david hall, phd stan cronk, phd, pe james nelson, phd, pe patsy brackin, phd *

Louisiana Tech UniversityCollege of Engineering and Science

THE FACILITATION OF LIFELONG LEARNING SKILLS THROUGH A PROJECT-BASED FRESHMAN ENGINEERING CURRICULUM

David Hall, PhDStan Cronk, PhD, PE

James Nelson, PhD, PEPatsy Brackin, PhD *

* Rose-Hulman Institute of Technology


Background

Criterion 3H (ABET EAC): engineering programs must instill within students “a recognition of the need for, and an ability to engage in, life-long learning”

Difficult to measure how well an engineering curriculum instills the attribute of life-long learning


Key Points from Literature Review

Informal mode of learning takes place as individual learns to accomplish a task. (Formal mode also important to lifelong learning.)

“Bigger picture” (global and societal issues) may motivate passion for lifelong learning.

Several surveys show alumni recognized need for increased exposure to professional societies and professional literature.

Confidence comes through practice.


Fall Winter Spring

Course Credits Course Credits Course Credits

ENGR 120 2 ENGR 121 2 ENGR 122 2

MATH 240 3 MATH 241 3 MATH 242 3

CHEM 100 2 CHEM 101 / 103 2 / 1 PHYSICS 201* 3

Freshman Course Sequence


PROBLEM: Students didn’t understand how to apply engineering skills to solving real-world problems.

AIM: Implement a fast-paced, threaded curriculum that boosts experiential learning and creates dynamic learners with a “can-do” attitude.

STRATEGY: Replace traditional curriculum with integrative, project-based learning combining engineering theory with engineering practice.


“Living with the Lab”

Students are required to purchase: A laptop and selected software A set of critical tools and supplies for about $70

(multimeter, dial caliper, solder, etc.) Their own personal “lab” for $110 (a Boe-Bot kit from

Parallax Systems; volume discount price) Kit provides a mechanism to boost hands-on learning

beyond what is possible using traditional university laboratories


Traditional vs. Project-Based Curriculum Traditional

Focus on academic learning and software skills Project-Based

Greatly increased hands-on activities to support academic learning

Focus on instilling attributes of The Engineer of 2020 Requires purchase of laptop, software, Boe-Bot, and

tools, but no textbook Instructional materials and assignments posted on course

website


Course Projects

ENGR 120: Fabrication and testing of a centrifugal pump (3 weeks) Design impeller blades; fabricate pump housing Pump water at varying heights to determine efficiency of the pump

ENGR 121: Monitor and control salinity and temperature of water in a “fish tank” (10 weeks) Fabricate conductivity sensor and RTD sensor Use Boe-Bot to monitor sensor readings and control solenoid valves and

heater to correct readings ENGR 122: Open-ended design project (5 weeks)

Use a Boe-Bot and at least one sensor to solve a problem Student teams from all classes compete for awards


ENGR 120 Project – Fabrication of a Centrifugal Pump


ENGR 121 Project – The Fish Tank Closed loop control of temperature and salinity in a small tank Initially, teams of 2 later turning into teams of 4


ENGR 122 – Open-Ended Project Design


Strategies for Lifelong Learning in the Living with the Lab Curriculum

Independent learning in computer programming and 3D modeling skills

Locating and specifying parts and components Attendance at professional society meetings Development of troubleshooting skills Open-ended design Consideration of global and societal issues


Results


Professional Society, Student Function, and Service Activity Attendance per Quarter

ENGR 120: 17.3 ENGR 121: 22.5 ENGR 122: 19.0


Hands-On Application Means

Fifteen activities including: soldering, layout, assembly, bending, sawing, drilling,

milling, using a scale, using a lathe, rapid prototyping, cutting threads, using a caliper, using a multimeter, implementing circuits, and writing PBASIC programs


Application Means – New (LWTL) Curriculum vs. Old (traditional) Curriculum

ENGR 120: Old: 13.5 New: 63.4

ENGR 121: Old: 3.3 New: 104.1

ENGR 122: Old: 26.7 New: 107.7

Student t-test shows application means for ENGR 120 new curriculum to be significantly greater (p = 0.0218); differences for ENGR 121 and 122 are highly significant (p = 0.00004; p = 0.00012, respectively)


Confidence Level Means for Common Course Outcomes

Outcomes common to both old and new curricula include: Using solution format, working collaboratively, presenting

results (written), presenting results (oral), generating 3D models, creating tables and graphs, locating specs and prices, performing linear regression, using Mathcad, using Excel, creatively overcoming difficulties, working toward goals, developing technical tools, planning to develop new processes, explaining trends, and assessing implications of a current societal concern


Confidence Level Means – New (LWTL) Curriculum vs. Old (traditional) Curriculum

Students express more confidence in completing common course outcomes in the new curriculum… ENGR 120: 12 out of 16 common course outcomes ENGR 121: 13 out of 16 ENGR 122: 11 out of 16

Student t-tests show that students felt a greater confidence in their ability to complete common course outcomes with the new curriculum (ENGR 120: p = 0.005435; ENGR 121: p = .008737; ENGR 122: p = .025867)


Utilization of Sensors not Discussed in Class

Students were required to use at least one sensor for their design projects.

No instruction was provided on sensors; students had to locate, read, and understand specifications and sample programs with little or no help from instructors.

Average number of times students reported using sensors during academic year: 6.33 times


Anecdotal Evidence of Lifelong Learning

Focus group meetings were conducted by an external evaluator in Spring 2008.

Sample responses: “I like that they (the instructors) didn’t always tell us what

to do – we had to figure it out on our own.” However, “there was always someone there to help –

faculty and classmates.”


Summary

Project-based first-year engineering curriculum at Louisiana Tech seeks to: build a spirit of creativity and innovation in our students provide experiences that foster the attributes of the

Engineer of 2020 Self-learning activities increase opportunities for

“informal mode” learning and for building confidence.


Acknowledgments

NSF CCLI Grant No. 0618288 Louisiana Tech University College of Engineering

and Science


Questions?

David Hall: [email protected] Cronk: [email protected]

mailto:[email protected]

mailto:[email protected]


Louisiana Tech Approach to Developing Lifelong Learning Skills and Attitudes

Couple practice in self-learning with an innovative classroom spirit.

Instill an attitude of lifelong learning in our students by: Including project-based educational experiences Coupling engineering and technology with discussions on

global and societal issues Requiring students to attend on-campus professional society

meetings Incorporating current technology and open-ended design to

promote self-learning and confidence.

david hall, phd stan cronk, phd, pe james nelson, phd, pe patsy brackin, phd *

Documents

engineering skills

engineering practice

engineering theory

engineering programs

handson learning

projectbased learning

experiential learning

boebot kit