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Partner Institutions in Foundation Coalition

The Foundation Coalition: Steps to Promote Systemic Reform in Engineering Education Jeff Froyd Texas A&M University XXIX PAN AMERICAN CONVENTION OF ENGINEERS UPADI 2004 23 September 2004. Texas A&M University. Partner Institutions in Foundation Coalition. 800. 300. 450. 900.

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Partner Institutions in Foundation Coalition

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  1. The Foundation Coalition: Steps to Promote Systemic Reform in Engineering Education Jeff FroydTexas A&M UniversityXXIX PAN AMERICAN CONVENTION OF ENGINEERSUPADI 2004 23 September 2004

  2. Texas A&M University Partner Institutions in Foundation Coalition 800 300 450 900 1400 400 XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  3. Guiding Ideas–Core Competencies • Curriculum integration and learning communities • Assessment, evaluation, and feedback • Student teams in engineering • Active/cooperative learning • Organizational development and change • Increasing the participation of women and underrepresented minorities • Technology-enabled learning XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  4. Curriculum Integration and Learning Communities Helping students make connections between • various disciplines, • academic topics and lifelong careers, and helping them build learning relationships with other students FIRST YEAR Physics English Engineering Chemistry Calculus XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  5. Curriculum Integration • Connections between Bose-Einstein condensates and growth of scale-free networks with fitness • Connections between ant colonies and software to locate problems in telecommunication networks • Connections between stress and levels of hormones – allostasis • ??fill in your favorite interdisciplinary connection?? XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  6. FeedbackDerivativeFinite Element AnalysisIntegralLinear MomentumAngular MomentumEnergyInterestMassIdeal Gas LawFick’s First LawFick’s Second LawVectors: Dot ProductVectors: Cross ProductOrdinary Differential EquationsKirchoff’s Voltage LawSecond Law of ThermodynamicsKirchoff’s Current LawModelingProblem-SolvingForceOhm’s LawResistanceComplex NumbersLogarithmic FunctionElectric FluxDecision TheoryDivergenceIndirect CostCapacitanceBending MomentFeedback First Law of ThermodynamicsEntropyHeatElectric FieldMagnetic FieldPartial Differential EquationsDeterminantsReturn on InvestmentPhasorsBrainstormingExponential FunctionConductivityChemical KineticsSpecific HeatElasticityMalleabilityPlasticityResiliencyPermittivityCurrentElectric PotentialCurlPresentation SkillsDemocracyProfitDensityMoleculePhaseShearRheology Frequency ResponseEigenvalue, Eigenvector Sinusoidal FunctionsWorkDisplacementVelocityAccelerationResistivityLeadershipHess’ LawZeroth Law of ThermodynamicsElectric PotentialMagnetic FluxDesignMaxwell’s EquationsPowerDuctilitySpring ConstantStressStrainPartial DerivativePermeabilityChargeMagnetic PotentialGradientParagraphRate of ReturnFrequencyAtomRoot LocusTorqueInductanceTorsionPolymerKinetic Theory of Gases

  7. Concept Map • A concept map is a set of nodes that represent concepts connected by a labeled links that describe a link between concepts. Concept A Concept B Describe how concept A and concept B are related? XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  8. Concept Map Scientific Principles based on Engineering Design Behavioral Models translated to requires requires Sets of Equations yield analyzed with Performance Predictions Mathematics XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  9. Concept Map • In teams of 3-4, start to build your own concept map show relationships among concepts in science, technology, engineering, and mathematics. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  10. FeedbackDerivativeFinite Element AnalysisIntegralLinear MomentumAngular MomentumEnergyInterestMassIdeal Gas LawFick’s First LawFick’s Second LawVectors: Dot ProductVectors: Cross ProductOrdinary Differential EquationsKirchoff’s Voltage LawSecond Law of ThermodynamicsKirchoff’s Current LawModelingProblem-SolvingForceOhm’s LawResistanceComplex NumbersLogarithmic FunctionElectric FluxDecision TheoryDivergenceIndirect CostCapacitanceBending MomentFeedback First Law of ThermodynamicsEntropyHeatElectric FieldMagnetic FieldPartial Differential EquationsDeterminantsReturn on InvestmentPhasorsBrainstormingExponential FunctionConductivityChemical KineticsSpecific HeatElasticityMalleabilityPlasticityResiliencyPermittivityCurrentElectric PotentialCurlPresentation SkillsDemocracyProfitDensityMoleculePhaseShearRheology Frequency ResponseEigenvalue, Eigenvector Sinusoidal FunctionsWorkDisplacementVelocityAccelerationResistivityLeadershipHess’ LawZeroth Law of ThermodynamicsElectric PotentialMagnetic FluxDesignMaxwell’s EquationsPowerDuctilitySpring ConstantStressStrainPartial DerivativePermeabilityChargeMagnetic PotentialGradientParagraphRate of ReturnFrequencyAtomRoot LocusTorqueInductanceTorsionPolymerKinetic Theory of Gases

  11. Design Projects http://www.foundationcoalition.org/resources/curriculummaterials/designprojects.html • Bungee Jump • Catapult and/or Trebuchet • Roller Coaster • Seismometer • Truss Design using Magnetic Sticks and Balls XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  12. Assessment, evaluation, and feedback Developing assessment processes to collect data on the impact of changes to the curricula and learning environments, reaching conclusions about the efficacy of those changes, and making improvements where indicated Scores on the eighteen common questions of the first-semester calculus final. Students in the two new curricula (IMPULSE I, IMPULSE II) scored significantly higher than students in the pre-IMPULSE curriculum (fall 1998 Comparison). The numbers show that almost all of the IMPULSE students (96%, 94%) took the final exam compared with 72% of the students in the comparison group. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  13. FC Contributions • Concept Inventories • EC Criterion 3 Student Outcomes Mini-docs • Other Assessment Instruments • Data accumulated from numerous curriculum pilots and full-scale implementations • First-year engineering curricula • Sophomore curricula XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  14. Concept Inventories • What are they? • What might you learn from them? • What is available? XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  15. Concept Inventories – What are they? • Concept inventory tests measure students’ conceptual knowledge of a subject, as well as revealing their misconceptions • Earliest work done in early 1980s by Hestenes on Force Concept Inventory (FCI) • Hestenes indicated for highest knowledge gain “...a well designed instructional method is essential.” XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  16. Physics reform through assessment using the “Force Concept Inventory” The FCI is a 30 question multiple-choice test on the the important concepts of physics. It involves no calculations. Hestenes, Wells and Swackhamer, The Physics Teacher30, 141 (1992) Revised edition available at http://modeling.la.asu.edu/R&E/Research.html

  17. One of the Questions from the Force Concept Inventory 4. A large truck collides head-on with a small compact car. During the collision: (A) the truck exerts a greater amount of force on the car than the car exerts on the truck. (B) the car exerts a greater amount of force on the truck than the truck exerts on the car. (C) neither exerts a force on the other, the car gets smashed simply because it gets in the way of the truck. (D) the truck exerts a force on the car but the car does not exert a force on the truck. (E) the truck exerts the same amount of force on the car as the car does on the truck. Hestenes, Wells and Swackhamer, The Physics Teacher30, 141 (1992); Revised edition available at http://modeling.la.asu.edu/R&E/Research.html

  18. ..we have found that nearly 80% of the students could state Newton’s Third Law at the beginning of the course, while FCI data showed that less than 15% of them fully understood it at the end. D. Hestenes, “Who Needs Physics Education Research,” Am. J. Phys. 66 (6), June 1998. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  19. Patm gas Patm H2O Thermodynamics Concept Inventory Common misconceptions • Heat engine efficiency cannot be 100% • It is possible for a system to be heated with no temperature increase. The question below pertains to the picture at left, showing gas heated in a sealed, frictionless, piston-and cylinder, while the piston mass and the atmospheric pressure above the piston remain constant. 22. The pressure of the gas will: (a) Increase (b) Remain constant (c) Decrease XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  20. Material Science

  21. Signals and Systems Concept InventorySample Question

  22. Slider Bearing Plate Plate velocity Oil layer Stationary surface Plate velocity Plate velocity Plate velocity Plate velocity Height above the surface 0 0 0 0 Fluid velocity Fluid velocity Fluid velocity Fluid velocity Fluid Mechanics Question The plate of a slider bearing moves at a steady speed over a layer of oil as shown in the figure below. There is no imposed pressure difference and the velocities in the oil are only due to the motion of the plate. Circle the letter that best represents the velocity profile (distribution of the velocity of the oil with distance) inside the fluid. Fluid Mechanics Concept Inventory, Martin et al. A B C D XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  23. Thermodynamics Materials Strength of Materials Fluid Mechanics Dynamics Heat Transfer Chemistry Signals and Systems Electronics Electromagnetics Computer Engineering Circuits FC Concept Inventories XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  24. Physics Concept Inventories • Force Concept Inventory • Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT) • Conceptual Survey on Electricity (CSE), Conceptual Survey on Magnetism (CSM), and Conceptual Survey on Electricity and Magnetism (CSEM). • Test of Understanding of Kinematic Graphs (TUG-K) • Force and Motion Conceptual Evaluation (FMCE) • Maryland Physics Expectation Survey • Energy Concept Inventory XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  25. Statistics University of Oklahoma Statics Arizona State University Circuits Old Dominion University Colorado School of Mines Thermodynamics (ChE) Fluid Mechanics (ChE) Heat Transfer (ChE) Circuits Dynamics Other Concept Inventories XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  26. EC Criterion 3 Student Outcomes • At least one mini-document per outcome • Questions addressed • What learning objectives might be derived from the eleven student outcomes? • How might improvements in student outcomes be assessed? (ASSESSMENT) • How might improvements in student outcomes be facilitated? (INSTRUCTION) XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  27. EC 2000 a-k Course Modules Technical skills Communication skills Professional skills Ethical-societal skills Module components Student materials Instructor’s guide Curricular Materials – EC 2000 http://www.foundationcoalition.org/home/FCVersion2/ec2000.html XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  28. Other FC Assessment Instruments • Team Process Check • Intended to provide formative information on how teams are developing • First-year and Sophomore Perception Tests • Intended to provide formative information on how students are perceiving their learning environment and their mastery of learning outcomes XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  29. Students who participate in learning communities (With LC) are retained in engineering at a much higher rate than similar students who do not participate in learning communities (Without LC) during their first year at A&M. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  30. The graph shows the percentage of the students prepared to enter sophomore engineering courses after completing a set of require courses called the Common Body of Knowledge (CBK) courses. At every point in time after the students entered Texas A&M University, the percentage of students who participated in learning communities (With LC) is greater than the percentage of students who did not participate in learning communities (Without LC). XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  31. IMPULSE Curriculum at University of Massachusetts Dartmouth Leads to Success for More Students in Calculus and Physics XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  32. The graphs below show gains in conceptual understanding of force concepts (FCI), mechanics concepts (MBT), and calculus concepts (Duke) for first-year students. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  33. Students in Foundation Coalition Pilot at Arizona State University Earn Better Grades in Chemistry XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  34. Improved Student Learning in Sophomore Curriculum Based on Unified Engineering Science Framework The graphs on the left compare the performance of students in the sophomore engineering curriculum (ES204) with the performance of students in dynamics. The comparison is based on the multiple choice questions used on the common dynamics final exam. On most questions the ES204 students scored as well or better than students in dynamics. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  35. Improved Student Learning in Sophomore Curriculum Based on Unified Engineering Science Framework The above table compares the percentage of students with correct answers for the workout (longer, more complex) problems. To reduce the influence of a particular professor the numbers were obtained by averaging the results from five dynamics sections (three professors) and from four ES204 sections (three professors). Workout problems were designed to be longer, more difficult and required multiple steps and concepts. The students in the SEC curriculum did significantly better than those taking the traditional dynamics course. XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  36. Student Teams in Engineering Helping students develop their abilities to work within and lead teams, which requires more than assigning students to group projects XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  37. Student Teams in Engineering • One-page Introduction • Mini-Documents • How might I form student teams? • How might I get student teams off to a good start? • How might I use peer assessment? • How might I facilitate dysfunctional teams? XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  38. Student Teams in Engineering • Mini-Documents • How might I monitor progress of student teams? • How might I improve team communication skills? • How might I improve conflict management skills? • How might I improve team decision-making skills? XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  39. Active/Cooperative Learning Increasing student participation in and ownership of their learning XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  40. Active/Cooperative Learning • One-page Introduction • Active/Cooperative Learning (ACL) • Mini-Documents • Teaching Digital Logic Using ACL • Teaching Nyquist Criterion Using ACL (ASEE paper) • Positive Interdependence, Promotive Interaction, Individual Accountability • Modules • Teaching Industrial Engineering Topics Using ACL XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  41. ACL – One-page Introduction XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  42. Active/Cooperative Learning • FC/ACL Web Site and CD-ROM • http://clte.asu.edu/active/main.htm • Preparing students for teamwork • Suggestions for developing instructional materials • Implementing and assessing cooperative learning lessons and activities • Content-specific lessons, activities, and projects, such as Hot Air Balloons and Catapulting a Squash Ball • Videos of interview segments, with 21 engineering faculty on 8 different campuses XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  43. Increasing the participation of women and underrepresented minorities by changing the classroom environment • Active/Cooperative Learning • Student Teams in Engineering • Integration - Connections to Careers, Lives, and Society • Learning Communities, Clustered Classes XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  44. Resources for Improving Participation among Underrepresented Groups • Mental Models • Tutorials for Change: Gender Schemas and Science Careers (Virginia Valian) • Connections between Development and Invitation • http://equity.tamu.edu/strategic/dev_and_inv.html • Culture of Science and Engineering • http://equity.tamu.edu/strategic/culture.html • Personal Vision and Commitment • http://equity.tamu.edu/strategic/personal_vision.html XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  45. Technology-enabled Learning Creating learning environments in which routine access to ubiquitous technology is assumed; revision of learning activities is based on this assumption XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

  46. Traditional Lecture Hall Classrooms have been remodeled to allow for teaming and to include new technology. Redesigned Classroom

  47. Commitment to Change • Concerns, e.g., • Will I have to change? • Will it take more time? • What will students learn? Possibly Improved Results New Learning Positive Impact Negative Impact Organizational Development and Change XXIX PAN AMERICAN CONVENTION OF ENGINEERS, UPADI 2004

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