The paper describes the use of integrative multimedia courseware designed to scaffold student learning and accommodate learning style differences. Synthesis courseware aimed at improving the retention of under-represented engineers has been further designed to work effectively in a range of educational settings, including classroom, high-tech small study groups and self-paced individualized learning. As an example, the paper focuses on the spatial reasoning project aimed at improving the retention of female engineering students through scaffolding students in spatial reasoning. The courseware described can be found on the NEEDS (National Engineering Delivery System) database of engineering courseware.
{"title":"Learning style based innovations to improve retention of female engineering students in the Synthesis Coalition","authors":"A. Agogino, S. Hsi","doi":"10.1109/FIE.1995.483165","DOIUrl":"https://doi.org/10.1109/FIE.1995.483165","url":null,"abstract":"The paper describes the use of integrative multimedia courseware designed to scaffold student learning and accommodate learning style differences. Synthesis courseware aimed at improving the retention of under-represented engineers has been further designed to work effectively in a range of educational settings, including classroom, high-tech small study groups and self-paced individualized learning. As an example, the paper focuses on the spatial reasoning project aimed at improving the retention of female engineering students through scaffolding students in spatial reasoning. The courseware described can be found on the NEEDS (National Engineering Delivery System) database of engineering courseware.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132566566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The STudio for Engineering Practice, "STEP", is a first step in introducing freshman engineering students to "hands-on engineering practice", including design, construction and testing. The initial cohorts of students have performed design team experiments supplied by the electrical, mechanical and civil engineering departments as well as computer utilization for analysis and simulation, in order to introduce students to those disciplines. The studio culminated with a multi-disciplinary design project. This project is in many ways similar to others being introduced across the engineering academic environment and one particular emphasis is to make the project cost effective in both finances and faculty time. We imported appropriate materials from other successful curriculum experiments to reduce development cost and modified the material to fit the local situation. Of particular interest is the challenge to scale up the project from the experimental cohorts to full scale implementation. This project was sponsored by the SUCCEED Engineering Education Coalition and materials were shared and imported from other Coalition members. The external evaluation is to be provided by the Coalition Evaluation and Assessment Team to reduce cost and utilize professional evaluation talent. The paper presents an outline of the freshman studio experience, a summary of the evaluation results, a discussion of problems encountered in the two year trial and a few recommendations to improve the project.
{"title":"STudio for Engineering Practice, \"STEP\", lessons learned about engineering practice","authors":"R. Coleman","doi":"10.1109/FIE.1995.483075","DOIUrl":"https://doi.org/10.1109/FIE.1995.483075","url":null,"abstract":"The STudio for Engineering Practice, \"STEP\", is a first step in introducing freshman engineering students to \"hands-on engineering practice\", including design, construction and testing. The initial cohorts of students have performed design team experiments supplied by the electrical, mechanical and civil engineering departments as well as computer utilization for analysis and simulation, in order to introduce students to those disciplines. The studio culminated with a multi-disciplinary design project. This project is in many ways similar to others being introduced across the engineering academic environment and one particular emphasis is to make the project cost effective in both finances and faculty time. We imported appropriate materials from other successful curriculum experiments to reduce development cost and modified the material to fit the local situation. Of particular interest is the challenge to scale up the project from the experimental cohorts to full scale implementation. This project was sponsored by the SUCCEED Engineering Education Coalition and materials were shared and imported from other Coalition members. The external evaluation is to be provided by the Coalition Evaluation and Assessment Team to reduce cost and utilize professional evaluation talent. The paper presents an outline of the freshman studio experience, a summary of the evaluation results, a discussion of problems encountered in the two year trial and a few recommendations to improve the project.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132751356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the early 1960s, the introductory course in engineering offered at Dartmouth's Thayer School of Engineering was re-designed to focus on the introduction and implementation of problem-solving strategies used by engineers in practice. In 1990, having determined that this course would find great interest among K-12 educational practitioners, we encapsulated it into a program for high school science and math teachers. "Engineering Concepts for the High School Classroom" includes an intensive summer workshop, post-workshop consultation and communication with Thayer School staff and other past participants, and materials development. The program offers teachers a framework wherein their students develop problem-solving skills requiring critical thinking, communication and teamwork. Within this framework, students are given the opportunity to define their own problems and develop original solutions to those problems. They make testable predictions and analyze test results, encounter the real world in the search for answers, take into account ideas from a variety of disciplines, and communicate their findings both in a traditional written format and orally to a review board composed of professionals in the field. As students develop new skills and learn to trust their own judgment, they also accomplish highly technical tasks, giving them solid expertise in their field of inquiry. This paper describes the program and its method provides examples of high school classroom results, and discusses its dissemination beyond Dartmouth through workshops composed and run by past participants in this program.
20世纪60年代初，达特茅斯大学塞耶工程学院(Thayer School of engineering)的工程入门课程被重新设计，重点放在工程师在实践中使用的问题解决策略的介绍和实施上。1990年，我们确定这门课程会在K-12教育从业者中引起极大的兴趣，于是我们把它浓缩成一个面向高中科学和数学教师的课程。“高中课堂工程概念”课程包括一个密集的夏季工作坊，工作坊结束后与塞耶学校的工作人员和其他过去的参与者进行咨询和交流，以及材料开发。该项目为教师提供了一个框架，在这个框架中，他们的学生培养了解决问题的能力，需要批判性思维、沟通和团队合作。在这个框架内，学生有机会定义自己的问题，并为这些问题制定原创的解决方案。他们做出可测试的预测并分析测试结果，在寻找答案的过程中遇到现实世界，考虑来自各种学科的想法，并以传统的书面形式和口头形式将他们的发现传达给由该领域专业人员组成的审查委员会。随着学生掌握新技能并学会相信自己的判断，他们也完成了高度技术性的任务，从而在自己的研究领域获得了扎实的专业知识。本文描述了该计划及其方法，提供了高中课堂结果的例子，并讨论了该计划通过由该计划的过去参与者组成和运行的研讨会在达特茅斯以外的传播。
{"title":"Engineering concepts in the high school classroom: the Dartmouth/Thayer problem-solving methods","authors":"C.B. Muller, J. Collier","doi":"10.1109/FIE.1995.483187","DOIUrl":"https://doi.org/10.1109/FIE.1995.483187","url":null,"abstract":"In the early 1960s, the introductory course in engineering offered at Dartmouth's Thayer School of Engineering was re-designed to focus on the introduction and implementation of problem-solving strategies used by engineers in practice. In 1990, having determined that this course would find great interest among K-12 educational practitioners, we encapsulated it into a program for high school science and math teachers. \"Engineering Concepts for the High School Classroom\" includes an intensive summer workshop, post-workshop consultation and communication with Thayer School staff and other past participants, and materials development. The program offers teachers a framework wherein their students develop problem-solving skills requiring critical thinking, communication and teamwork. Within this framework, students are given the opportunity to define their own problems and develop original solutions to those problems. They make testable predictions and analyze test results, encounter the real world in the search for answers, take into account ideas from a variety of disciplines, and communicate their findings both in a traditional written format and orally to a review board composed of professionals in the field. As students develop new skills and learn to trust their own judgment, they also accomplish highly technical tasks, giving them solid expertise in their field of inquiry. This paper describes the program and its method provides examples of high school classroom results, and discusses its dissemination beyond Dartmouth through workshops composed and run by past participants in this program.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"484 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133697124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the United States Military Academy at West Point is to provide the nation with leaders of character who serve the common defense. In helping to prepare these future leaders for their service to the nation and to the US Army, the Department of Electrical Engineering and Computer Science is chartered to provide a five-course electrical engineering sequence. The purpose of this sequence is to have cadets learn the engineering thought process that culminates with solving an engineering design problem. In addition, the department provides instruction for an ABET-accredited major in electrical engineering. As part of this program, cadets participate in a comprehensive capstone design project. This paper details a unique Military Academy program that provides an integrated design experience for students from both the core engineering sequence and the electrical engineering majors' program. By bringing both groups of electrical engineering students together into a single team to accomplish a significant design effort, substantial experience is gained by all. This integrated team approach has proven to be a positive learning experience for both groups, as well as for majors from other disciplines in a design team effort.
{"title":"Integrated team design","authors":"W. D. Lane, A. Sayles","doi":"10.1109/FIE.1995.483017","DOIUrl":"https://doi.org/10.1109/FIE.1995.483017","url":null,"abstract":"The purpose of the United States Military Academy at West Point is to provide the nation with leaders of character who serve the common defense. In helping to prepare these future leaders for their service to the nation and to the US Army, the Department of Electrical Engineering and Computer Science is chartered to provide a five-course electrical engineering sequence. The purpose of this sequence is to have cadets learn the engineering thought process that culminates with solving an engineering design problem. In addition, the department provides instruction for an ABET-accredited major in electrical engineering. As part of this program, cadets participate in a comprehensive capstone design project. This paper details a unique Military Academy program that provides an integrated design experience for students from both the core engineering sequence and the electrical engineering majors' program. By bringing both groups of electrical engineering students together into a single team to accomplish a significant design effort, substantial experience is gained by all. This integrated team approach has proven to be a positive learning experience for both groups, as well as for majors from other disciplines in a design team effort.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121949006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since 1991, the students enrolled in the Electrical Engineering and Computer Engineering Departments at San Jose State University have had an experimental course in engineering design and computer tools. In the Fall of 1994, the College of Engineering adopted the course as a required two-unit course (one unit lecture and three hours laboratory work per week) for all engineering students. The course is divided into three parts. The first covers the disassembly and reassembly of a computer peripheral, a report on the operation of the device and one improvement to add value. The second uses spreadsheets (either Lotus or Excel) to aid in the mathematical solution of an engineering problem. The third part uses Matlab to solve the mathematics of an engineering problem. The emphasis in the course is in defining the engineering solution for a particular engineering problem, using the computer packages to analyze the input variables, and then presenting the data so that "everyone" will come to the same conclusion. We use a data acquisition system with a computer system to generate data for the various student projects. All projects are conducted by teams of three students. All grades, except two for class exams, are team grades. The student projects are chosen from a list generated by the course faculty and other faculty in the College of Engineering.
{"title":"A freshman design and engineering tools course","authors":"J. J. Freeman, S. Rositano","doi":"10.1109/FIE.1995.483020","DOIUrl":"https://doi.org/10.1109/FIE.1995.483020","url":null,"abstract":"Since 1991, the students enrolled in the Electrical Engineering and Computer Engineering Departments at San Jose State University have had an experimental course in engineering design and computer tools. In the Fall of 1994, the College of Engineering adopted the course as a required two-unit course (one unit lecture and three hours laboratory work per week) for all engineering students. The course is divided into three parts. The first covers the disassembly and reassembly of a computer peripheral, a report on the operation of the device and one improvement to add value. The second uses spreadsheets (either Lotus or Excel) to aid in the mathematical solution of an engineering problem. The third part uses Matlab to solve the mathematics of an engineering problem. The emphasis in the course is in defining the engineering solution for a particular engineering problem, using the computer packages to analyze the input variables, and then presenting the data so that \"everyone\" will come to the same conclusion. We use a data acquisition system with a computer system to generate data for the various student projects. All projects are conducted by teams of three students. All grades, except two for class exams, are team grades. The student projects are chosen from a list generated by the course faculty and other faculty in the College of Engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121412655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is an assessment of our experiences using networked multimedia and hypertext documents at the US Military Academy. Over the last two years, we have taught a course in which the course material is rich in networked multimedia and hypertext. During the last year, we began a formal assessment of the pedagogical effects of using this hypertext and multimedia in the classroom and making it available in the student's rooms. This assessment used a course population of approximately 200 students and consisted of measurements of: (1) the amount of time each lesson the student spent using a particular multimedia tool; and (2) the student's assessment of each tool at the end of the semester. You can use the results of this assessment to plan your development of multimedia and hypertext documents.
{"title":"An assessment of networked multimedia and hypermedia","authors":"C.A. Carver, R. Howard","doi":"10.1109/FIE.1995.483083","DOIUrl":"https://doi.org/10.1109/FIE.1995.483083","url":null,"abstract":"This paper is an assessment of our experiences using networked multimedia and hypertext documents at the US Military Academy. Over the last two years, we have taught a course in which the course material is rich in networked multimedia and hypertext. During the last year, we began a formal assessment of the pedagogical effects of using this hypertext and multimedia in the classroom and making it available in the student's rooms. This assessment used a course population of approximately 200 students and consisted of measurements of: (1) the amount of time each lesson the student spent using a particular multimedia tool; and (2) the student's assessment of each tool at the end of the semester. You can use the results of this assessment to plan your development of multimedia and hypertext documents.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121320457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a trend toward the assessment of more "outputs" rather than "inputs" in the accreditation processes. The immediate need was to develop an assessment plan to meet the requirements of the North Central Association for future accreditation of the university. Subsequently the desired outputs, student learning outcomes or academic achievements, were defined as what a student can do with their learning. Deciding what constituted these outcomes or achievements was the next step since these were the factors that would be assessed. Many of these factors are subjective in nature and surveys seemed an effective and efficient way to do the assessment. However, the author believes that assessment of student learning outcomes or achievements should begin with instructors taking a reflective look at, i.e., assess, how their students are doing. This process should involve analysis of more than just the exam results. The author has been guided in this process by a course development model he uses which is a modification of models previously published. The steps of this model are explained and his use of it to assess student learning explored. Data which he has collected on his students is discussed. The role this assessment process has played in revisions made to the metallurgy course he teaches are also be discussed.
{"title":"Assessing student learning: it can be more than a survey","authors":"William K. Dalton","doi":"10.1109/FIE.1995.483063","DOIUrl":"https://doi.org/10.1109/FIE.1995.483063","url":null,"abstract":"There is a trend toward the assessment of more \"outputs\" rather than \"inputs\" in the accreditation processes. The immediate need was to develop an assessment plan to meet the requirements of the North Central Association for future accreditation of the university. Subsequently the desired outputs, student learning outcomes or academic achievements, were defined as what a student can do with their learning. Deciding what constituted these outcomes or achievements was the next step since these were the factors that would be assessed. Many of these factors are subjective in nature and surveys seemed an effective and efficient way to do the assessment. However, the author believes that assessment of student learning outcomes or achievements should begin with instructors taking a reflective look at, i.e., assess, how their students are doing. This process should involve analysis of more than just the exam results. The author has been guided in this process by a course development model he uses which is a modification of models previously published. The steps of this model are explained and his use of it to assess student learning explored. Data which he has collected on his students is discussed. The role this assessment process has played in revisions made to the metallurgy course he teaches are also be discussed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121546306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Greenfield Coalition for New Manufacturing Education is a National Science Foundation-supported partnership of six diverse educational institutions, five top manufacturing companies, an international member-based educational society, and an operational manufacturing/teaching enterprise. Greenfield is a new model for manufacturing education based on the combination of skill and deep engineering knowledge resulting from an integration of engineering practice and innovative pedagogy. The coalition is creating next-generation courseware designed to integrate training issues with educational foundations. This is being accomplished by combining theory and practice in an interdisciplinary, team-oriented environment anchored to a "real-world" production floor. The Greenfield courses are designed to be modular in nature, and thus offer an ideal educational environment for multimedia-based CBI (computer-based instruction) delivery. In its efforts to standardize all of the Greenfield Coalition's CBI development efforts, the coalition's Information Technology Committee set up a methodology to select an authoring software tool which would best serve the coalition's faculty-based, courseware development needs. Today, intra-university coalition development teams made up of professors and students are designing and producing these learning programs using the innovative educational approaches and advanced information delivery techniques offered by multimedia CBI. This paper summarizes this selection process.
{"title":"Selecting an authoring program for undergraduate engineering computer-based instruction","authors":"N. Al-Holou, T.W. Savage","doi":"10.1109/FIE.1995.483233","DOIUrl":"https://doi.org/10.1109/FIE.1995.483233","url":null,"abstract":"The Greenfield Coalition for New Manufacturing Education is a National Science Foundation-supported partnership of six diverse educational institutions, five top manufacturing companies, an international member-based educational society, and an operational manufacturing/teaching enterprise. Greenfield is a new model for manufacturing education based on the combination of skill and deep engineering knowledge resulting from an integration of engineering practice and innovative pedagogy. The coalition is creating next-generation courseware designed to integrate training issues with educational foundations. This is being accomplished by combining theory and practice in an interdisciplinary, team-oriented environment anchored to a \"real-world\" production floor. The Greenfield courses are designed to be modular in nature, and thus offer an ideal educational environment for multimedia-based CBI (computer-based instruction) delivery. In its efforts to standardize all of the Greenfield Coalition's CBI development efforts, the coalition's Information Technology Committee set up a methodology to select an authoring software tool which would best serve the coalition's faculty-based, courseware development needs. Today, intra-university coalition development teams made up of professors and students are designing and producing these learning programs using the innovative educational approaches and advanced information delivery techniques offered by multimedia CBI. This paper summarizes this selection process.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121910144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The freshman and sophomore integrated curricula developed at Arizona State University under the auspices of the NSF-funded Foundation Coalition are briefly described. The freshman program is currently in a second generation pilot while the sophomore program is in a first generation pilot. Problems encountered in designing and implementing such curricula are discussed as are possible solutions where they have been found.
{"title":"Curriculum integration at Arizona State University","authors":"D. Evans","doi":"10.1109/FIE.1995.483243","DOIUrl":"https://doi.org/10.1109/FIE.1995.483243","url":null,"abstract":"The freshman and sophomore integrated curricula developed at Arizona State University under the auspices of the NSF-funded Foundation Coalition are briefly described. The freshman program is currently in a second generation pilot while the sophomore program is in a first generation pilot. Problems encountered in designing and implementing such curricula are discussed as are possible solutions where they have been found.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123971005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Historically, calculus has served as a filter in many engineering schools. However, this entry level mathematics requirement is filtering far more than those who are not capable intellectually. This has become a national concern, and is the main thrust behind the calculus reform currently taking place in the mathematics community. During the 1994 spring semester, three faculty members at the University of Louisville's Speed Scientific School (the engineering school) initiated a pilot program whose main goal was to deepen students' understanding of the material in calculus. Additionally, the program was designed to create a more friendly environment in which to learn mathematics and help increase the retention rate of the engineering students. To address these goals, a group of African American and female students was recruited to work in small groups on problems related to the material being covered in calculus each week. These sessions utilized the Uri Treisman collaborative learning model currently in use at several other universities, with some modifications for this particular situation. The pilot program was fairly successful, and the effort continued with students during the summer and fall 1994 terms. The paper outlines the essential elements of this cooperative learning program, describes the modifications made over the year and discusses its successes and failures. An analysis is presented comparing students who had no or little participation in the program with students who attended the program regularly.
{"title":"A calculus retention program for students at risk in engineering","authors":"B. Hart, T.L. Holloman, C. A. O'Connor","doi":"10.1109/FIE.1995.483028","DOIUrl":"https://doi.org/10.1109/FIE.1995.483028","url":null,"abstract":"Historically, calculus has served as a filter in many engineering schools. However, this entry level mathematics requirement is filtering far more than those who are not capable intellectually. This has become a national concern, and is the main thrust behind the calculus reform currently taking place in the mathematics community. During the 1994 spring semester, three faculty members at the University of Louisville's Speed Scientific School (the engineering school) initiated a pilot program whose main goal was to deepen students' understanding of the material in calculus. Additionally, the program was designed to create a more friendly environment in which to learn mathematics and help increase the retention rate of the engineering students. To address these goals, a group of African American and female students was recruited to work in small groups on problems related to the material being covered in calculus each week. These sessions utilized the Uri Treisman collaborative learning model currently in use at several other universities, with some modifications for this particular situation. The pilot program was fairly successful, and the effort continued with students during the summer and fall 1994 terms. The paper outlines the essential elements of this cooperative learning program, describes the modifications made over the year and discusses its successes and failures. An analysis is presented comparing students who had no or little participation in the program with students who attended the program regularly.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129410337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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