Integrating Integrating ApplicationApplication

Based Modules into Based Modules into the Stochastic the Stochastic

Processes CurriculumProcesses Curriculum

Project SponsorProject Sponsor

National Science FoundationNational Science Foundation

Directorate for Education and Human Directorate for Education and Human ResourcesResources

Division of Undergraduate EducationDivision of Undergraduate Education

Course Curriculum and Lab Course Curriculum and Lab Improvement ProgramImprovement Program

Educational Materials DevelopmentEducational Materials Development

Proof-of-Concept Project #0230643Proof-of-Concept Project #0230643

PersonnelPersonnel

Principal Investigator:Principal Investigator:

Timothy I. MatisTimothy I. Matis

tmatis@nmsu.edutmatis@nmsu.edu

Co-Principal Investigator:Co-Principal Investigator:

Linda Ann RileyLinda Ann Riley

linriley@nmsu.edulinriley@nmsu.edu

Industrial PartnersIndustrial Partners

Fort Bliss Federal Fort Bliss Federal Credit UnionCredit Union

Sandia National LabsSandia National Labs

Ethicon – Johnson & Ethicon – Johnson & JohnsonJohnson

CelesticaCelestica

Motivation for ProjectMotivation for Project

►Address Learning Challenges Frequently Address Learning Challenges Frequently Encountered by Undergraduate Encountered by Undergraduate Students in this Course, Students in this Course, B. Nelson, ABET B. Nelson, ABET 2000 Assessment at NMSU2000 Assessment at NMSU

►Align the Undergraduate Stochastic Align the Undergraduate Stochastic Processes Curriculum with that of the IE Processes Curriculum with that of the IE Discipline (Application of Subject Discipline (Application of Subject Matter), Matter), W.W. Kuo and B. Deuermeyer, J. Kuo and B. Deuermeyer, J. BuzacottBuzacott

►Collaborate with Industry in Curriculum Collaborate with Industry in Curriculum Development, Development, W.W. KuoKuo

Common Undergraduate Common Undergraduate Learning ChallengesLearning Challenges

►Difficulty understanding the Difficulty understanding the theoretical aspects of the topictheoretical aspects of the topic

►Failure to fully comprehend the Failure to fully comprehend the probability modeling processprobability modeling process

►Difficulty transferring knowledge to Difficulty transferring knowledge to “real” industrial problems“real” industrial problems

Shortcomings of Traditional Shortcomings of Traditional Instruction TechniquesInstruction Techniques

B. NelsonB. Nelson►Expect too much -- Primary focus is on Expect too much -- Primary focus is on

theoretical development of the topictheoretical development of the topic►Expect too little -- Presentation of many Expect too little -- Presentation of many

formulas without supporting structureformulas without supporting structure►Failure to distinguish between probability Failure to distinguish between probability

models and the analysis methodsmodels and the analysis methods

Application-Based Instructional Application-Based Instructional ModulesModules

A set of application-based modules are A set of application-based modules are being developed as part of this project to being developed as part of this project to address the common learning challenges address the common learning challenges of undergraduate students in an applied of undergraduate students in an applied stochastic processes course. stochastic processes course.

Module CompositionModule Composition

Each module develops a “real” problem Each module develops a “real” problem from a particular industry/government from a particular industry/government agency whose solution involves agency whose solution involves stochastic processesstochastic processes

The problem is presented to the students The problem is presented to the students by industrial representatives in a by industrial representatives in a consulting-type framework through consulting-type framework through digital video media (DVD).digital video media (DVD).

DVD ContentsDVD Contents

►Viewable DVD FilesViewable DVD Files Problem DescriptionProblem Description Data DescriptionData Description CreditsCredits

►DVD-ROMDVD-ROM Raw Data FilesRaw Data Files Supporting DocumentsSupporting Documents Student Resources (sample Student Resources (sample

MathematicaMathematica®® programs) programs)

Classroom ImplementationClassroom Implementation

The modules are to be supplementary to The modules are to be supplementary to regular lectures. A time frame of 3-4 regular lectures. A time frame of 3-4 weeks per module is appropriate. weeks per module is appropriate.

Students are to work in teams to solve Students are to work in teams to solve the problem, i.e. formulate a stochastic the problem, i.e. formulate a stochastic model, parameterize the model with model, parameterize the model with the given data, and perform an the given data, and perform an appropriate analysis. A technical report appropriate analysis. A technical report should be written as if to be presented should be written as if to be presented to the collaborating industry.to the collaborating industry.

Module FeaturesModule Features

The modules are different from a typical The modules are different from a typical case study in that the problems have case study in that the problems have not been previously solved and the not been previously solved and the students are not guided towards any students are not guided towards any modeling approach.modeling approach.

The problems are typically of sufficient The problems are typically of sufficient complexity to require the use of a complexity to require the use of a computer. computer.

Expected OutcomesExpected Outcomes

►An improved learning environment An improved learning environment for the studentsfor the students

►Higher levels of knowledge transfer Higher levels of knowledge transfer by the students to “real” industrial by the students to “real” industrial problemsproblems

►Broad implementation of modulesBroad implementation of modules

Metrics and Evaluation ToolsMetrics and Evaluation Tools

Expected Outcome 1:Expected Outcome 1:Improved Learning EnvironmentImproved Learning Environment

► Metrics -- Quantified measures of the Metrics -- Quantified measures of the perceived usefulness and enjoyment perceived usefulness and enjoyment of the modules by the studentsof the modules by the students

► Evaluation Tools -- Attitudinal survey Evaluation Tools -- Attitudinal survey to be administered by departmental to be administered by departmental secretarysecretary

Metrics and Evaluation Tools Metrics and Evaluation Tools Cont’dCont’d

Expected Outcome 2:Expected Outcome 2:

Knowledge TransferKnowledge Transfer►Metrics -- Quantified measures of the Metrics -- Quantified measures of the

students ability to synthesize this students ability to synthesize this material to “real-world” problems material to “real-world” problems

►Evaluation Tools -- In-class case studies Evaluation Tools -- In-class case studies to be evaluated holistically by industrial to be evaluated holistically by industrial partners and academic evaluatorspartners and academic evaluators

Metrics and Evaluation Tools Metrics and Evaluation Tools Cont’dCont’d

Expected Outcome 3:Expected Outcome 3:

Implementation of ModulesImplementation of Modules►Metrics – Both quantitative and qualitative Metrics – Both quantitative and qualitative

assessments of module usefulnessassessments of module usefulness►Evaluation Tools – Peer-review consisting Evaluation Tools – Peer-review consisting

of comprehensive written evaluations by of comprehensive written evaluations by Dr. Jeff Kharoufeh at AFIT and Dr. John Dr. Jeff Kharoufeh at AFIT and Dr. John Hassenbein at UT-AustinHassenbein at UT-Austin

Opportunities for Opportunities for Participation in ProjectParticipation in Project

►Serve as a formal or informal reviewer Serve as a formal or informal reviewer of the modulesof the modules

► Implement modules into your Implement modules into your institutions stochastic processes institutions stochastic processes curriculum on a trial basiscurriculum on a trial basis

►Broaden the base of industrial Broaden the base of industrial partnerspartners

►Collaborate in the planned follow-on Collaborate in the planned follow-on proposal submission in June 2004 proposal submission in June 2004