85 Louisiana Tech University College of Engineering and Science

Louisiana Tech University
College of Engineering and Science
Implementing an
Integrated Engineering
Curriculum
(supported by NSF Action Agenda grant
nr. 9972729)

Bernd S. W. Schröder
College of Engineering and Science


Louisiana Tech’s Integrated
Engineering Curriculum

❧ Topics integrated are engineering,
mathematics, physics, chemistry
❧ Mandatory for freshmen and sophomores
❧ 50% of all (eligible) faculty participate
❧ Improved performance/preparation
❧ Increased retention
❧ Speedier progress to graduation
College of Engineering and Science


Integrated Courses
fall

Freshman Year
winter

math 240

3

Precalc algebra & trig, single
variable differential calculus

engr 120

2

Problem solving, data
analysis, team skills, statistics

chem 100

2

Engineering chemistry

math 241

spring
3

Single variable differential
calculus

engr 121

math 242
Integral calculus, intro
differential equations

2

engr 122

Statics, strengths, report
writing, sketching, design

chem 101

2

phys 201

Engineering chemistry

ee
n
i
g
s
En Clas

Engineering Fundamentals
Teamwork
Communication Skills

2

Circuits, engr economics,
CAD, design project

Mechanics

Plus 1 additional class -- History, English, Art, ...
g
rin

3

Design
Computer Skills
Laboratory Experiences

2 classes/labs (2 hrs each) per week

3


Integrated Courses
fall

Sophomore Year
winter

math 243

3

Basic statistics, multivariable
integral calculus

engr 220
Statics and strengths

engr 221

math 245

3

physics 202

engr 222
Thermodynamics

3

Electric and magnetic fields,
optics

En
gin
Cl eer
as in
s
g

Plus 1 additional class -- History, English, Art, ...
Engineering Fundamentals
Teamwork
Communication Skills

3

Sequences, series, differential
equations

EE applications and circuits

2

Engineering materials

3

Multivariable differential
calculus, vector analysis

3

memt 201

math 244

spring

Design
Statistics & Engr Economics
Laboratory Experiences

3 hours lab & 2.5 hours lecture per week

3


Changes in
classroom approach
More team-based active learning

College of Engineering and Science


Changes in
classrooms
Geared toward
active learning

College of Engineering and Science


Implementation Schedule
❧ AY 1997-98: One pilot group of 40
❧ AY 1998-99: One pilot group of 120

❧AY 1999-2000 Full implementation

College of Engineering and Science


Funding - Design and Pilot
❧ ~$20,000 from the Chevron foundation in
1996-97
❧ Two grants of ~$25,000 each from the
Board of Regents (matched in kind)
❧ Voluntary faculty contributions (Time)
❧ Used to adapt/develop curriculum and
materials
College of Engineering and Science


Funding - Implementation
❧ ~$650,000 from NSF Action Agenda
❧ ~$75,000 from Board of Regents
❧ ~$120,000 in donations
❧ more faculty time
❧ Used to improve facilities, mentor faculty,
professional development (travel)
College of Engineering and Science


Strategic Structure for Strategic Outcomes

Reference: Benedict, Napper, Guice
Journal of Engr Education, April, 2000

Research Centers

Dean
Assoc Dean
Ext Prog

Assoc Dean
Undergrad

Acad Director

COES
LeadershipTeam

Acad Director

BM E

Assoc Dean
R&GS

Acad Director

Acad Director
Acad Director

ME

EE
Phys

IE

CE
Math

Ch E
Geos

CS

Chem

College of Engineering and Science


Design Phase
Activity: Brainstorm and Top 3
❧ Where do you want to be?
❧ What are the driving forces?
❧ What are the major obstacles?

College of Engineering and Science


Design Phase
(The Fellowship of the Ring)
❧ Identify educational leaders
●
●
●
●

Participation cannot be forced
Tenured vs.untenured
It helps if your goals match their goals
Need a mix that
• represents all disciplines
• represents all layers of administration
• gives equal rights and responsibilities to all
College of Engineering and Science


Design Phase
(The Fellowship of the Ring)
❧ Educational leaders (cont.)
●
●
●
●
●

Too much ego is a liability
Micromanagement is impossible
Trust is mandatory
Communication to all constituents is essential
Give incentives, support as necessary

❧ Leaders set goals and design, pilot and
implement the curriculum
College of Engineering and Science

Design Phase
(The Fellowship of the Ring)
❧ Goals
●
●
●

Should be agreed upon by all
Aim high (“impossible” is only a word)
Celebrate the small successes

❧ Curriculum design
●
●
●

Look for key points of integration
Allow unconventional approaches
Compromise
College of Engineering and Science


Design Phase - Results
(The Fellowship of the Ring)
❧ Tightly knit core group of faculty (The
Fellowship of the Ring)
❧ Curriculum goals and framework in place
❧ Courses designed and all materials ready to
teach them

❧ Remaining faculty updated on current status
College of Engineering and Science


Design Phase - Results: Goals
(The Fellowship of the Ring)
❧ Intro. key theoretical concepts “in context.”
❧ Better teaming and problem-solving skills.
❧ Technological skills.
❧ Improved communication skills.
❧ Eliminate unnecessary duplication.
❧ Increased retention and speedy progress to
graduation
College of Engineering and Science


Multimedia Educational Resource
For Learning and Online Teaching

For materials try, for example:

www.merlot.org
(peer reviewed learning modules)


Pilot Phase
Activity: Brainstorm and Top 3
❧ What were recent innovations at your
school and where are they now?
❧ What went wrong or right?

College of Engineering and Science


Pilot Phase
(The Two Towers)
❧ Course designers teach the pilot courses
❧ Select pilot groups as representative as
possible
❧ Identify parameters to be measured
❧ Communicate between concurrent courses
❧ Communicate to the rest of the faculty (avoid
good=new, bad=old)
College of Engineering and Science


Pilot Phase
(The Two Towers)
❧ Surprises will occur (engineers normally
don’t teach freshmen)
❧ High workload that cannot be sustained in
the long run
❧ Pilot groups (re)act differently
❧ The grass is always greener on the other side
(The Two Towers)
College of Engineering and Science


Pilot Phase
(The Two Towers)

❧ Evaluate outcomes according to identified
parameters
❧ Evaluate student and faculty attitudes
❧ Adjust to avoid bottlenecks, etc
❧ Run more pilot groups as needed

College of Engineering and Science


Pilot Phase
(The Two Towers)
❧ Basic Achilles heels of a pilot program
●

●
●

Initial student selection may not be
representative
Faculty is not representative
Filtering after first term leads to stronger and
smaller student group

College of Engineering and Science


Percentage of Students Completing
Core Courses in 6 Quarters
40
30

Integrated
Traditional

20
10
0
1997-98

1997-98

1998-99

College of Engineering and Science


% A, B, C - Precalculus
80
70
60
50

Integrated
Traditional

40
30
20
10
0

1994- 1995- 1996- 1997- 1998- 1999- 200095
96
97
98
99
00
01

Data for
Fall Quarter

College of Engineering and Science


% A, B, C - Calculus I
100
80
60

Integrated
Traditional

40
20
0
1994- 1995- 1996- 1997- 1998- 1999- 200095
96
97
98
99

00
01

Data for
Winter Quarter

College of Engineering and Science