David Hall, PhD Stan Cronk, PhD, PE James Nelson, PhD, PE Patsy Brackin, PhD *

1. The facilitation of lifelong learning skills through a project-based freshman engineering curriculum David Hall, PhD Stan Cronk, PhD, PE James Nelson, PhD, PE Patsy Brackin, PhD * * Rose-Hulman Institute of Technology

2. Background • Criterion 3H (ABET EAC): engineering programs must instill within students “a recognition of the need for, and an ability to engage in, life-long learning” • Difficult to measure how well an engineering curriculum instills the attribute of life-long learning

3. Key Points from Literature Review • Informal mode of learning takes place as individual learns to accomplish a task. (Formal mode also important to lifelong learning.) • “Bigger picture” (global and societal issues) may motivate passion for lifelong learning. • Several surveys show alumni recognized need for increased exposure to professional societies and professional literature. • Confidence comes through practice.

4. Freshman Course Sequence

5. PROBLEM: Students didn’t understand how to apply engineering skills to solving real-world problems. • AIM: Implement a fast-paced, threaded curriculum that boosts experiential learning and creates dynamic learners with a “can-do” attitude. • STRATEGY: Replace traditional curriculum with integrative, project-based learning combining engineering theory with engineering practice.

6. “Living with the Lab” • Students are required to purchase: • A laptop and selected software • A set of critical tools and supplies for about $70 (multimeter, dial caliper, solder, etc.) • Their own personal “lab” for $110 (aBoe-Bot kit from Parallax Systems; volume discount price) • Kit provides a mechanism to boost hands-on learning beyond what is possible using traditional university laboratories

7. Traditional vs. Project-Based Curriculum • Traditional • Focus on academic learning and software skills • Project-Based • Greatly increased hands-on activities to support academic learning • Focus on instilling attributes of The Engineer of 2020 • Requires purchase of laptop, software, Boe-Bot, and tools, but no textbook • Instructional materials and assignments posted on course website

8. Course Projects • ENGR 120: Fabrication and testing of a centrifugal pump (3 weeks) • Design impeller blades; fabricate pump housing • Pump water at varying heights to determine efficiency of the pump • ENGR 121: Monitor and control salinity and temperature of water in a “fish tank” (10 weeks) • Fabricate conductivity sensor and RTD sensor • Use Boe-Bot to monitor sensor readings and control solenoid valves and heater to correct readings • ENGR 122: Open-ended design project (5 weeks) • Use a Boe-Bot and at least one sensor to solve a problem • Student teams from all classes compete for awards

9. ENGR 120 Project – Fabrication of a Centrifugal Pump

10. ENGR 121 Project – The Fish Tank • Closed loop control of temperature and salinity in a small tank • Initially, teams of 2 later turning into teams of 4

11. ENGR 122 – Open-Ended Project Design

12. Strategies for Lifelong Learning in the Living with the Lab Curriculum • Independent learning in computer programming and 3D modeling skills • Locating and specifying parts and components • Attendance at professional society meetings • Development of troubleshooting skills • Open-ended design • Consideration of global and societal issues

13. Results

14. Professional Society, Student Function, and Service Activity Attendance per Quarter • ENGR 120: 17.3 • ENGR 121: 22.5 • ENGR 122: 19.0

15. Hands-On Application Means • Fifteen activities including: • soldering, layout, assembly, bending, sawing, drilling, milling, using a scale, using a lathe, rapid prototyping, cutting threads, using a caliper, using a multimeter, implementing circuits, and writing PBASIC programs

16. Application Means – New (LWTL) Curriculum vs. Old (traditional) Curriculum • ENGR 120: • Old: 13.5 • New: 63.4 • ENGR 121: • Old: 3.3 • New: 104.1 • ENGR 122: • Old: 26.7 • New: 107.7 • Student t-test shows application means for ENGR 120 new curriculum to be significantly greater (p = 0.0218); differences for ENGR 121 and 122 are highly significant (p = 0.00004; p = 0.00012, respectively)

17. Confidence Level Means for Common Course Outcomes • Outcomes common to both old and new curricula include: • Using solution format, working collaboratively, presenting results (written), presenting results (oral), generating 3D models, creating tables and graphs, locating specs and prices, performing linear regression, using Mathcad, using Excel, creatively overcoming difficulties, working toward goals, developing technical tools, planning to develop new processes, explaining trends, and assessing implications of a current societal concern

18. Confidence Level Means – New (LWTL) Curriculum vs. Old (traditional) Curriculum • Students express more confidence in completing common course outcomes in the new curriculum… • ENGR 120: 12 out of 16 common course outcomes • ENGR 121: 13 out of 16 • ENGR 122: 11 out of 16 • Student t-tests show that students felt a greater confidence in their ability to complete common course outcomes with the new curriculum (ENGR 120: p = 0.005435; ENGR 121: p = .008737; ENGR 122: p = .025867)

19. Utilization of Sensors not Discussed in Class • Students were required to use at least one sensor for their design projects. • No instruction was provided on sensors; students had to locate, read, and understand specifications and sample programs with little or no help from instructors. • Average number of times students reported using sensors during academic year: 6.33 times

20. Anecdotal Evidence of Lifelong Learning • Focus group meetings were conducted by an external evaluator in Spring 2008. • Sample responses: • “I like that they (the instructors) didn’t always tell us what to do – we had to figure it out on our own.” • However, “there was always someone there to help – faculty and classmates.”

21. Summary • Project-based first-year engineering curriculum at Louisiana Tech seeks to: • build a spirit of creativity and innovation in our students • provide experiences that foster the attributes of the Engineer of 2020 • Self-learning activities increase opportunities for “informal mode” learning and for building confidence.

22. Acknowledgments • NSF CCLI Grant No. 0618288 • Louisiana Tech University College of Engineering and Science

23. Questions? David Hall:dhall@latech.edu Stan Cronk: cronk@latech.edu

24. Louisiana Tech Approach to Developing Lifelong Learning Skills and Attitudes • Couple practice in self-learning with an innovative classroom spirit. • Instill an attitude of lifelong learning in our students by: • Including project-based educational experiences • Coupling engineering and technology with discussions on global and societal issues • Requiring students to attend on-campus professional society meetings • Incorporating current technology and open-ended design to promote self-learning and confidence.