the process of solving the problem in three steps: (4a) Remember and understandoutside of the classroom: i.e. Just in Time Teaching, Team Learning, or the use of web-based, interactive quizzes. (4b) Faculty actively interact with students in-class in applying what they know and analyzing the problem. Problems given in context of case study. Use active learning. (4c) Faculty help students create a method of solution and evaluate their understanding by creating a realistic deliverable (product, experiment, etc.). The process of problem solving is broken down sequentially into two steps, with faculty feedback after each step: design solution, build solution. (5) Students build an engineering portfolio, developing credentials. Professional quality written report graded using a rubric that is given to students. (6) Students assess and reflect on their understanding and experiences. Peer evaluation affects grade. Assessment done at this stage. 0

11. Goal 2: Engage both current and future faculty in integrating scholarship back into teaching. 0 • Interest Driven Reform: build learning communities, create workshop on student learning and engagement, support travel ($14K / year) • 2) Supporting Current and Future Faculty: Integrate students into both teaching and course development to free up faculty time. • Graduate Students: • Create a joint teaching-research program for Ph.D. students who wish to pursue academic positions • Graduate students for this program will be recruited nationally. Dr. Fan will be responsible for coordinating recruiting materials • Undergraduate students: • REU supplemental funding and student recruiting will be managed by Dr. Bunting. • “Fifth year mentorship”. This program will be eligible to undergraduate students whose scholarship support ends after four years. • 3) Support and Reward Reform: one quarter CEAT funds used to support undergraduate laboratory facilities will become matching funds for proposals, CEAT will form a committee to revise promotion and tenure requirements.

12. Timeline 0

13. Curriculum Changes 0 • Application of mathematics to engineering problems (MATH): • Nearly 50% of student engineers made a failing grade or withdrew from the introductory calculus course. • Faculty cite mathematics as the major shortfall of student preparation [72]. • System integration (S.I.). • OSU students spend less time on systems engineering compared to peer universities. • Assessment data indicates students perform below peers on nationally normed exams Red: new course Blue: new method Green: done * curriculum change

14. Assessment (Bryant, Cheville, Lundeberg) 0 • Formative quizzes built into the development model. • Portfolios created by students that contain both individual and team work will be analyzed by faculty both internal and external to the project using a rubric. (Pay graduate students) • Case analysis test will be given as part of the final exam. • National Survey of Student Engagement (NSSE) being developed at the National Academy of Engineering. • Student retention across the curriculum. • Student Assessment of Learning Gains (SALG). • Comprehensive concept inventory test covering material from all required ECEN courses. • Motivated Strategies for Learning Questionnaire (MSLQ) will be given in the sophomore and senior years. • Panel of faculty and business leadersannual review of this project.

15. Dissemination (Elliott, Reiten) 0 • The involved faculty will present results semiannually at the campus-wide workshop on student engagement and learning sponsored by the OSU Provost. • Mr. Elliott will disseminate the curricular and assessment materials and techniques internally to OSU by creating “course templates” that contain articles on effective practice, links to workshops that train faculty in these techniques, assessment metrics, and example course material to assist faculty who wish to transition to new teaching styles. • Beth Reiten of OSU’s Digital Library Services, will manage local archiving via the proposed OSU Digital Archive, as well as national dissemination through existing online resources: National Center for Case Study Teaching in Science, the Multimedia Educational Resource for Learning and Online Teaching (MERLOT), Connexions project at Rice University. • Individual faculty will be responsible for publishing results from the classes they develop in peer reviewed journals.

16. Future Work 0 • Faculty will meet with administrators and the external review board to develop a vision for undergraduate and/or graduate education at OSU that mesh with institutional goals and available resources. • Build on this effort by seeking additional support: • Creating Learning Material and Teaching Strategies component of the CCLIprogram • Research Experience for Teachers site proposal. • Graduate Teaching Fellows in K-12 Education program ($30K stipends for graduate students) • Innovative Graduate Education and Research Training (IGERT): ($30K stipends for graduate students) Before you spend a lot of time developing a new course, seek external support!

17. Institutional Support 0 • The School of Electrical and Computer Engineering (ECEN) has committed to providing the people and time needed by faculty who must carry out reform. • The College of Engineering Architecture and Technology (CEAT) has committed to = reward and support faculty, tell the story of our success so that others will follow, and provide external review and guidance. • Administration of the Oklahoma State University system will support professional development through campus-wide seminars and establish scholarships/fellowships for undergraduates and graduate students. • Urgent Tasks • Faculty panel to review program • Develop assessment metrics • Build communities of practice (CEAT support) • REU requests in immediately! • Identify/recruit graduate students for joint teaching/research program. • Begin to plan out courses • Get assessment and evaluation measures in place. • Establish joint research/teaching fellowship with education.