Introduction to Spiral Theory - PUC-Rio...1 Vinod Lohani, [email protected] Module 3: Introduction to...

1Vinod Lohani, [email protected]

Module 3:Introduction to Spiral Theory

First‐Year Engineering Program

Graduate Program in Engineering Education

Introduction to Spiral Theory


Curriculum Development and Reform Approaches

• Linear Model (traditional)– curriculum is designed mainly to deliver

knowledge and produce skills deemed necessary for some future endeavor

• Non-linear Model– learners simply do not advance in their

development in a straight-line trajectory.

Jerome Bruner and the Spiral Curriculum--A Quick Introduction

• Leading educational theorist of the 20th century

• Focus on learning and construction of meaning

• Emphasis on curriculum as a vehicle for student development


Basic Elements of the Spiral Concept

• Authentic engagement from the beginning

• Thematic curricular organization

• Periodic revisiting of key topics and themes

• Increasing complexity with support

• Student mastery of learning process

Advantages

• Allows an “honest’ introduction to any domain of interest

• Provides a framework for moving learning to higher levels of representation and inclusiveness

• Preserves thematic integrity within the curriculum

Bruner, J., The Process of Education. Cambridge, Mass: Harvard University Press, 1960.

Bruner, J., Acts of meaning. Cambridge, Mass.: Harvard University Press, 1990.

Bruner, J., The culture of education. Cambridge, Mass.: Harvard University Press, 1996.


First-Year Engineering Program

at Virginia Tech

National Academy of Engineering Report in 2005- Educating The Engineer of 2020*

The essence of engineering – the iterative process of designing, predicting performance, building, and testing- should be taught from the earliest stages of the curriculum, including the first year.

Engineering Faculty Need to Engage in Engineering Education Research to:

-enhance and personalize the connection to undergraduate students

-understand how they learn,

-appreciate the pedagogical approaches that excite them.

*NAE (2005), Educating the Engineer of 2020, National Academies Press, Washington, DC.

www.nap.edu


Following

completion of the first year requirements students are transferred to their choice of major.

Students Enter the COE as General Engineering (GE) Students

GE

BSEChE

CEE

CS

ECE

CEMESM

ISE

ME

MSE

MinE

AOE

Engineering Design

First-Year Engineering Curriculum

Teamwork

3D Visualization

Data Analyses

Ethics

Problem Solving

Algorithms

Communication


Engineering Students Take the Same Courses During the First YearFall Semester (Aug. – Dec.)

Engineering Exploration 2

Chemistry with Lab 4

English I 3

Calculus I 3

Linear Algebra 2

Elective 3

Spring Semester (Jan. ‐May)

Engineering Design 2or Digital Future

Physics I with lab 4

English II 3

Calculus II 3

Vector Geometry 2

Elective 3

Programming/CAD/ 1‐2‐3Chemistry II with Lab

First Engineering CourseENGE 1024 Engineering Exploration

Only REQUIRED ENGINEERING COURSE for ALL UNDERGRADUATES IN OUR COLLEGE

Fall: ~1,300 students

Spring: ~180 students

Summer: ~100 students


Course Objectives for ENGE 1024 Engineering Exploration

•demonstrate a basic understanding of the engineering design process;

•demonstrate basic facility with hands-on design and design evaluation in a team environment;

•demonstrate a knowledge of the disciplines of the Virginia Tech College of Engineering;

•demonstrate an understanding of professional ethics and application to real-life situations;

Course Objectives for ENGE 1024 Engineering Exploration

•graph numeric data and derive simple empirical functions;

•develop and implement algorithms and demonstrate understanding of basic programming concepts;

•demonstrate a basic awareness of contemporary global issues and emerging technologies, and their impact on engineering practice.


• Key topics:

– Design

– Working in teams

– Engineering profession and disciplines at VT

– Ethics

– Graphing and linear regression

– Problem solving

– Mechatronics

– Introductory programming

– Contemporary Issues & Emerging Technologies

ENGE 1024 Course Overview

ENGE 1024 Course Format

32 students

32 students

32 students 32 students

32 students

120-300 students(36 students)*

Lecture

Workshop

* A few small lecture sections


Graduate Student Training

• Weekly Training Activities

• Exposure to Classroom Technology

• Curriculum Development

• Opportunities for PhD research

•Best GTA Awards

My graduate student

Fall ‘05Fall ‘06

Fall ‘07 Fall ‘08

Fall ‘10Fall ‘09 Fall ‘11

Mechatronics

Mock-ups

Workshop Activities: Examples

Data collectionactivity (water tower)

Design Activity(straw tower)


Workshop Activities: Examples

Sustainable EnergyDesign Projects(SEDP)

Nanotechnology

LabVIEW

SEDP Design Showcase Winners –Fall 2011

1

3

2


Case studies andmoral theories

Video involvingseveral ethical dilemmas

Presentations on ethics contemporary issues

Student skits onethical situations

Ethics

Global Awareness

InternationalExperiences

Future of Engineering and Globalization

Attributes of Engineers for a Global Workplace


The ENGINEER OF 2020Visions of Engineering in the New Century

• Do U.S. engineers understand enough culturally, for example, to respond to the needs of the multiple niches in a global market?

• Can we continue to expect everyone else to speak English?

Flat World- Boeing 787 DreamlinerParkinson, A., Herb, J., Magleby, S., and Pate, C., 2008, “Extending Our Reach: What We Have Learned in 2 Years of Engineering Study Abroad Programs, Proc. Annual Conference of ASEE, June 22-25, 2008, Pittsburgh, PA.


Use of Technology: Instant Feedback

AssessmentData Collection Tools:RF ClickersOn-line SurveysDyKnow SurveysFocus Group InterviewsPre- and Post- Tests


“My understanding of the engineering design process increased as a result of the hands-on design projects in ENGE 1024.”

“The Sustainable Energy Design Project (SEDP) is a good way to introduce sustainability concepts into freshman engineering.”


“I have become a better team member as a result of ENGE 1024 activities.”

Research and Publications Related to ENGE 1024


NSF Projects Impacting ENGE 1024 Course

1. Bridges for Engineering Education – VT; $1,07,500; 2003 –2006

2. Department Level Reform Project; $1,082,944; 2004 –2009

3. Nanotechnology in Undergraduate Education in Engineering; $198k, 2008 – 2010

4. Course Curriculum and Lab Improvement ‐Type II; $116k, 2006‐2009

5. Ethics Education in Science and Engineering; $300k; 2008‐2012

6. Creative IT Grant; $200k, 2008‐20117. NSF/REU Site‐Water Sciences; $379k, 2011‐148. NSF/TUES Type I; $250k, 2012‐14

NSF = U. S. National Science Foundation

PhD Dissertation Research – ENGE 1024 Initiatives

• Dr. Jennifer Mullin (First PhD graduate in

EngE; 2010)

Dissertation: Investigations of Student and Team Creativity on an Introductory Engineering Design Project (Research extension of sustainable energy design project in EngE1024)

• Dr. Ricky Castles (PhD graduate in ECE;

2010)

Dissertation: A Knowledge Map‐Centric Feedback‐Based

Approach to Information Modeling and Academic Assessment(Research extension of mechatronics initiative in EngE1024)


LEWAS outdoor site

Weather Station

Laptop Server

Flow Meter

Spring Term

Exploration of Engineering DesignENGE 1114

“Design Track”

AOE, BSE, ChE, CEE, ESM, ISE, MSE, ME, MinE intents(“must have”)

• Design process & Teamwork• Written & oral communication• Major Team Design Project• Graphics Communication• Hand Sketching• Computer Aided Design & Drafting• Programming for Engineering

Analysis (we use MatLab)

Exploration of the Digital Future ENGE 1104

“Digital Track”

CS, CpE, EE intents

(“must have”)

• Design process & Teamwork • Written & oral communication• Major Team Design Project• Computer organization • Analog & digital signals• Networking• Programming For Engineering

Analysis (we use MatLab)

OR


Electronic Prediction of Bridge Failure

Students and sensorsalong the ‘bridge’

ENGE 1104

Computer Aided Design

ENGE 1114


Programming for Engineering Analysis%determine the linear constants[m,b] = LSR(X,Y,N);%calculate Y values on best fit line and plotfor J = 1:1:N

Yfit(J) = m*X(J)+b;endfigure(1)plot(X,Yfit,'-'); hold onplot(X,Y,'o')plot(X,Y,'.')xlabel(Xtext)ylabel(Ytext)title(Ttext)%output equationfprintf('\nThe equation of the best fit line is:')fprintf('\n %s = %.3f %s + %.3f',Yname,m,Xname,b)fprintf('\n for %s in %s, %s in %s\n',Xname,Xunit,Yname,Yunit)

10 15 20 25 30 35 40 45 50 55 60-20

0

20

40

60

80

100

120

140

160

Time t, s

Dis

tanc

e D

, m

Distance vs time

The equation of the best fit line is:D = 3 t – 32for t in s, D in m

ENGE 1104and

ENGE 1114

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Engineering Education Graduate Program


Department of Engineering Education Graduate Programs

Engineering Education Research

• Jamieson, L.H. and Lohmann, J.R. 2009. Creating a Culture for Scholarly and Systematic Innovation in Engineering Education: Ensuring U.S. engineering has the right people with the right talent for a global society. Washington, DC: ASEE.


Interdisciplinarity in Engineering Education

Faculty Diversity

ENGE Faculty

Engineering Education

English

Information, Design, &

Tech

LinguisticsMass Comm

Mathematics

12 Different Engineering Disciplines

Faculty Research Areas - Examples

• Computer Supported Learning Systems• Sustainability Education• Assessment• Engineering Design Education• International Collaboration (Global Teams)• Professional (Work) Practice• Design of Effective Engineering Courses and

Curricula (Pedagogy)• Role of Motivation in Learning• Teaching and Assessing Communication in

Engineering• Women in Engineering


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ENGE Graduate Programs

• Graduate Certificate in Engineering Education (13 credits)

• PhD in Engineering Education (90 credits beyond B.S.)

Graduate Program Survey

• 79% of the respondents - interested in teaching at the college level

• Majority of respondents thought they would obtain pedagogical background to allow them to teach at K-12 or college

• Majority preferred Ph.D. program over M.S.• Survey respondents: women (44%), Asian (14%),

Black (10%), or Hispanic (4%)• Pedagogy component is what attracts prospective

students to the programs, and the Certificate and Ph.D. degree are what most people are interested in.

Griffin, H., Aning, A., Lohani, V.K., Kampe, J., Goff, R., Paretti, M., Alley, M., Lo, J., Terpenny, J., Walker, T., Aref, H., Magliaro, S., and Sanders, M. 2005. ‘Designing and Implementing Graduate Programs in Engineering Education.’ Proc. 2005 Annual Meeting and Conference of the American Society for Engineering Education, Portland, Oregon.


ENGE PhD Program History

First course offered in Spring 2004 PhD approved September 2007 Currently have 11 approved

courses: Assessment, Communication, Design,

Foundations of ENGE, Laboratory courses, Research Methods

New special topics also offered: Gender and Identity, Ethnography,

Globalization

Currently have ~30 Ph.D. students Highly interdisciplinary program

ENGE PhD Program Requirements

Minimum of 90 credits beyond B.S.

9-credits: School of Education

15-credits: Engineering Graduate Courses

12 credits: Engineering Education Graduate Courses ENGE 5014: Foundations of Engineering Education (3)

ENGE 5404: Assessment in Engineering Education (3)

ENGE 5604: Engineering Education Research Methods (3)

ENGE 5504: Practicum in the Engineering Classroom (3)

3 credits: Quantitative Research Methods

3 credits: Qualitative Research Methods

6 credits: Electives


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Milestones for PhD Students

• Qualifying Exam – Based on ENGE Core Coursework

– Two attempts allowed in two years

– First offering - August 2009

• File Plan of Study (coursework)

• Preliminary Exam – By dissertation committee

– Topic-specific

• Dissertation Proposal

• Dissertation Defense

48

Learning Outcomes for Ph.D. in Engineering Education

• conduct and direct research in engineering education

• develop, review, and critique effective researchdesigns

• effectively teach engineering subjects

• design and assess engineering courses

• address critical issues facing engineering education


49

Employment and Internships for PhDs

• Universities and schools of all types– Teaching

– Research

– Support program development and administration

– Assessment organizations

• Corporate training organizations– Management

– Curriculum development

– Trainers

• Educational policymaking positions

50

Funding Breakdown for PhD Students

Research Assistant

(7)

Teaching Assistant(4)

Teaching Fellowships

(2)

Fellowships (2)

No funding (2)

Resch AsstTeach AsstGTFIGERTNo Funding


Spring and Fall 2010 Applicants

18 total applications•4 Spring, 14 Fall•10 offered admission, 6 rejected, 2 pending•7 accepted admission, 3 pending

GPAGRE

VerbalGRE

QuantGRE

Writing

All 3.70 425 644 4.0

Accepted 3.72 489 679 4.6

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Cohesive & Collaborative

“Upon visiting Virginia Tech last fall, ‐‐‐ was struck by the Department of Engineering Education's strong sense of community, passion, and possibility, and he was impressed by the healthy diversity of perspectives and interests among the faculty. In his own words, he felt ‘instantly welcomed and at home’.”

-Excerpt from recommendation letter for a Fall 2010 application


53

Summary of External Review -September 2009

“The Review Committee was very impressed with the progress that the Ph.D. program in Engineering Education has made in its short lifetime. We believe that the faculty and students in the program are first‐rate, the curriculum has been carefully crafted, and all the elements necessary for success are in place. The next steps will be to develop a carefully crafted Strategic Plan that can guide the program’s direction for the next 5‐7 years, to continue to support the junior faculty, and to continue to take a leadership role in engineering education research and development of the next generation of leaders in this area.”

My Research Interests

Common Theme: Computer-Supported Research and Learning Systems

• Hydrologic Modeling

• Drought Forecasting System

• A web-enabled watershed assessment system (NSF/EPA Water and Watersheds Program)

• LabVIEW Enabled Watershed Assessment System (LEWAS)

• Knowledge Map Modeling


Examples of Innovative Learning Modules – ENGE 1024

Mechatronics, since 2006

LabVIEW programming,since 2007

SustainableEnergyDesignProjects (SEDP),since 2005

PhD Dissertations Nanotechnology,

since 2008

Introduction to Spiral Theory - PUC-Rio...1 Vinod Lohani, [email protected] Module 3: Introduction to...

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