Louisiana Tech University
College of Engineering and Science
Implementing an
Integrated Engineering
Curriculum
(supported by NSF Action Agenda grant
nr. 9972729)
Bernd S. W. Schröder
College of Engineering and Science
Louisiana Tech’s Integrated
Engineering Curriculum
 Topics integrated are engineering,
mathematics, physics, chemistry
 Mandatory for freshmen and sophomores
 50% of all (eligible) faculty participate
 Improved performance/preparation
 Increased retention
 Speedier progress to graduation
College of Engineering and Science
Integrated Courses
fall
Freshman Year
winter
math 240
3
Precalc algebra & trig, single
variable differential calculus
engr 120
2
Problem solving, data
analysis, team skills, statistics
chem 100
2
Engineering chemistry
math 241
spring
3
Single variable differential
calculus
engr 121
math 242
Integral calculus, intro
differential equations
2
engr 122
Statics, strengths, report
writing, sketching, design
chem 101
3
2
Circuits, engr economics,
CAD, design project
2
phys 201
Engineering chemistry
Mechanics
Plus 1 additional class -- History, English, Art, ...
Engineering Fundamentals
Design
Teamwork
Computer Skills
Communication Skills
Laboratory Experiences
2 classes/labs (2 hrs each) per week
3
Integrated Courses
fall
Sophomore Year
winter
math 243
3
Basic statistics, multivariable
integral calculus
engr 220
math 244
3
Multivariable differential
calculus, vector analysis
3
Statics and strengths
memt 201
spring
math 245
Sequences, series, differential
equations
engr 221
3
engr 222
EE applications and circuits
2
Engineering materials
3
physics 202
Thermodynamics
3
Electric and magnetic fields,
optics
Plus 1 additional class -- History, English, Art, ...
Engineering Fundamentals
Design
Teamwork
Statistics & Engr Economics
Communication Skills
Laboratory Experiences
3 hours lab & 2.5 hours lecture per week
3
Changes in
classroom approach
More team-based active learning
College of Engineering and Science
Changes in
classrooms
Geared toward
active learning
College of Engineering and Science
Implementation Schedule
 AY 1997-98: One pilot group of 40
 AY 1998-99: One pilot group of 120
 AY 1999-2000 Full implementation
College of Engineering and Science
Funding - Design and Pilot
 ~$20,000 from the Chevron foundation in
1996-97
 Two grants of ~$25,000 each from the
Board of Regents (matched in kind)
 Voluntary faculty contributions (Time)
 Used to adapt/develop curriculum and
materials
College of Engineering and Science
Funding - Implementation




~$650,000 from NSF Action Agenda
~$75,000 from Board of Regents
~$120,000 in donations
more faculty time
 Used to improve facilities, mentor faculty,
professional development (travel)
College of Engineering and Science
Strategic Structure for Strategic Outcomes
Reference: Benedict, Napper, Guice
Journal of Engr Education, April, 2000
Research Centers
Dean
Assoc Dean
Undergrad
Acad Director
COES
LeadershipTeam
Acad Director
BM E
Assoc Dean
R&GS
Assoc Dean
Ext Prog
Acad Director
Acad Director
Acad Director
ME
EE
Phys
IE
CE
Math
CS
Ch E
Geos
Chem
College of Engineering and Science
Design Phase
Activity: Brainstorm and Top 3
 Where do you want to be?
 What are the driving forces?
 What are the major obstacles?
College of Engineering and Science
Design Phase
(The Fellowship of the Ring)
 Identify educational leaders




Participation cannot be forced
Tenured vs.untenured
It helps if your goals match their goals
Need a mix that
• represents all disciplines
• represents all layers of administration
• gives equal rights and responsibilities to all
College of Engineering and Science
Design Phase
(The Fellowship of the Ring)
 Educational leaders (cont.)



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Too much ego is a liability
Micromanagement is impossible
Trust is mandatory
Communication to all constituents is essential
Give incentives, support as necessary
 Leaders set goals and design, pilot and
implement the curriculum
College of Engineering and Science
Design Phase
(The Fellowship of the Ring)
 Goals



Should be agreed upon by all
Aim high (“impossible” is only a word)
Celebrate the small successes
 Curriculum design



Look for key points of integration
Allow unconventional approaches
Compromise
College of Engineering and Science
Design Phase - Results
(The Fellowship of the Ring)
 Tightly knit core group of faculty (The
Fellowship of the Ring)
 Curriculum goals and framework in place
 Courses designed and all materials ready to
teach them
 Remaining faculty updated on current status
College of Engineering and Science
Design Phase - Results: Goals
(The Fellowship of the Ring)
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
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Intro. key theoretical concepts “in context.”
Better teaming and problem-solving skills.
Technological skills.
Improved communication skills.
Eliminate unnecessary duplication.
Increased retention and speedy progress to
graduation
College of Engineering and Science
Multimedia Educational Resource
For Learning and Online Teaching
For materials try, for example:
www.merlot.org
(peer reviewed learning modules)
Pilot Phase
Activity: Brainstorm and Top 3
 What were recent innovations at your
school and where are they now?
 What went wrong or right?
College of Engineering and Science
Pilot Phase
(The Two Towers)
 Course designers teach the pilot courses
 Select pilot groups as representative as
possible
 Identify parameters to be measured
 Communicate between concurrent courses
 Communicate to the rest of the faculty
(avoid good=new, bad=old)
College of Engineering and Science
Pilot Phase
(The Two Towers)
 Surprises will occur (engineers normally
don’t teach freshmen)
 High workload that cannot be sustained in
the long run
 Pilot groups (re)act differently
 The grass is always greener on the other
side (The Two Towers)
College of Engineering and Science
Pilot Phase
(The Two Towers)
 Evaluate outcomes according to identified
parameters
 Evaluate student and faculty attitudes
 Adjust to avoid bottlenecks, etc
 Run more pilot groups as needed
College of Engineering and Science
Pilot Phase
(The Two Towers)
 Basic Achilles heels of a pilot program


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Initial student selection may not be
representative
Faculty is not representative
Filtering after first term leads to stronger and
smaller student group
College of Engineering and Science
Percentage of Students Completing
Core Courses in 6 Quarters
40
30
Integrated
Traditional
20
10
0
1997-98
1997-98
1998-99
College of Engineering and Science
% A, B, C - Precalculus
80
70
60
50
Integrated
Traditional
40
30
20
10
0
1994- 1995- 1996- 1997- 1998- 1999- 200095
96
97
98
99
00
01
Data for
Fall Quarter
College of Engineering and Science
% A, B, C - Calculus I
100
80
60
Integrated
Traditional
40
20
0
1994- 1995- 1996- 1997- 1998- 1999- 200095
96
97
98
99
00
01
Data for
Winter Quarter
College of Engineering and Science
% A, B, C - Calculus II
100
80
60
Integrated
Traditional
40
20
0
1994- 1995- 1996- 1997- 1998- 1999- 200095
96
97
98
99
00
01
Data for
Spring Quarter
College of Engineering and Science
4
3.5
3
MEMT 201
Engineering Materials
Average Course Grade
2.5
Integrated
Traditional
2
1.5
1
0.5
0
1999-00
2000-01
Data from Jordan & Pumphrey. 2001 ASEE Conference, Session 1664.
Classes were mixed (i.e. some of the students had been in the integrated
freshman courses and some had not.) These data reflect overall class
performances. In every type of comparison, students who had been in the
integrated curriculum performed significantly better than non-integrated
students.
College of Engineering and Science
Implementation Phase
Activity: Brainstorm and Top 3
 How many of your faculty could be
convinced by a pilot program?
 How can they be convinced?
 (Should they be convinced?)
College of Engineering and Science
Implementation Phase
(The Return of the King)
 A successful pilot is only the beginning
 Sustaining two full curricula side by side is
impossible (so the king must return)
 Number of participating personnel needs to
be increased



whom to choose
mentoring
workshops
College of Engineering and Science
Mentoring: Disciplinary
(Teams for ENGR 120 Instructor)
Interdisciplinary: students take classes as “blocks”.
Interdisciplinary team has one group of students.
Disciplinary:
Faculty
in same
course
teach
same
topics.
CHEM CHEM CHEM CHEM CHEM
100-1 100-2 100-3 100-4 100-5
MATH MATH MATH MATH MATH
240-1 240-2 240-3 240-4 240-5
ENGR ENGR ENGR ENGR ENGR
120-1 120-2 120-3 120-4 120-5
College of Engineering and Science
Mentoring: Interdisciplinary
(Teams for ENGR 120 Instructor)
Interdisciplinary: students take classes as “blocks”.
Interdisciplinary team has one group of students.
Disciplinary:
Faculty
in same
course
teach
same
topics.
CHEM CHEM CHEM CHEM CHEM
100-1 100-2 100-3 100-4 100-5
MATH MATH MATH MATH MATH
240-1 240-2 240-3 240-4 240-5
ENGR ENGR ENGR ENGR ENGR
120-1 120-2 120-3 120-4 120-5
College of Engineering and Science
Interdisciplinary Mentoring
Model (Teams for ENGR 120 Instructor)
Interdisciplinary: students take classes as “blocks”.
Interdisciplinary team has one group of students.
Disciplinary:
Faculty
in same
course
teach
same
topics.
CHEM CHEM CHEM CHEM CHEM
100-1 100-2 100-3 100-4 100-5
MATH MATH MATH MATH MATH
240-1 240-2 240-3 240-4 240-5
ENGR ENGR ENGR ENGR ENGR
120-1 120-2 120-3 120-4 120-5
College of Engineering and Science
Implementation Phase
(The Return of the King)
 Lagged students: Enter the pauper?

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


Different demographics
Expectations of faculty not met (engineers still
don’t know freshmen)
Vicious cycle of low motivation and low
performance
Inappropriate “institutionalization” in first term
Mind historical data, you are still doing well
(probably)
College of Engineering and Science
Implementation Phase
(The Return of the King)




Facilities: Your people are more important
… but facilities help
2 labs
40 students in groups of four on square
tables
 2 laptops provided, connectivity for 4
College of Engineering and Science
Implementation Phase
(The Return of the King)
College of Engineering and Science
My Top 3
(The Hobbit)
 A successful pilot is crucial, but it also is
(only?) the beginning
 Buy-in is essential
 Bet on youth
 Keep it flexible
 “What happens when the grant runs out?”
MUST be a non-question
College of Engineering and Science