Final Project Reports
Technology Workforce Development Grants 2002
Infinity Project Reports
April 2007
TWD 2002 Final Report Format
The grant period for TWD 2002 grants nominally started January 1, 2002. The grants
were announced April 1, 2002 and ended March 31, 2007, after an extension granted by
the TWD Grants Program Advisory Committee on June 2, 2004.
However, the grant period for the funds from the federal congressionally directed grant,
as part of the overall TWD grant, started on September 1, 2004 and ended August 31,
2006, according to a one-year time-extension for budget and performance granted by
the Department of Education on June 30, 2005.
Below is the format for the final report. The Office of Sponsored Projects representative
for the grant was to submit by April 30, 2007 one signed copy (PDF or hard copy),
together with an editable word-processing file of this report. Each section was to be
enlarged as necessary to accommodate the narrative.
Title of Project:
Project Number:
Project Leader (PL):
Project Co-Leader
Department:
Institution:
Address:
Email:
Signature/Date, PL
OSP Representative:
Title:
Signature/Date, OSP
Synopsis:
Provide a synopsis of your work completed between April 1, 2002 and March 31, 2007.
You may use 100 words or less.
Collaboration:
Please list with which institutions you collaborated on this project. Examples are
community colleges, high schools, or local workforce development boards.
1.
2.
3.
TWD 2002 Infinity Project
Final Reports April 2007
Student Numbers:*
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous
academic year)
(1) Fall 2001 Headcount
(2) Fall 2006 Headcount
*
See http://www.thecb.state.tx.us/AAR/Research/Techworkforce/TWD_roster.cfm for definitions.
Outcome:
Please answer the following questions quantitatively with a few sentences for each:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
2) Has your project improved the retention numbers and percentages over the term of
the grant?
3) Has your project improved the graduation numbers and percentages over the term
of the grant?
Summary:
Provide a project summary, up to one page, with 11 pt font, single spaced. This abstract
should be ready for publication. You may want to include an introduction and address
project objectives, project implementation, changes to plan, project evaluation,
sustainability, and a summary of results.
Project Discussion: Introduction
Introduce your project and its institutional setting.
Project Discussion: Objectives
Describe your project’s objectives and the progress made towards achievement of
these.
Project Discussion: Implementation
Explain the process of project’s implementation.
Project Discussion: Changes to Plan
Describe and defending project changes, deviations from the schedule, methods, and
tasks established in the proposal.
Project Discussion: Evaluation
Provide a project evaluation including a quantitative assessment of which portions of
your plan worked and which did not.
TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Sustainability
Describe to what extend the project will be sustained after the end of the grant period
and how you achieved sustainability. You may include a list of all follow-up funding you
gained due to experience with this grant
Project Discussion: Results and Success Summary
Provide a description of your project’s results and summarize project success.
Success Stories:
Use this section to describe any “success stories” that have resulted from work on this
project.
Recommendations:
Provide recommendations for other departments interested in replicating your project
and/or recommendations for the Texas Engineering and Technical Consortium.
Publications:
Attach a list of publications, presentations, awards, or patents, etc., you received
primarily as a result of this grant.
TWD 2002 Infinity Project
Final Reports April 2007
TWD 2002 Infinity Project
Final Reports April 2007
Table of Contents
Title:
Launching the Texas Engineering Education Pipeline: Deploying the Infinity
Project Statewide
Baylor University
1
Lamar University
6
Prairie View A&M University
9
Southern Methodist University
14
St. Mary's University of San Antonio
15
Tarleton State University
16
Texas Engineering Experiment Station
17
Texas Woman's University
18
The University of Texas at Arlington
24
The University of Texas at Arlington
25
The University of Texas at Austin
30
The University of Texas at El Paso
31
The University of Texas at San Antonio
32
The University of Texas at Tyler
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TWD 2002 Infinity Project
Final Reports April 2007
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Title of Project:
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
Project Leader (PL):
Project Co-Leader
Department:
Institution:
Address:
006967-EE2002-0201
Geoffrey C. Orsak
Steven Eisenbarth
Electrical and Computer Engineering
Baylor University
One Bear Place #97356
Synopsis:
TETC grant initiated curricular reforms, best practices implementations, and course and
faculty development which occurred between 2002 and 2004 have positively impacted
the retention rates for freshman engineering students at Baylor University with retention
approaching 85%. Course development in EGR-1301 Introduction to Engineering
impacted many more students than reported on the TWD rosters since the course is
required of all freshman engineering students. Follow-on work in 2005 concentrated on
course content innovation and alternate delivery and learning formats for the EGR-1301
course. Positive results generated by this grant were key elements in a second TWD
grant in 2005.
Collaboration:
Student Numbers:*
(1) Fall 2001
Headcount
(2) Fall 2006
Headcount
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous academic
year)
28
38
39
12
9
39
41
22
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
Because first-year engineering students are not required to declare a discipline-specific
major the number of Electrical and Computer Engineering students reported in the table
above are actually higher than the “entering student” numbers reported on the TDW
roster, which only counts declared majors. As students declare a particular major, the
numbers grow for both progressing and advancing students, skewing the real retention
numbers for freshman and sophomore students. The decrease in declared majors for
entering freshman (2001 over 2006) may be a result of growing reluctance on the part of
students to declare a major at matriculation.
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TWD 2002 Infinity Project
Final Reports April 2007
2) Has your project improved the retention numbers and percentages over the
term of the grant?
The retention rate between first and second semester freshman engineering course
sequence has fluctuated between 77% and 87% from fall 2003 to spring 2007. Although
the retention percentage appears to fluctuate in a narrow range around 80% the
absolute growth in numbers of continuing students (undifferentiated as to major) is
significant. The number of entering students in engineering grew from 98 (fall 2003) to
163 (fall 2006), a 166% growth rate.
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
The actual increase in BSECE graduates (nearly 85% over fall 2001) in 2006 is much
greater than the projected increase (16%) in initial grant application. The number of
graduates in academic year 2006/07 will total 28 which is a 230% increase in BSECE
graduates over the head count in the 2000/01 academic year. This increase can be
attributed to retention activities as well as an increased focus on student recruitment.
Summary:
“Launching the Texas Engineering Education Pipeline: Deploying the Infinity Project
Statewide” was a consortium proposal originally developed to increase the retention rate
of undergraduate engineering students and to provide educational assistance to regional
high schools interested in adopting the Infinity Project curricular materials. Funding
limitations resulted in a focus on undergraduate retention and abandonment of the
educational assistance part of the project. Because Baylor University is a private
institution TETC/TWD funds were matched by Baylor as a grant stipulation.
The primary objective of this grant was to increase freshman retention rates for BSECE
students at Baylor University. The freshman engineering sequence at Baylor consists of
two, three-credit courses, EGR-1301Introduction to Engineering and EGR-1302
Introduction to Engineering Analysis. The principle strategy implemented in this project
was freshman year curricular reforms in EGR-1301 and EGR-1302. Reforms included
course content development in the two freshman engineering courses, a change in the
recommended sequencing of engineering, science and mathematics courses in the
freshman and sophomore years and the removal of one required course at the
sophomore year.
The initial work to include Infinity Project materials as EGR-1301 laboratory exercise
generated considerable discussion and interest among the engineering faculty
concerning curricular reform and retention. This stimulus created opportunities for the
implementation of “best practices” and course modifications that positively impacted
student retention.
The retention rate between first and second semester freshman engineering course
sequence is now in the neighborhood of 80%. The absolute growth in numbers of
continuing students (undifferentiated as to major) is significant with engineering
enrollment growing from 98 (fall 2003) to 163 (fall 2006), a 166% growth rate over 4
years. The curricular modifications and “best practices” developments are now solidly in
place in the freshman engineering sequence.
Over the lifetime of this grant (through fall 2007) more than 440 students will have been
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TWD 2002 Infinity Project
Final Reports April 2007
impacted for a cost of $91 per student (project cost plus matching by Baylor divided by
number of EGR-1301 and EGR-1302 students), only half of which has been supplied by
grant funds. The grant’s sustainable impact, however, will continue for at least several
more years driving the cost per student much lower.
It is our experience that significant levels of student/faculty interaction are required to
appreciably enhance retention. The majority of retention improvements appear to result
from helping weaker students develop competitive academic skills and motivations. The
implication being that increases in freshman retention rates can be correlated with levels
of student/faculty interaction. There is some evidence that student involvement in
professional activities and societies such as IEEE student chapters or Society of Women
Engineers (SWE) chapter promotes retention, especially for female students.
Project Discussion: Introduction
“Launching the Texas Engineering Education Pipeline: Deploying the Infinity Project
Statewide” was a consortium proposal originally developed to increase the retention rate
of undergraduate engineering students and to provide educational assistance to regional
high schools interested in adopting the Infinity Project curricular materials. Funding
limitations resulted in a focus on undergraduate retention and abandonment of the
educational assistance part of the project. The project provided funds for course and lab
development for two freshman-level courses, EGR-1301 Introduction to Engineering and
EGR-1302 Introduction to Engineering Analysis. TETC/TWD funds were matched by
Baylor University.
Project Discussion: Objectives
The primary objective of this grant was to increase freshman retention rates for BSECE
students at Baylor University.
Project Discussion: Implementation
The freshman engineering sequence at Baylor consists of two, three-credit courses,
EGR-1301 Introduction to Engineering and EGR-1302 Introduction to Engineering
Analysis. Since most engineering students at Baylor do not declare a specific
engineering discipline or major until their second year, it is difficult to determine exactly
how many electrical/computer engineering students are entering the “pipeline”. (Baylor
offers three engineering programs: mechanical engineering, electrical and computer
engineering and general engineering). It is difficulty to determine how many students
may have entered with interests in ECE who subsequently changed to another
engineering discipline during their freshmen year or visa-versa. Students who move
from ECE to another engineering discipline negatively impact ECE retention while
remaining a net positive event for engineering in general.
The principle strategy implemented in this project was freshman year curricular reforms
in EGR-1301 and EGR-1302. Reforms included course content development in the two
freshman engineering courses, a change in the recommended sequencing of
engineering, science and mathematics courses in the freshman and sophomore years
and the removal of one required course at the sophomore year. Changes in the
introductory engineering courses are described in part in “Teaching Freshman
Engineering Using Design Projects and Laboratory Exercises to Increase Student
Retention”, Carolyn Skurla, Walter Bradley and Brian Thomas, Proceedings of the 2004
ASEE Annual Conference, Salt Lake City, UT.
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TWD 2002 Infinity Project
Final Reports April 2007
One significant curricular modification involved changing EGR-1301 co-requisites. One
third of freshman engineering students were denied enrollment in an engineering course
as the result of deficient scores on a required math placement exam. These student
were enrolled in a pre-calculus course their first semester and were then permitted to
enroll in EGR-1301 in their second term. The number of students that subsequently
enrolled in EGR-1301 was less than 50% of those showing interest in engineering but
required to enroll in pre-calculus their first enrollment term. By dropping the calculus corequisite to EGR-1301, math deficient students were “mainstreamed” rather than
“segregated.” Mainstreaming positively impacted the retention rate for these students.
Two definite trends are occurring at Baylor: the number of entering engineering students
is growing and the net retention rate between the first and second semesters and
between freshman and sophomores years is increasing.
Project Discussion: Changes to Plan
Initial implementation plans called for the use of Infinity Project materials to be used in
newly developed EGR-1301 labs. However, the interdisciplinary requirements for this
course, which included BSME, BSECE and BSE students, and the use of mechanical
engineering faculty as instructors, generated resistance to wholesale inclusion of Infinity
materials. The initial work to include Infinity Project materials did generate considerable
discussion and interest concerning curricular reform and retention. This stimulus
created opportunities for the implementation of “best practices” and course modifications
that positively impacted student retention. Although there was a change in
implementation plans, all essential elements of the strategy were completed
successfully.
Project Discussion: Evaluation
Because there was only one objective for this project, i.e. increasing the retention rate of
freshman engineering students, the overall evaluation indicates an unqualified success.
The retention rate between first and second semester freshman engineering course
sequence is now in the neighborhood of 80%. The absolute growth in numbers of
continuing students (undifferentiated as to major) is significant with engineering
enrollment growing from 98 (fall 2003) to 163 (fall 2006), a 166% growth rate over 4
years. Coupled with increasing retention of freshman students, the absolute number of
graduates should continue to grow over the next 4 to 5 years.
Project Discussion: Sustainability
Over the lifetime of this grant (through fall 2007) more than 440 students will have been
impacted for a cost of $91 per student (project cost plus matching by Baylor divided by
number of EGR-1301 and EGR-1302 students), only half of which has been supplied by
grant funds. The grant’s sustainable impact, however, will continue for at least several
more years driving the cost per student much lower.
The curricular modifications and “best practices” developments are now solidly in place
in the freshman engineering sequence. The activities of this grant were instrumental in
the development of a second $62,857 grant proposal, Attracting Engineering Majors
from Community and Small Private Colleges, 2005 TWD Grant No. 006967-EE20052000. The two TWD grants were significant components of in a third $498,756 grant
Scholarships for Academic Success, NSF DUE S-STEM awarded October 2006.
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TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Results and Success Summary
See Project Discussion: Evaluation section above.
Recommendations:
It is our experience that significant levels of student/faculty interaction are required to
appreciably enhance retention. The majority of retention improvements appear to result
from helping weaker students develop competitive academic skills and motivations. The
implication being that increases in freshman retention rates can be correlated with levels
of student/faculty interaction.
There is some evidence that student involvement in professional activities and societies
such as IEEE student chapters or Society of Women Engineers (SWE) chapter
promotes retention, especially for female students. Details are available in “Profile of a
Successful Engineering Student at a Private Liberal Arts University”, Kenneth Van
Treuren and Steven R. Eisenbarth, Proceedings of the 2004 ASEE Annual Conference,
Salt Lake City, UT.
Publications:
Activities from this grant are partially reported in:
Carolyn Skurla, Walter Bradley and Brian Thomas, “Teaching Freshman Engineering
Using Design Projects and Laboratory Exercises to Increase Student Retention,”
Proceedings of the 2004 ASEE Annual Conference, Salt Lake City, UT.
Kenneth Van Treuren and Steven R. Eisenbarth, “Profile of a Successful Engineering
Student at a Private Liberal Arts University,” Proceedings of the 2004 ASEE Annual
Conference, Salt Lake City, UT.
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TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003581-EE2002-0202
Project Leader (PL): Harley R. Myler
Project Co-Leader
Department:
Electrical Engineering
Institution:
Lamar University
Address:
Box 10029, Beaumont, TX 77710-0029
Title of Project:
Synopsis:
We implemented an Infinity Project curriculum as a three credit, single-semester,
freshman introductory course with the intent of improving recruitment and retention in
electrical engineering.
Collaboration:
Student Numbers:*
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous
academic year)
(1) Fall 2001 Headcount
49
24
37
13
(2) Fall 2006 Headcount
89
30
52
20
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
Yes. We saw a significant increase (almost 100%) in the entering student population.
We have also seen significant retention (about 100% improvement). Next year we will
graduate approximately 30 students, so this represents another near 100% improvement
over 2001. Certainly, this cannot all be attributed to the TWD program, but the fact that
we have seen these improvements over the period of time when the program was
implemented leaves no doubt that it had an effect.
2) Has your project improved the retention numbers and percentages over the term of
the grant?
Yes. See the previous question.
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
Yes. We are graduating almost twice as many students now than we did in 2001.
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TWD 2002 Infinity Project
Final Reports April 2007
Summary:
The primary thrust of our project was to enhance our electrical engineering curriculum
with the addition of an introductory course, funded by the TWD program, that would
outline the major points of our discipline, give a "hands on" engineering experience (labbased) to the participants and to set the stage for further student participation in our
program. From a recruitment standpoint, the goal was to show that students could
immediately start their academic preparation with an "EE intensive" course. When
potential students visit the campus they are told of this course and the opportunity to get
involved immediately in their study of electrical engineering. Thus we have a recruitment
benefit from the activity.
From a retention standpoint, we were interested in giving an early exposure in order to
help mitigate the effects of what is known as the "EE winter", the second and third
semesters of the EE program where no courses in the major appear in the curriculum.
As a consequence of this lack of activity, many students begin to question why they
chose engineering. Our introductory course is designed to help cement the interest in EE
such that the student has a carry-over effect until the second semester of the sophomore
year when they take the first course in electrical circuits.
We began initially with a collegiate implementation of the Infinity Project offered as a
two-credit lab-lecture course in the fall of 2002. This course was started as a special
topic offering and then in 2003 it was given a catalog entry as ELEN1200 Introduction to
Electrical Engineering. Since then, we have customized the course to better fit with our
mission and vision and have added to the material that has been taught. We also added
a set of National Instrument's Electronic Laboratory Virtual Instrumentation Suite (ELVIS)
units and added what we call the paradigmatic labs. These labs emphasize fundamental
and foundational concepts in EE and are fully implemented in the freshman level course.
This also had an added benefit of improving our circuits and electronics lab courses,
which also aid in retention.
Since our spending of this funding addressed a new course in the curriculum,
sustainability is ensured. Although we made changes to the implementation, the
fundamental strategy has remained unchanged and we feel that it was an unqualified
success. In the end, the true measure of program success lies mainly in number of
graduates. In 2001 we were graduating between 10 and 15 BSEE's per year, now we
are at 20 to 25 or so, a significant improvement. Although that number is not entirely a
result of this program, it certainly was greatly influenced by it.
Project Discussion: Introduction
Project Discussion: Objectives
Project Discussion: Implementation
Project Discussion: Changes to Plan
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TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Evaluation
Project Discussion: Sustainability
Project Discussion: Results and Success Summary
Success Stories:
Recommendations:
Publications:
Myler, H. R., "Paradigmatic Labs for Introduction to Electrical Engineering," Best
Practices Conference 2006, Texas Engineering and Technical Consortium, Southern
Methodist University, Dallas Texas, January, 2006.
Myler, H. R., "Value Added Engineering Education," Gulf Southwest Section ASEE
Annual Conference, Southern University and A & M College, Baton Rouge Louisiana,
March 2006.
Myler, H. R., "Early Electrical Engineering Concepts Engagement in a Freshman Level
Introductory Course," Gulf Southwest Section ASEE Annual Conference, Texas Tech
University, Lubbock Texas, March 2004.
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TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
3630-EE-2002-0203
Project Leader (PL): John O. Attia
Project Co-Leader:
Department:
Electrical and Computer Engineering
Institution:
Prairie View A&M University
Address:
PO Box 519, MS 2520, Prairie View, TX 77446
Title of Project:
Synopsis:
Nationally the retention rate for freshman engineering students is close to 48%. The
main strategy under this project was to increase the retention rate of freshman electrical
engineering students. We used the Infinity Project to increase retention rate for
freshman electrical engineering students. The course, ELEG 1022, Fundamentals of
Electrical and Computer Engineering, was formally introduced in Fall 2003. The Infinity
Project kits were purchased to build the necessary laboratory facilities to support the
freshman class. The program is a success since the retention rate of our freshmen
students, who take the Infinity Project course, has increased beyond 80 percent.
Collaboration:
1. Hempstead High School
2. Marshall High School
3. Southern Methodist University
Student Numbers:*
Entering
Students
Progressing Advanced
Students
Students
(1) Fall 2001 Headcount
90
90
70
Graduated
Students
(during previous
academic year)
23
(2) Fall 2006 Headcount
69
74
143
38
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
There was an increase in the number of students enrolled in both the Computer and
Electrical Engineering programs. Compared to the 2001 student enrollment data, there
was 14 percent increase in enrollment during the fall 2006 semester.
2) Has your project improved the retention numbers and percentages over the term of
the grant?
The project has increased the retention rate of freshman students in the program to be
more than 80 percent.
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TWD 2002 Infinity Project
Final Reports April 2007
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
The graduation numbers have increased. Compared to the 2001 graduated students’
data, there was 65 percent increase in program graduates during the calendar year
ending December 2006.
Summary:
Nationally the retention rate for freshman engineering students is close to 48%. The
retention rate for all Prairie View A&M University freshmen during the 2000-2001
academic year was 69 percent. The main strategy under this project was to increase the
retention rate of freshman electrical engineering students. We decided to use the Infinity
Project to increase retention rate for freshman electrical engineering students. We
started using the Infinity Program during the 2002-2003 academic year.
The Infinity Project is an innovative national program aimed at increasing the quantity,
quality and diversity of students pursuing engineering and technical degrees. The
Infinity Project has increased the retention rate of incoming freshman students at
Southern Methodist University and other institutions and we felt introducing the Infinity
Project at Prairie View A&M University will help us to increase our retention rate.
The course, ELEG 1022, Fundamentals of Electrical and Computer Engineering, was
formally introduced in Fall 2003. The Infinity Project kits were purchased to build the
necessary laboratory facilities at Prairie View A&M University to support the freshman
class. The laboratory experiments use the Infinity technology kits. The pre-design lab
experiments allow students to have experience in envisioning, designing and testing
modern technology.
34 students took the course during the 2002-2003 academic year, 91 students during
the 2003-2004 academic year, 119 students during the 2004-2005 academic year, and
102 students during the 2005-06 academic year. The retention rate was measured by
following up on students who have registered for courses at Prairie View A&M University
one academic year after completing the program. The retention rates for the 2002-2003,
2003-2004 and 2004-2005 academic years were 86.5%, 81.3% and 82.3%, respectively.
The program is integrated into the electrical and computer engineering curricula at
Prairie View A&M University. The Infinity Project kits have been purchased, and several
faculty members have been trained to teach the program. The program is a success
since the retention rate of our freshmen students, who take the Infinity Project course,
has increased beyond 80 percent. Our statistics confirm the efficacy of the Infinity
Project increasing the retention rate of freshman engineering students. In addition, the
Infinity Project model was introduced in the other engineering disciplines at Prairie View
A&M University to increase the retention rate of freshmen engineering students in the
College of Engineering.
Project Discussion: Introduction
The Department of Electrical Engineering at Prairie View A&M University (PVAMU)
offers the Bachelor of Science in Electrical Engineering degree. The Electrical
Engineering program is accredited by ABET. The program had an enrollment of over
500 students in 1991. In 2002, at the inception of this project, the enrollment has
decreased to 255 students. Nationally the retention rate for freshman engineering
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TWD 2002 Infinity Project
Final Reports April 2007
students is close to 48%. We started using the Infinity Program during the 2002-2003
academic year. The retention rate for all Prairie View A&M University freshmen during
the 2000-2001 academic year was 69 percent. We wanted to increase the enrollment
through increase in retention by using the Infinity Project.
The underlying groundwork for the best practice of increasing the retention rate of
freshman engineering students by using the Infinity Project was done by Southern
Methodist University and Texas Instruments. The Infinity Project is an innovative
national program aimed at increasing the quantity, quality and diversity of students
pursuing engineering and technical degrees. The Infinity Project has increased the
retention rate of incoming freshman students at Southern Methodist University and other
institutions.
Project Discussion: Objectives
The objective of this work was to increase the retention rate of freshman electrical and
computer engineering students. The retention rate was increased during the course of
this project.
Project Discussion: Implementation
The course, ELEG 1022, Fundamentals of Electrical and Computer Engineering, was
formally introduced in Fall 2003. The Infinity Project kits were purchased to build the
necessary laboratory facilities at Prairie View A&M University to support the freshman
class. Two sections of the course were offered during the 2002-2003 academic year,
four sections during the 2003-2004 academic year, and six sections during the 20042005 academic year.
The technology used in the Infinity project kit is based upon Texas Instruments
Advanced Digital Signal Processor (DSP) chips and a graphical programming
environment, called Visual Application Builder, designed and developed by one of the
Infinity Project’s partners, National Instruments. A PC with the Infinity Project kit is
capable of wide array of “real-time” engineering applications ranging from audio, image
and video processing, and also to mathematical operations incorporating real data. The
laboratory experiments for the course use the Infinity Technology kit. The pre-design lab
experiments allow students to have experience in envisioning, designing and testing
modern technology.
Project Discussion: Changes to Plan
No changes were made in the original proposed plan of this sponsored project.
Project Discussion: Evaluation
The project was evaluated annually by determining the retention rate of freshmen
electrical and computer engineering students. The retention rate was determined by
following up on students who have registered for courses at Prairie View A&M University
one academic year after completing the program. We were able to increase the
retention rate of freshman electrical and Computer Engineering students. In addition,
through our efforts, we helped Hempstead High School to introduce the Infinity Program
into its curriculum.
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TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Sustainability
The program is integrated into the electrical and computer engineering curricula at
Prairie View A&M University. The Infinity Project kits have been purchased, and several
faculty members have been trained to teach the program. The program can be sustained
after the grant period.
In February 2007, Shell Oil Company granted the Department of Electrical and
Computer Engineering an amount of $5000.00 in support of the Infinity Project program.
Project Discussion: Results and Success Summary
Two sections of the course were offered during the 2002-2003 academic year, four
sections during the 2003-2004 academic year, and six sections during the 2004-2005
academic year, and four sections during the 2005-06 academic year. Table 1 shows the
number of students who have completed the course since the introduction of the Infinity
Project in the Electrical and Computer Engineering programs.
Table 1 Students who Completed the Infinity Project Course
Academic Year
2002 – 2003
2003 – 2004
2004 – 2005
2005 - 2006
Students who Completed the
Infinity Project Course
34
91
119
102
We measured the retention rate by following up on students who have registered for
courses at Prairie View A&M University one academic year after completing the
program. The retention rates are shown in Table 2. The program is a success since the
retention rate of our freshmen students, who take the Infinity Project course, has
increased beyond 80 percent. Our results confirm the efficacy of the Infinity Project for
increasing the retention rate of freshman engineering students.
Table 2 Retention Rate of Students who have taken the Infinity Project Course
Academic Year
2002 – 2003
2003 – 2004
2004-2005
Retention Rate
86.5%
81.3%
82.3%
Success Story:
The retention rate for freshman electrical and computer engineering students has been
increased beyond 80 percent. In addition, In fall 2006, the Infinity Project model was
introduced into the other engineering disciplines at Prairie View A&M University to
increase the retention rate of freshmen engineering students in the College of
Engineering.
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TWD 2002 Infinity Project
Final Reports April 2007
Recommendations:
The following conditions are needed for the transfer of the Infinity Project program to an
institution: (i) funds to purchase the Infinity Project kits, (ii) faculty members trained and
committed to make the program a success, and (iii) Institutional support of the program.
Institutional support is needed to introduce the course into the electrical and computer
engineering curricula. Faculty members who will be teaching the Infinity Project course
have to be trained, such that they learn how to use the Infinity Project kits. The institution
should have the necessary funds to purchase the Infinity Project kits, which cost less
than $1000.00 per kit.
Publications and Honorable Mention:
(a) Publication:
Attia, J.O., Increasing Electrical and Computer Engineering Enrollment: An Integrated
Approach, Submitted to 2007 Frontiers to Education Conference.
(b) Honorable Mention of the Program
“TETC In Action,” ASEE Prism, September 2006.
13
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003613-EE2002-0205
Project Leader (PL): Dr. Scott C. Douglas
Project Co-Leader:
Department:
Electrical Engineering
Institution:
Southern Methodist University
Address:
Title of Project:
14
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003623-EE2002-0206
Project Leader (PL): Dr. Bahman Rezaie
Project Co-Leader:
Department:
Engineering
Institution:
St. Mary’s University of San Antonio
Address:
Title of Project:
15
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003631-CS2002-0207
Project Leader (PL): Dr. Denise Martinez
Project Co-Leader:
Department:
Math, Physics, and Engineering
Institution:
Tarleton State University
Address:
Title of Project:
16
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
010366-EE2002-0208
Project Leader (PL): Dr. Costas N. Georghiades
Project Co-Leader:
Department:
Electrical Engineering
Institution:
Texas Engineering and Experiment Station
Address:
Title of Project:
17
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003646-CS2002-0209
Project Leader (PL): Dr. Don Edwards
Project Co-Leader
Dr. Marie-Anne Demuynck
Department:
Mathematics and Computer Science
Institution:
Texas Woman’s University
Address:
P.O. Box 425886, Denton, Texas, 76204
Title of Project:
Synopsis:
Initially, a computer classroom, to be used in implementing project activities, was
allocated by the university. This Infinity Classroom, equipped with 22 Infinity Kits and
Software, provides high end computers, printers, scanners, projection system and sound
system for use by departmental faculty and students. Additional systems were provided
for faculty working on the project and for use in an undergraduate research lab.
Subsequent activities focused on curriculum development and revision to existing
computer courses to attract and retain our students. One summer class utilizing the
classroom and curriculum was held for high school students. Future offerings are
planned.
Collaboration:
1.
Southern Methodist University and Infinity Consortium Universities
2.
Denton Independent School District
3.
Texas Instruments, Inc.
Student Numbers:*
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous academic year)
(1) Fall 2001 Headcount
34
2
36
28
(2) Fall 2006 Headcount
6
4
24
6
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
Te numerical goals were not accomplished. The number of CS majors increased in the
first year of the grant, but decreased in each subsequent year until fall 2006 which
showed a modest increase. Overall enrollment declined by 53% during this period.
2) Has your project improved the retention numbers and percentages over the term of
the grant?
Retention percentages have remained unchanged over the life of the project. Of the 72
students enrolled in the program in the initial semester, 74% graduated with a degree in
Computer Science.
18
TWD 2002 Infinity Project
Final Reports April 2007
2) Has your project improved the graduation numbers and percentages over the term of
the grant?
The graduation numbers have declined significantly over the duration of the project
reflecting the decline in majors. We met our graduation goal in the first year, but have
not in future years. We have done well in graduating the students that have been
recruited in the program. Success in this area is due to this project and also to
scholarship funds available from a TI donation and from two NSF CSEMS awards.
Summary:
Project activities have focused on three primary strategies involving incorporation of the
Infinity Project Curriculum at various points in existing computer science courses and
through revision of other courses to use the Infinity Curriculum in new ways. In the early
stages of the project, the university allocated a computer classroom to be used in
implementing project activities. This Infinity Classroom, equipped with 22 Infinity Kits and
Software, provides high end computers, printers, scanners, projection system and sound
system for use by departmental faculty and students. Additional systems have been
provided for faculty working on the project and for use in an undergraduate research lab.
The first strategy involved revision of the Introduction to Computing course, a course
taken primarily by non-majors. The expected outcome of the strategy was an increase in
the number of computer science students due to the popularity of the Infinity Curriculum
with female students who make up 90% of our enrollment. The second strategy involved
both recruitment and retention. It focused on revision of the Introduction to Computer
Science Course, a course taken by computer science majors and minors as well as
other students with an interest in the area. With the excitement generated from use of
the Infinity curriculum, the expected outcome of this strategy was both an increase in
majors from the non-majors in the course and improved retention of the majors. The
third strategy involved incorporating the Infinity Project Curriculum at other strategic
points in the computer science curriculum. Specifically, revisions were made to the
following courses: Computer Organization and Machine Language, Digital Logic,
Computer Architecture, and Computer Networking. Success for these strategies is
mixed. The number of majors in computer science at TWU increased in the first year of
the project, but has declined in each subsequent year resulting in a net decline of 53%
over the period. While this decline is in line with current trends for female CS students in
both Texas and the United States, this project strategy can certainly not be considered
successful. The focus on retention in the other strategies, along with scholarships from
corporate donations and two NSF CSEMS grants, has met with greater success. Of the
72 students enrolled in the program in the initial semester (fall 2001), 74% have now
graduated with a degree in Computer Science. Further demonstration of success in
retention can be noted in subsequent rosters where the number of students in the
progressing and advanced categories has remained relatively constant as did the
number of graduates in 2002 through 2004. The 2005 roster is the first to see a
significant decline in graduates. The number of majors increased in fall 2006 for the first
time since 2002 and we are hopeful that our efforts on this project and other initiatives
will lead to continued increases in the future. A secondary strategy involved outreach to
high school students through offering of the Infinity Project Curriculum as part of ACES,
a residential summer camp at TWU for female high school students with a goal to
increase awareness of and interest in science careers. In the summer of 2004, we were
able to offer a course emphasizing electrical engineering and utilizing the Infinity
Curriculum to 20 female high school students. The course was highly successful, not
only due to the curriculum used, but also due to the willingness of engineering faculty
19
TWD 2002 Infinity Project
Final Reports April 2007
from SMU and engineers from Texas Instruments to travel to Denton and visit with the
students. With the success of this initial effort, it was hoped to offer similar courses in
subsequent years. However, funding issues prevented the camp from being held in the
summer of 2005. Future offerings are uncertain. Another project related effort focused
on recruitment and retention has been the development of a departmental web site,
MCS-Net. Currently the site consists of approximately 100 completed web pages with
much of the content derived from the Infinity Curriculum. These include summary pages,
tutorial pages that present content on topics in computer science and mathematics,
completely worked out and illustrated examples, numerous interactive practice
problems, quizzes on content presented in single pages, as well as comprehensive
quizzes for entire sections. All quizzes provide the students with feedback on their
responses. Their results can be printed, and can thus be included by instructors as part
of the normal curriculum. Also nearing completion is a number of historical vignettes that
will be linked throughout the website for illustration and historical perspective.
Development of the website has been student driven with faculty oversight. The level of
success is uncertain at this time, but early results are positive.
Project Discussion: Introduction
Introduce your project and its institutional setting. The project award was to the
Department of Mathematics and Computer Science with the department chair providing
direction for the project activities. Faculty members in the department, together with both
graduate and undergraduate students provided necessary technical support needed for
project implementation. Project efforts involved utilization of the award winning Infinity
Project curriculum to improve computer science offerings at TWU. It was hoped that the
success of the Infinity Project in attracting and retaining female public school students in
computer science and engineering would provide a basis for attracting students to our
program. Improvements to our curriculum would then result in increased retention of
these students. The program at TWU, although relatively small, had experienced
significant growth in the years prior to the award of this grant. Institutional support was
strong throughout the project cycle allocating acceptable levels of personnel time and
other resources required to support the effort.
Project Discussion: Objectives
Describe your project’s objectives and the progress made towards achievement of
these. The objective of the project was to increase the number of computer science
graduates from TWU. Strategies employed to meet this effort involved recruiting by
attracting current TWU students to the computer science program through revision of the
Introduction to Computing Course taken mostly by non-majors at the institution and
retention of all students through improvements to the existing computer science
offerings. Incorporation of the Infinity Curriculum was central to these efforts. We
implemented the strategies but were unsuccessful in increasing the number of
graduates. We attribute the failure more to the external factors that developed which
resulting in significant declines in the number of graduates needed in the workplace. The
number of majors increased modestly in fall 2005 and we are optimistic that we will see
continued increases in enrollment. The implemented strategies will then enable us to
succeed in meeting the objective of this project in the future.
Project Discussion: Implementation
Explain the process of project’s implementation. Prior to initial funding, the university
provided funds allowing us to acquire 14 Infinity Classroom kits and a computer
20
TWD 2002 Infinity Project
Final Reports April 2007
classroom in which to install the kits. We were thus able to begin implementation of the
project early. When projects funds were made available, the additional kits were
acquired for the classroom along with systems for used by the faculty and students
assigned to the effort. Two members of the faculty received training on the Infinity
hardware and software at Southern Methodist University and then began making
identified revisions to the curriculum. Faculty members, graduate assistants, and
undergraduate majors were all involved in these efforts. Revisions to the curriculum for
several upper level computer science courses were made and then used in subsequent
course offerings. Development of a departmental web site to house the curriculum
materials, tutorials, and other material began early in the project and is ongoing.
Project Discussion: Changes to Plan
Describe and defending project changes, deviations from the schedule, methods, and
tasks established in the proposal. There were no major deviations in the project plans.
The limited initial funding and the subsequent allocation of funds in relatively small
amounts did result in delays in implementation and created challenges for the project
director in allocating faculty resources to the effort.
Project Discussion: Evaluation
Provide a project evaluation including a quantitative assessment of which portions of
your plan worked and which did not. As previously discussed, the strategies identified to
meet the objectives of the project were fully implemented, but, for the most part, did not
meet with the success desired, thereby resulting in failure to meet our graduation targets
We are continuing to utilize the Infinity Curriculum in several of our upper level CS
courses, but are currently redesigning both our Introduction to Computing and our
Introduction to Computer Science courses. Ongoing course evaluation and revision
continues.
Project Discussion: Sustainability
Describe to what extend the project will be sustained after the end of the grant period
and how you achieved sustainability. You may include a list of all follow-up funding you
gained due to experience with this grant. The university has committed to maintaining
and upgrading the computer resources for our Infinity Classroom on a scheduled basis.
Our department has committed to an ongoing review, evaluation, and updating of
curriculum for our program. Recruiting and retention of computer science students was
the focus of a recently submitted NSF collaborative grant proposal with Texas State as
the lead institution. Notification from the THECB of a course redesign grant opportunity
resulted in the award to TWU of a $114,000 grant which will lead to a redesign of our
Introduction to Computing course. Other grants have been and will continue to be
pursued to support our
Project Discussion: Results and Success Summary
Provide a description of your project’s results and summarize project success.
Considering the steady decline, until this past fall, of the number of CS majors and the
resulting decline in graduates, the overall results of the project efforts can not be
considered a success. However, we are well positioned for future success with the
continued interest in curriculum improvements and the improved facilities for our
students. The collaborations that have developed including a new Dual Degree program
with UNT and a collaborative grant proposal with Texas State University are
21
TWD 2002 Infinity Project
Final Reports April 2007
encouraging. Any activity that leads to an improvement in the educational process can
be counted a success
Success Stories:
Use this section to describe any “success stories” that have resulted from work on this
project. Although not directly related to the project, an added benefit from our project
activities has been an overall strengthening of departmental curriculum that better
supports our Women in Engineering (WIN) program. This program, with funding and
mentoring from Texas Instruments and Texas Tech University, is designed to prepare
some of our best female computer science and mathematics students to complete a
specially designed MSEE program at Texas Tech. Five of our graduates have completed
this program. Our students are better prepared when they enter Texas Tech as a result
of the TWD project. This effort allows us to also support the TETC goal of increasing the
number of electrical engineering graduates in Texas.
Recommendations:
Provide recommendations for other departments interested in replicating your project
and/or recommendations for the Texas Engineering and Technical Consortium. For our
predominantly female population, financial support and strong mentoring programs are
essential to recruit and retain our students. Recruiting for computer science majors
would be improved by better marketing of the opportunities that exist for our graduates.
Many incoming freshmen do not believe that the jobs will be there when they graduate.
Continued and expanded support from industry for this effort is needed.
Publications:
Demuynck, M.A., W.J. Zimmermann, D.E. Edwards, and M.M. Holt, 2004, Expanding
Horizons for Women and Minorities: Stimulating Interest in Engineering Through WebBased Modules. ASEE Gulf-Southwest Annual Conference, Lubbock, TX.
Zimmermann, W.J., 2004, Recruitment into Engineering: A Problematic Approach.
Proceedings ASEE Gulf-Southwest Annual Conference, Lubbock, TX.
Edwards, D.E., M.A. Demuynck, and M.M., Holt, 2004, Texas Engineering Partnerships:
Expanding Opportunities for Women. Proceedings ASEE Gulf-Southwest Annual
Conference, Lubbock, Texas, 2004.
Hamner, M., M.M. Holt, E., McGee, and D. Dickey-Davis, 2004, Exploring the
Differences Between Science and Non-Science Majors in an Environment that Controls
the Presence of Males. ASEE Gulf-Southwest Annual Conference, Lubbock, TX.
Demuynck, M.A., W.J. Zimmermann, M. Hamner, and M.M., Holt, 2005, Enhancing The
Computer Science Curriculum Through Web-Based Modules. Association of Computing
Education (ACET) Conference, Fort Worth, TX.
Paper in preparation for the 2007 SIGCSE Conference
22
TWD 2002 Infinity Project
Final Reports April 2007
Student Research Presentations
Pollock, M., H. McClendon, and D. Edwards, 2003, Integrating Web-Based Engineering
Modules into the Mathematics and Computer Science Curriculum, Sixth Annual Student
Creative Arts and Research Symposium, Texas Woman’s University, Denton, TX.
Islam, P. and M.A. Demuynck, 2004, Tutorial Support and Retention Through WebBased Modules For Math And Computer Science. Seventh Annual Student Creative
Arts and Research Symposium, Texas Woman’s University, Denton, TX.
Leung, Y.C. and M.A. Demuynck, 2006, MCS-net and Visual Application Builder (VAB):
An Introduction. Ninth Annual Student Creative Arts and Research Symposium, Texas
Woman’s University, Denton, TX.
23
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003656-CS2002-0210
Project Leader (PL): Dr. J. Carter Tiernan
Project Co-Leader
Department:
Computer Science and Engineering
Institution:
The University of Texas at Arlington
Address:
Title of Project:
24
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003654-EE2002-0211
Project Leader (PL): Dr. Jonathan W. Bredow
Project Co-Leader
Department:
Electrical Engineering
Institution:
University of Texas at Arlington
Address:
PO Box 19016, Arlington, TX 76019
Title of Project:
Synopsis:
The emphasis during years 1 and 2 involved implementation of the Infinity Curriculum for
freshman- and sophomore-level “hands-on” training (in the Introduction to Electrical
Engineering and Circuits 1 courses), demonstrations at various outreach days at UTA,
and promotion of the Infinity Curriculum at local high schools. Due to perceived
shortcomings in the Infinity Curriculum, such as no exposure to basic circuit components
and standard laboratory instrumentation, the curriculum never became well utilized. As
a result, efforts in the 3rd year and following shifted to modifying the Infinity Curriculum
and hardware to provide improved “hands-on” experiences.
Collaboration:
1.
Southern Methodist University
2.
Arlington Independent School District
3.
Mansfield Independent School District
Student Numbers:
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous academic year)
(1) Fall 2001 Headcount
76
159
92
87
(2) Fall 2006 Headcount
125*
175*
100*
68*
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
This project has mostly helped accomplish the numerical goals via retention. According
to the increase in Entering Students, it appears that this project has had some impact in
recruitment. We expect that use of the Infinity Curriculum in outreach activities has
helped attract some new students. However, there was not a major focus toward
recruitment in this project. Nonetheless, as a result of this project, i.e., relationships
developed with local high schools and the modified Infinity Curriculum, the impact of this
project on recruitment is expected to continue through a 2005 TWD grant where we work
directly with and within local high schools.
25
TWD 2002 Infinity Project
Final Reports April 2007
2) Has your project improved the retention numbers and percentages over the term of
the grant?
It appears that this project has helped improve retention. In particular it has had impact
directly via implementation in freshman-level courses, with enrollment of approximately
120 students per semester, and indirectly by helping stimulate discussions and actions
toward retaining students. Prior to this project the department was not paying that much
attention to instructional methods and tools that might lead to increased retention. Since
that time the department has investigated various approaches such as use of Infinity
curriculum, Lego Mindstorm kits, NIDA Trainers, National Instruments ELVIS, and
various “homegrown” lab/design experiences.
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
From the table it is not clear that the project has improved graduation numbers and
percentages. A look at the numbers for each of the years since 2001 indicates a rather
steady graduation rate until the last year or two. But the significance of this is not clear
as a number of factors, including rapidly increasing tuition, have almost certainly
influenced recent graduation rates.
Summary:
During the first 2 years of the project, the work focused on recruitment, retention and
outreach making use of the Infinity Curriculum. Recruitment activities were primarily in
the form of demonstrations at events such as College of Engineering “Welcome Bash”,
National Merit Scholars Day, Engineering Week, and open houses held for junior high
and high school students. Retention activities were primarily through the freshman level
“Introduction to Electrical Engineering” (EE 1245) course, with over 100 students, and
through the sophomore level “Circuit Analysis II” (EE 2446) lab component, with about
25 students. Since the former has no formal lab component, demonstrations of the
Infinity Curriculum were given using an Infinity kit with overhead projector. Students
were encouraged to volunteer to participate in these demonstrations, in order to gain a
better “hands-on” experience. In the latter course, students were asked to design and
experiment with filter structures, using the Infinity kits. Outreach activities involved,
primarily, visits to career and technology administrators at Arlington Independent School
District (AISD), Mansfield Independent School District (MISD), and Fort Worth
Independent School District (FWISD). These visits were to encourage collaboration with
UTA, and to encourage use of the Infinity Curriculum for high school instruction in career
and technology courses.
The results of these efforts were in some ways disappointing: except for MISD, the local
high schools had either already adopted, or developed, other curriculum for their career
and technology courses; and the instructors for the freshman level course at UTA
perceived significant shortcomings in the Infinity kits and Infinity Curriculum. The K-12
school districts generally viewed the Infinity Curriculum as narrow in scope, and at UTA
the lack of “hands-on” experiences with components and measurement instruments
normally used in electrical engineering became the major drawbacks. As a result, during
year 2, with permission from TETC, the emphasis of the work was shifted to modifying
the Infinity kits and associated curriculum to overcome these drawbacks.
This project has had significant impact, both direct and indirect, toward the retention and
recruitment objectives. A few hundred UTA students may have been directly impacted
26
TWD 2002 Infinity Project
Final Reports April 2007
by training/demonstrations with the original Infinity Curriculum. It has had indirect impact
in terms of causing the Department of Electrical Engineering to review and consider
ways of providing more “hands-on” experiences throughout the curriculum. About 30%
of the student comments in the Senior Exit Interviews refer to the need for more of
these. Attempts to promote the Infinity Curriculum in local high schools has blossomed
into regular interactions in career and technology education within these schools, only
with a different curriculum according to their choosing. Finally, this project has led to an
enhanced “hands-on” instructional tool, i.e., the modified Infinity Curriculum and
associated Infinity kit.
“Hands-on” opportunities intended to retain and supplement students at UTA are
expected to become largely self-sustaining as a result of the importance the department
now places on these. We are currently reviewing the entire undergraduate curriculum
to determine where we can provide even more laboratory experiences. A 2005 TWD
grant is currently supporting the outreach/recruitment efforts in the local high schools.
Here we are currently working in classrooms of all 6 high schools of the 9th largest
school district in the State of Texas. Members of the Department of Electrical
Engineering Industry Advisory Board have expressed interest in helping secure funding
to continue this effort, and the department and College of Engineering at UTA are
expected to provide some support to UTA students to participate in high school
classrooms.
Successes of this project include increased retention due to use of the Infinity
Curriculum, increased “hands-on” experiences in the electrical engineering curriculum at
UTA, working relationships in career and technology education at local high schools, and
a modified Infinity Curriculum for enhanced “hands-on” experiences
Project Discussion: Introduction
The project began as a collaboration with Southern Methodist University, with intention
to increase use of the Infinity Curriculum (and associated Infinity kits) at freshman
college level and as technical curriculum in high schools across the State of Texas. The
project activities have been centered at University of Texas at Arlington (UTA), a
university of approximately 25,000 students, that is approximately at the center of the
Dallas-Forth Worth metroplex.
Project Discussion: Objectives
The primary objectives concern retention of students in Electrical Engineering, as well as
recruitment of community college and high school students into Electrical Engineering.
This is by providing “hands-on” experiences that make the students curious about the
underlying principles, with goal of drawing them to pursue or continue pursuing Electrical
Engineering as a career. As a result of this project we are moving toward more “handson” experiences, and we have developed collaborative activities promoting engineering
within local high schools.
Project Discussion: Implementation
During the first 2 years of the project we used the Infinity Curriculum (and associated
kits) for demonstrations during outreach activities, explored its use in selected freshmanand sophomore-level courses in electrical engineering, and interacted with high school
curriculum coordinators to promote its use in the high schools. Although there were
many positive comments on the value of providing high level design experiences related
27
TWD 2002 Infinity Project
Final Reports April 2007
to exciting applications, the shortcomings of the original Infinity curriculum were a major
obstacle to extensive implementation in the UTA courses and to adoption in the high
schools.
Project Discussion: Changes to Plan
The K-12 school districts that we collaborated with generally viewed the Infinity
Curriculum as narrow in scope, and at UTA the lack of “hands-on” experiences with
components and measurement instruments normally used in electrical engineering
became the major drawback. As a result, during year 2, with permission from TETC, the
emphasis of the work was shifted to modifying the Infinity kits and associated curriculum
to overcome these drawbacks. Updated Infinity Curriculum and hardware were
developed that address these shortcomings.
Project Discussion: Evaluation
A few hundred UTA students may have been directly impacted by
training/demonstrations with the original Infinity Curriculum. The project has had indirect
impact in terms of causing the Department of Electrical Engineering to review and
consider ways of providing more “hands-on” experiences throughout the curriculum.
About 30% of the student comments in the Senior Exit Interviews refer to the need for
more these. Attempts to promote the Infinity Curriculum in local high schools has
blossomed into regular interactions in career and technology education within these
schools, only with a different curriculum according to their choosing. Finally, this project
has led to an enhanced “hands-on” instructional tool, i.e., the modified Infinity Curriculum
and associated Infinity kit.
Project Discussion: Sustainability
“Hands-on” opportunities intended to retain and supplement students at UTA are
expected to become largely self-sustaining as a result of the importance the department
now places on these. A 2005 TWD grant is currently supporting the
outreach/recruitment efforts in the local high schools. Here we are currently working in
classrooms of all 6 high schools of the 9th largest school district in the State of Texas.
Members of the Department of Electrical Engineering Industry Advisory Board have
expressed interest in helping secure funding to continue this effort, and the department
and College of Engineering at UTA are expected to provide some support to UTA
students to participate in high school classrooms.
Project Discussion: Results and Success Summary
See Success Stories section.
Success Stories:
• Use of the Infinity Curriculum appears to have contributed to an increase in retention,
especially during the first two years.
• The project has led the Department of Electrical Engineering at UTA to properly
value “hands-on” experiences, and to consider how to provide many of these in the
undergraduate curriculum.
• Relationships with local school districts have been established in which UTA
students participate in career technology education classrooms.
• The Infinity Curriculum (and associated kit) has been modified to provide enhanced
“hands-on” experiences.
28
TWD 2002 Infinity Project
Final Reports April 2007
Recommendations:
For information about the collaborations with local high schools refer to the publications
below or contact the Project Leader at jbredow@uta.edu.
Major components used in the modifications of the Infinity Curriculum and hardware
include DSK daughter cards (for the 6711-DSK version) that are available from Texas
Instruments ($100), wiring breadboard ($40 or less depending on the style), and power
supplies ($50). (The latter 2 items are easily obtained from distributors such as Allied
Electronics, Mouser, Digi-Key or Newark.) The modified Infinity kit “package” can be
assembled in a hard-sided case such as a series 1500 Pelican case ($100). New
curriculum has been developed for the “modified” Infinity kits, using recently available
modules for targeting the 6711 and 6713 DSKs within Matlab and LabView, two popular
technical software packages. (For further information, contact the Project Leader at
jbredow@uta.edu.)
Publications:
Rangappagowda, Madhu, “OFDM - Wavelet domain diversity for wireless image
transmission using Hybrid OFDM systems.” TI Developer Conference, Feb. 28-Mar. 2,
Dallas, TX (2006)
Bredow, Jonathan; Wright, Craig; and Manley, Bill, “Work in Progress – A model for
cooperation between university and K-12 components in science and technology
education,” Proceedings of the 36th ASEE/IEEE Frontiers in Education Conference, pp.
M1C-9 and 10, 2006.
29
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003658-EE2002-0212
Project Leader (PL): Dr. Anthony P. Ambler
Project Co-Leader
Department:
Electrical and Computer Engineering
Institution:
The University of Texas at Austin
Address:
Title of Project:
30
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
003661-EE2002-0214
Project Leader (PL): Dr. Sergio D. Cabrera
Project Co-Leader
Dr. John Moya
Department:
Electrical and Computer Engineering
Institution:
The University of Texas at El Paso
Address:
Title of Project:
31
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Education Pipeline: Deploying
the Infinity Project Statewide
Project Number:
010115-EE2002-0215
Project Leader (PL): Dr. Parimal Patel
Project Co-Leader
Department:
Electrical and Computer Engineering
Institution:
The University of Texas at San Antonio
Address:
One UTSA Circle, San Antonio, TX 78249
Title of Project:
Synopsis:
The main objectives of this grant were to offer the Infinity Project Curriculum to freshman
as part of an existing course to (i) increase freshman retention rate, (ii) establish local
expertise in the curriculum and technology, and (iii) build the necessary laboratory facility
to support the curriculum. The curriculum was introduced as a two-course sequence
(one 1-hour followed by one 2-hours) at the beginning. Through the experience and
feedback, the curriculum is now incorporated as a freshman-level 3-hours course in the
Electrical Engineering program, with about 60+ students going through it during fall and
spring semesters. A laboratory with 25 PCs and Speedy-33 kits has been established
and about ten projects are being conducted during the semester.
Collaboration:
1.
We visited Judson High School and Health Careers High School
Student Numbers:*
Entering Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous
academic year)
(1) Fall 2001 Headcount
80
71
170
47
(2) Fall 2006 Headcount
114
146
215
44
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
Yes. The total number of students enrolled in the program in Fall 2006 was 519
compared to Fall 2001 enrollment of 321. This clearly shows that there is an increase in
enrollment. The number of students graduated every semester has been steady.
2) Has your project improved the retention numbers and percentages over the term of
the grant?
The retention numbers and percentages had improved during Fall 2001 to Fall 2005.
However, since Fall 2005 to date the numbers are not that encouraging.
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TWD 2002 Infinity Project
Final Reports April 2007
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
The project has helped to maintain the graduation numbers and percentage even when
the electrical engineering program enrollment and graduation rate has come under
pressure nation wide with the industry down turn.
Summary:
The electrical engineering department was one of three departments in the College of
Engineering in fall 2002, the time at which the project was initiated. As part of the core
curriculum, students were required to take EGR 1303 (Exploring the Engineering
Profession) during their first year, and preferably during their first semester. This course
covered electrical, mechanical, and civil engineering concepts. The multi-disciplinary
content was good from diversity point of view, however, it also was unfavorable among
many students. Also, the class size was very big (close 200) which also hurt some of
the students who needed instructor’s attention. Thus, the infinity project was introduced
to motivate electrical engineering students, provide smaller class size, and instructor’s
personal attention. The main objectives of this grant were to offer the Infinity Project
Curriculum to freshman as part of an existing course to (i) increase freshman retention
rate, (ii) establish local expertise in the curriculum and technology, and (iii) build the
necessary laboratory facility to support regional high schools. UTSA faculty, graduate,
and undergraduate students were to develop facilities and expertise in Spring and
Summer 2002 and were to begin offering the Infinity Project Curriculum to freshman in
2002-2003.
The curriculum was introduced as a two-course sequence (one 1-hour followed by one
2-hours) starting in at the beginning. Through the experience and feedback the
curriculum is now incorporated as a freshman-level 3-hours course in the Electrical
Engineering program, with about 60+ students per semester going through it during fall
and spring semesters. A laboratory with 25 PCs and Speedy-33 kits has been
established and about ten projects are being conducted during the semester.
The original proposal included five strategies: (i) Offer Infinity Project Curriculum to
freshmen, (ii) UTSA will offer the Infinity Project Curriculum during the summer to visiting
high schools, (iii) UTSA will serve as a professional development site for Infinity Project
High School Teachers in San Antonio, (iv) UTSA will support the regional Infinity Project
High School classrooms and teachers, and (v) UTSA will develop and establish
mentorship programs between regional Infinity Project schools and UTSA freshmen.
Due to the cut in proposed budget, strategies (iii) through (v) could not be carried out.
The delay in influx of funding after the award also hindered to have high schools visit
during summer as stated on strategy (ii). Even then, we had made our best effort to
collaborate with St. Mary’s College in San Antonio to visit some of the high schools and
attempted to convince them to implement the curriculum for which we were going to
provide training to their teachers. However, due to lack of funding cycle, they could not
introduce the curriculum. We believe that the program was successful to a certain extent
as we were able to attract students into the curriculum. Students who had entered in the
Infinity curriculum have continued in the program. After first year, we asked students on
the curriculum, and they suggested that a required course in the curriculum will surely
help all electrical engineering students and strengthen their knowledge through
laboratory experience.
33
TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Introduction
Introduce your project and its institutional setting.
The electrical engineering department was one of three departments in the College of
Engineering in fall 2002, the time at which the project was initiated. As part of the core
curriculum, students were required to take EGR 1303 (Exploring the Engineering
Profession) during their first year, and preferably during their first semester. This course
covered electrical, mechanical, and civil engineering concepts. The multi-disciplinary
content was good from diversity point of view, however, it also was unfavorable among
many students. Also, the class size was very big (close 200) which also hurt some of
the students who needed instructor’s attention. Thus, the infinity project was introduced
to motivate electrical engineering students, provide smaller class size, and instructor’s
personal attention. In addition to this, a graduate teaching assistant was provided to a
section of no more than 20 students.
Project Discussion: Objectives
The main objectives of this grant were to offer the Infinity Project Curriculum to freshman
as part of an existing course to (i) increase freshman retention rate, (ii) establish local
expertise in the curriculum and technology, and (iii) build the necessary laboratory facility
to support regional high schools. UTSA faculty, graduate, and undergraduate students
were to develop facilities and expertise in Spring and Summer 2002 and were to begin
offering the Infinity Project Curriculum to freshman in 2002-2003.
Project Discussion: Implementation
The curriculum was introduced as a two-course sequence (one 1-hour followed by one
2-hours) starting in at the beginning. Through the experience and feedback the
curriculum is now incorporated as a freshman-level 3-hours course in the Electrical
Engineering program, with about 60+ students going through it during fall and spring
semesters. A laboratory with 25 PCs and Speedy-33 kits has been established and
about ten projects are being conducted during the semester.
Project Discussion: Changes to Plan
The original proposal included five strategies: (i) Offer Infinity Project Curriculum to
freshmen, (ii) UTSA will offer the Infinity Project Curriculum during the summer to visiting
high schools, (iii) UTSA will serve as a professional development site for Infinity Project
High School Teachers in San Antonio, (iv) UTSA will support the regional Infinity Project
High School classrooms and teachers, and (v) UTSA will develop and establish
mentorship programs between regional Infinity Project schools and UTSA freshmen.
Due to the cut in proposed budget, strategies (iii) through (v) could not be carried out.
The delay in influx of funding after the award also hindered to have high schools visit
during summer as stated on strategy (ii). Even then, we had made our best effort to
collaborate with St. Mary’s College in San Antonio to visit some of the high schools and
attempted to convince them to implement the curriculum for which we were going to
provide training to their teachers. However, due to lack of funding cycle, they could not
introduce the curriculum.
Project Discussion: Evaluation
We believe that the program was successful to a certain extent as we were able to
attract students into the curriculum. Students who had entered in the Infinity curriculum
have continued in the program. After first year, we asked students on the curriculum,
and they suggested that a required course in the curriculum will surely help all electrical
34
TWD 2002 Infinity Project
Final Reports April 2007
engineering students and strengthen their knowledge through laboratory experience.
Starting Fall 2004, we offered two special sessions of EGR 1303 for EE students
interested in the Infinity curriculum. Starting Fall 2006, the Infinity curriculum is a
required course through which about 60+ students go through. A laboratory has been
established with 25 PCs and 25 Speedy-33 kits
Project Discussion: Sustainability
The project will be sustained in form a required course in the electrical engineering
curriculum at UTSA. At present three sections of the course are being offered with
enrollment of 20 students per section so that personal attention is given to each student.
The projects are done in a team of two students. This trend is hoped to continue in
foreseeable future.
Project Discussion: Results and Success Summary
We believe that the program was successful to a certain extent as we were able to
attract students into the curriculum. Students who had entered in the Infinity curriculum
have continued in the program. After first year, we asked students on the curriculum,
and they suggested that a required course in the curriculum will surely help all electrical
engineering students and strengthen their knowledge through laboratory experience.
Starting Fall 2004, we offered two special sessions of EGR 1303 for EE students
interested in the Infinity curriculum. Starting Fall 2006, the Infinity curriculum is a
required course through which about 60+ students go through. A laboratory has been
established with 25 PCs and 25 Speedy-33 kits.
Success Stories:
Recommendations:
Publications:
35
TWD 2002 Infinity Project
Final Reports April 2007
2002 Final Report
Launching the Texas Engineering Pipeline: Deploying the Infinity
Project Statewide
Project Number:
011163-CS2002-0216
Project Leader (PL): Dr. Arun Kulkarni
Project Co-Leader
Ms. Kay Pleasant
Department:
Computer Science
Institution:
The University of Texas at Tyler
Address:
3900 University Boulevard, Tyler, TX 75799
Title of Project:
Synopsis:
We established the Infinity Project Laboratory with sixteen workstations at the computer
science department as a professional development center, and provided technical
support and training for teachers from two regional high schools that offered the Infinity
Project curriculum: John Tyler High School and Chapel Hill High School. About 70
students benefited from both high schools.
We included the Infinity Project curriculum as a section in the freshman seminar course
that was taught for four semesters. One hundred and four (104) students enrolled in
these sections. The results of the Infinity Project were published at the professional
meeting.
Collaboration:
1.
John Tyler High School
2.
Chapel Hill High School
3.
Southern Methodist University at Dallas
Student Numbers:*
Entering
Students
Progressing
Students
Advanced
Students
Graduated Students
(during previous academic year)
(1) Fall 2001 Headcount
29
73
33
29
(2) Fall 2005 Headcount
22
60
49
36
Outcome:
1) Did the project accomplish the numerical goals set for your department in terms of
additional students pursuing the baccalaureate degree?
We did increase the number of students in two categories advanced and graduated
students, and were able to maintain the total enrollment number.
2) Has your project improved the retention numbers and percentages over the term of
the grant?
Yes. The number of advanced student has increased by 32.6 percent.
3) Has your project improved the graduation numbers and percentages over the term of
the grant?
Yes. The number of graduated students has increased by 19.4 percent.
36
TWD 2002 Infinity Project
Final Reports April 2007
Summary:
The project deals with Launching the Texas Engineering Pipeline: Continuing
Deployment of the Infinity Project in East Texas. The project was supported under Texas
Technology Workforce Grant Program-2002. The Infinity Project features the curriculum
that helps students understand real world relevance of engineering, science, and math.
The Infinity Project was created to increase student interest and preparedness in
engineering, math and science by getting more young students involved in hands-on
cutting edge engineering design. Under this project we established the Infinity Project
Laboratory at the computer science department at UT Tyler, and offered technical
support and teachers’ training to two regional high schools in East Texas. In addition, we
introduced the Infinity Project Curriculum as a section in the freshman seminar course.
he objectives of the project were to help high school students to understand relevance of
math science, and engineering by providing them with hands-on curriculum, and to
increase the retention and recruitment rates at the computer science department at UT
Tyler.
We established the Infinity Project laboratory with sixteen work stations at the computer
science department, and included the Infinity Project Curriculum as a section in the
freshman seminar course that was taught during Spring 2003, Fall 2003, Fall 2004, and
Spring 2005 semesters. We provided technical support and encouraged two regional
high schools to offer the Infinity Project Curriculum, John Tyler High School and Chapel
Hill High School. The majority of students at John Tyler High School are
underrepresented students. In addition, we hosted the Infinity Project Summer Institute
for high school teachers in Summer 2003. Four teachers from regional high schools
participated in the Infinity Project Summer Institute.
One hundred and four (104) students enrolled in these sections. We provided training
and technical support to two regional high schools. About seventy (70) students
participated in the Infinity Project curriculum at these high schools. The enrollment in the
computer science department was increased by 13.1 percent during Fall 2002 to Fall
2004. In addition, we presented a paper describing the Infinity Project Curriculum at a
professional meeting.
Project Discussion: Introduction
The project deals with Launching the Texas Engineering Pipeline: Continuing
Deployment of the Infinity Project in East Texas. The project was supported under Texas
Technology Workforce Grant Program-2002. The Infinity Project features the curriculum
that helps students understand real world relevance of engineering, science, and math.
The Infinity Project was created to increase student interest and preparedness in
engineering, math and science by getting more young students involved in hands-on
cutting edge engineering design. Under this project we established the Infinity Project
Laboratory at the computer science department at UT Tyler, and offered technical
support and teachers’ training to two regional high schools in East Texas. In addition, we
introduced the Infinity Project Curriculum as a section in the freshman seminar course.
37
TWD 2002 Infinity Project
Final Reports April 2007
Project Discussion: Objectives
The objectives of the project were to help high school students to understand relevance
of math science, and engineering by providing them with the hands-on curriculum, and
to increase the retention and recruitment rates at the computer science department at
UT Tyler.
Project Discussion: Implementation
We established the Infinity Project laboratory with sixteen work stations at the computer
science department, and included the Infinity Project Curriculum as a section in the
freshman seminar course that was taught during Spring 2003, Fall 2003, Fall 2004, and
Spring 2005 semesters. We provided technical support and encouraged two regional
high schools to offer the Infinity Project Curriculum, John Tyler High School and Chapel
Hill High School. The majority of students at John Tyler High School are
underrepresented students. In addition, we hosted the Infinity Project Summer Institute
for high school teachers in Summer 2003. Four teachers from regional high schools
participated in the Infinity Project Summer Institute.
Project Discussion: Changes to Plan
The project was deployed as per the schedule.
Project Discussion: Evaluation
The infinity project was a success at UT Tyler. We offered the Infinity Project Curriculum
as a section in freshman seminar class. One hundred and four (104) students enrolled in
these sections. We provided training and technical support to two regional high schools.
About seventy (70) students participated in the Infinity Project curriculum at these high
schools. The enrollment in the computer science department was increased by 13.1
percent during Fall 2002 to Fall 2004.
Project Discussion: Sustainability
It is difficult to sustain the project beyond the funding period; as there are no funds to
offer the Infinity Project Curriculum as section in freshman seminar course and to
provide technical support to participating area high schools.
Project Discussion: Results and Success Summary
One hundred and four (104) students enrolled in these sections. We provided training
and technical support to two regional high schools. About seventy (70) students
participated in the Infinity Project curriculum at these high schools. The enrollment in the
computer science department was increased by 13.1 percent during Fall 2002 to Fall
2004. In addition, we presented a paper describing the Infinity Project Curriculum at a
professional meeting.
Success Stories:
One hundred and four (104) students enrolled in these sections. We provided training
and technical support to two regional high schools. About seventy (70) students
participated in the Infinity Project curriculum at these high schools. The enrollment in the
computer science department was increased by 13.1 percent during Fall 2002 to Fall
2004. In addition, we presented a paper describing the Infinity Project Curriculum at a
professional meeting.
38
TWD 2002 Infinity Project
Final Reports April 2007
Recommendations:
The project may be further supported by providing additional funding.
Publications:
Kulkarni A. D. and Pleasant. K. (2006). The Infinity Project Curriculum for preengineering students Proceedings of ASEE Gulf-Southwest Annual Conference,
Engineering Education in the 21st Century: Pipeline and Workforce, March 15-17, 2006,
Baton Rouge, LA.
39
TWD 2002 Infinity Project
Final Reports April 2007