Building a Comprehensive, Effective, and Successful 1 st -year Engineering Program
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Transcript of Building a Comprehensive, Effective, and Successful 1 st -year Engineering Program
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Building a Comprehensive, Effective, and Successful
1st-year Engineering Program
Rick Freuler
First-year Engineering Program
Engineering Education Innovation Center
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The "Roadmap" for Today
• Who is this guy, anyway• Introduction & background• Early program details• Current program description• The “Freshman Cornerstone”• Observations, Lessons Learned, Impacts• Summary
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Who Is This Guy Anyway?
• Rick Freuler is– Fundamentals of Engineering for Honors
(FEH) Program Director, Engineering Education Innovation Center
– Professor of Practice in Mechanical and Aerospace Engineering
– ASEE First-year Programs Division Chair– 44th Year Student of Engineering (I was
there for the 1968 football season and Rose Bowl.)
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Introduction
• OSU’s First-year Engineering Program initially developed over an 11-year period from 1992 through 2003
• Arose from concern about student retention in engineering– In 1988 the retention to a degree in Engineering at
Ohio State was only 38%
• Survey of Ohio State alumni in industry• Ohio State part of Gateway Coalition– Agreed to adapt or adopt the Drexel E4 model
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Early Efforts
• The Drexel E4 Program –– Combined Chemistry with Biology – Combined Math with Physics. – Engineering had both a lecture portion and a
hands-on lab portion.
– Humanities were combined with communication, both technical and non-technical components.
• E4 Program Results -– >60% retention results and feedback co-op
employers was very positive.
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OSU's "Gateway" Program
• OSU adaptation of Drexel's E4 involved select and dedicated faculty from two Colleges (ENG and MPS)
• Engineering Mechanics combined with Math– Accelerated Calculus– Statics, Particle Dynamics, Rigid Body
Dynamics• Engineering Graphics, Programming• Engineering hands-on lab each quarter
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Current OSU First-Year Engineering Program
• First-year Engineering now offered in four course sequences for first-year students:– Fundamentals of Engineering (FE)
– Fundamentals of Engineering for Scholars (FES)
– Fundamentals of Engineering for Transfers (FET)
– Fundamentals of Engineering for Honors (FEH)
• All sequences include hands-on labs, with engineering "up-front" and team-based design/build introduced early and often
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Early Timeline for 1st-Year Program
Year Activity (Students)• 1992 Planning for Gateway• 1993 Pilot 1 (30)• 1994 Pilot 2 & 3 (38 & 65)• 1995 Pilot 4 & 5 (37 & 64)• 1996 Pilot 6 (64)• 1997 FEH Approved (71)• 1998 FEH (105)• 1999 FEH (173)• 2000 FEH (218)• 2001 FEH (252)• 2002 FEH (250) …
• 2011 FEH (452)
Year Activity (Students)
• 1997 Planning for FE• 1998 Pilot 1 (105)• 1999 Pilot 2 (275)• 2000 FE Approved (681)• 2001 FE (~800)• 2002 FE (~1,050) …
• 2011 FE/FES (~1,700)
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First-year Engineering Program Enrollment Trends
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Yes…There is a Well Defined First-Year Engineering Honors Program• 1st year program option
offered only for University Honors designated students
• A tightly-coupled year-long course sequence in engineering fundamentals
• Coordination among the core first-year classes of engineering, math, and physics
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Comparing First-Year Sequences
FEH• Emphasis on hands-on
learning and design• Coordination among the
FEH core classes • More challenging• Students take a 3-course
sequence of Honors Engineering (ENG H191, ENG H192, & ENG H193)
• 12 credit hours
FE/FES• Emphasis on hands-on
learning and design• No coordination among
any freshman classes• Challenging• Students take a 2-course
sequence of engineering (ENG 181 & ENG 183) and usually EG 167
• Usually 10 credit hours
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Yes…You Will Get Connected to the Engineering Faculty in the First
Year• First-year engineering courses are taught by
faculty• Hand-picked from among the departments in
the College
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• These represent the some of the best researchers & teachers
• Instructional team includes graduate and undergraduate students
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Yes…You Are Going to Design and Build During the First Year!
• Fundamentals of Engineering for Honors (FEH)– Autonomous Robot
Design– Nanotechnology
• Fundamentals of Engineering (FE/FES)– Rollercoaster Design– Nanotechnology– Advanced Energy
Vehicle
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Cornerstone Design Projects
FE Roller-CoasterFE/FES Advanced Energy Vehicle
(AEV)
FEH Robot
FEH/FE Nanotechnology
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Cornerstone Common ElementsTypical Project Goals
Students will have…• Hands-on engineering design/build experience• A team-based project with peer evaluation• Laboratory activities
– Measure, record, analyze, and present– Build, test, modify, test, demonstrate, and report
• Multiple opportunities to improve – Self-learning ability– Ability to work with a team– Ability to communicate effectively
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Cornerstone Common ElementsTypical Learning Objectives Students will…
• Complete a term-length, design-build project which serves as a cornerstone experience
• Be able to visualize and present objects in systems in three-dimensions
• Develop professional skills for success in engineering
• Have an introductory level of knowledge of project management
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Assessing the Design Experience
• Elements of the design experience– Identifying solution options– Identifying constraints– Performing research– Performing analysis– Evaluating analysis (making a decision)– Implementing design decision– Performing project management
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Assessing the Design Experience
• Survey to gather data on time spent and iterations on activities• Anonymous• No effect on grades• Weekly updates
• Student teams were asked to indicate:
• Amount of time spent• Number of participants• Number of times revisited
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Observations & Lessons Learned
% Total Time Spent - AEV• Reasonably full set of activities for most any design project
• Measureable amount of exposure to each design activity
• No less than 8% time in any one activity
16%
8%
14%
15%10%
14%
22%
% TOTAL TIME SPENT
ProjectManagement
ImplementDesign Decision
Evaluate Analysis
Perform Analysis
Perform Research
IdentifySolution Options
Identify Constraints
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Observations & Lessons Learned
• More complex design projects require more visits and revisits to specific design activities
• Such multiple visits highlight and reinforce the iterative nature of design
Weekly Visits - ROBOT
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Impact of First-year Engineering Program on Retention to Degree
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Cornerstone Design Projects
FE Roller-CoasterFES Advanced Energy Vehicle
(AEV)
FEH Robot
FEH/FE Nanotechnology
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Summary
A First-year Engineering Program that is
• Comprehensive
• Effective
• Successful
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Comprehensive
• Uniformly required of all students in all COE majors
• Four sequences to accommodate all students– University Honors students– University Scholars students– Standard track students– Transfer students
• Variety of hands-on lab activities and cornerstone projects to appeal to all majors
• Portable to OSU regional campuses
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Effective
Students-• Have a good understanding of what
engineering is all about• Have a positive attitude toward engineering• Are better informed when selecting a major• Are better prepared for entry into their major• Receive a foundation on which to build rest of
college career in engineering• Get connected to other students, faculty, the
College, and the profession
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Successful
• Retention of students into second year is up• 6-year graduation rates are up (to ~60%)• Helps recruit the better and the best students• Acknowledged as one of the top first-year
programs in the country• Industry recognizes the teamwork and
leadership skills developed in students • Industry is now contributing advancement
funding & gifts-in-kind to the 1st-year program
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Acknowledgements
• NSF funded the Gateway Engineering Education Coalition for early development
• Ohio State’s College of Engineering for support, equipment, and renovated space
• All of the faculty, staff, and students who contributed to the program development
• All of the EEIC faculty, staff, and students who teach and facilitate program delivery
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Comments or Questions and Contact Info
Rick FreulerFundamentals of Engineering for [email protected]
Bob GustafsonEngineering Education Innovation [email protected]
Cliff WhitfieldFES AEV Design Project [email protected]
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OSU first-year Engineering classrooms
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Space RenovationSummer 2000 & Summer 2001
Existing space was renovated to produce
• One 72 seat computer classroom
• Three 36 seat computer classrooms
• Three hands-on labs - each with 9 benches for 9 teams of 4 students
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Classrooms and Laboratory Rooms
• In the classroom two students sit side-by-side and across from two other students
• Provides for teams of 4 students, each with easy individual access to a computer
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Classrooms – 36 Seats or 72 Seats
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Laboratory Rooms – 36 Students
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72 Seat Classroom – Isometric View
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The FEH Robot design project
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Key Features of the FEH Robot Design-Build Project
• There is a new robot scenario and obstacle course each year
• There is an alternative project each year
• Both students and faculty have input to team selection
• Students work in four person teams and develop their own working agreements
• The robot competition is done in public – arena or field house is rented
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Key Features of the FEH Robot Design-Build Project
• Design-build project uses skills and knowledge developed in earlier quarters
• Project planning, management, and documentation are key concepts
• These elements constitute about 80 percent of grade; 20 percent is on robot performance
• Final report has a solid model and dimensioned drawings
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Key Features of the FEH Robot Design-Build Project
• Weekly review by teaching team of robot and project notebook
• Peer evaluation at 4th, 7th, and 10th week
• Peer evaluation affects course grade
• Documentation includes progress report, draft and final written reports, project notebook, and oral presentation
• Math, Physics, and Engineering faculty meet weekly
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Robot Competition Venue
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The Individual Competition
– Gauge performance vs. other teams
– Used to seed teams in final competition
– Motivates students to make last-chance revisions
• Individual (8th week of class)
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The Final Competition
• Head-to-head (9th week of class)video
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Team Project Oral Presentation
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Observed Success: Some Statistics
Based on comparison with a matched control group, those who complete FEH will usually:
• Start into their majors 1 quarter earlier• Graduate in 4.3 rather than 4.8 years• Participate in a co-op or internship (80% of
FEH versus 50% of control)• Be more likely to become leaders in student
organizations (FIRST)
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Observed Successes: Entry to Major
Quarters to Major
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
4 5 6 7 8 9 10 11 12Number of Quarters Enrolled
Per
cen
tag
e o
f S
tud
ents
FEH
Control
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Observed Success: More Statistics
Based on comparison with a matched control group, those who complete FEH will usually:
• Have better grades in subsequent math
and physics courses
• Have higher GPAs with an upward trend after three quarters
• Be more likely to stay with engineering
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Observed Successes: Retention In Engineering Results
Retention of FEH Students in Engineering
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Freshman Sophomore Junior Senior 5th Year
Year in School
En
roll
ed
or
Gra
du
ate
d i
n E
ng
ine
eri
ng
2001-02 FEH
2000-01 FEH
1999-00 FEH
1999-00 Control
1998-99 FEH
1998-99 Control
1988 Baseline
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FEH Enrollment GrowthFundamentals of Engineering for Honors
Students Enrolled
0
100
200
300
400
500
1992 1994 1996 1998 2000 2002 2004 2006 2008
Year
Stu
den
ts
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Recognition and Industry Response
• College of Engineering gave FEH the Boyer Award for Excellence in Teaching Innovation
• Several FEH instructors have been awarded the MacQuigg Award for Teaching Excellence
• Industry involvement– Example: P&G Product Launch exercise– Example: Alcatel-Lucent lectures to all sections
each year– Industry willing to take FEH students after first
year for Co-op and Internship
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Recognition and Industry Response
• Companies which have been involved:– Alcatel-Lucent, American Electric Power,
Arvin Meritor, Autodesk, Caterpillar, DaimlerChrysler, Eaton, Exxon-Mobil, Ford, Honda, Lockheed-Martin, Mabuchi, Microsoft, National Instruments, Procter & Gamble, Raytheon, Shell, and Texas Instruments
• Ohio State President has attended robot competition
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HOW the FEH H193 Robot project COURSE WORKS
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Teaching ENG H193
• Lecture sessions– Include design techniques, calculations,
documentation methods, reporting methods, laboratory tools and techniques
– Less than 1/3 of class meeting time
• Lab sessions– Occupies majority of class time– Professor, graduate (GTA), & undergrad
teaching assistants (UTA) available to answer questions
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Operational Details
• Scenario / Project specification
• Robot course
• Robot controller
• Materials made available to students
• Capable support systems
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The Scenario
• Changed each year• Developed by team
of faculty, GTAs and UTAs
• Involves simulation of a real world problem
• Robots introduced as solution to problem
• Revealed on 1st day
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Project Specifications
• Designed to allow creativity within specific constraints
• Developed using a team approach– Faculty members & TAs
– TAs provide input via past experience
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The Robot Course
• Built by UTA “Course Team”
• Constructed during first twoquarters
• Materials and quality of construction determine project level of difficulty
– Driving surfaces, ramp location and materials, electrical components
– Keep difficulty uniform throughout course
– Production-quality working drawings
• Monitor wear on course during use
• Set up course on competition day
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The Robot Course - 2003
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The Robot Controller
• MIT Handy Board– 68HC11 CPU (2 Mhz)
– 32k RAM
– 16 inputs (digital/analog)
– 4 motor outputs
– 16 x 2 LCD Screen– Programmed via Interactive C – similar to Java VM
• Interpreted execution• Multitasking
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The “Company Store”
• Primary outlet for parts and supplies– Structural materials, motors, gears,
wheels, electrical components, sensors– Open during most open lab times
• Catalog distributed to students and available online
• Staffed by UTAs• Team budget & store inventory are
tracked via online web application
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30 March 2012 KEEN 2012 Regional Conference 59
The Support Systems
• Open labs & "Company Store"– At least two UTAs and one GTA
• Normal class time– Two UTAs, one GTA, one faculty member– More TAs typically intersect in adjacent rooms
• Instructional Lab Supervisors – Available during day
• Machine shop – Use of tools and training via UTA
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30 March 2012 KEEN 2012 Regional Conference 60
The Support Systems
• Online – Message board or AIM
staffed by GTAs
• Weekly staff meetings– Include Math, Physics,
Statics, & Eng staff– Coordinate activities to
not overload students
• Weekly anonymous student journals
• Weekly progress reviews with teams
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30 March 2012 KEEN 2012 Regional Conference 61
In Summary…
– Comparable to junior-or senior-level project
– Experience beneficial throughout collegiate career and beyond
• Operational supportvia past students
• Continuous feedback via present students
• H193 provides an exciting hands-on design/build experience
• ENG H193 is a unique first-year experience