To Cohort or Not to To Cohort or Not to Cohort: Cohort: An Experiment in Extensive Integration An Experiment in Extensive Integration and Partial Differentiation and Partial Differentiation Yevgeniya V. Zastavker Yevgeniya V. Zastavker Franklin W. Olin College of Engineering Franklin W. Olin College of Engineering AAPT 127 AAPT 127 th th National Meeting National Meeting Physics Outside the Box Physics Outside the Box August 2-6, 2003 -- Madison, WI August 2-6, 2003 -- Madison, WI
AAPT 127 th National Meeting Physics Outside the Box August 2-6, 2003 -- Madison, WI. To Cohort or Not to Cohort:. An Experiment in Extensive Integration and Partial Differentiation Yevgeniya V. Zastavker Franklin W. Olin College of Engineering. Why a New Engineering College?. - PowerPoint PPT Presentation
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To Cohort or Not to Cohort:To Cohort or Not to Cohort:An Experiment in Extensive IntegrationAn Experiment in Extensive Integration
and Partial Differentiationand Partial Differentiation
Yevgeniya V. ZastavkerYevgeniya V. Zastavker
Franklin W. Olin College of EngineeringFranklin W. Olin College of Engineering
AAPT 127AAPT 127thth National Meeting National Meeting
Physics Outside the BoxPhysics Outside the BoxAugust 2-6, 2003 -- Madison, WIAugust 2-6, 2003 -- Madison, WI
2August 2 - 6, 2003 Physics Outside the Box
Why a New Engineering College?Why a New Engineering College?
A superb command of the engineering fundamentalsA superb command of the engineering fundamentals
Broad perspectives on the role of engineering in Broad perspectives on the role of engineering in societysociety
The creativity to envision new solution to engineering The creativity to envision new solution to engineering challengeschallenges
The entrepreneurial skills to bring vision to realityThe entrepreneurial skills to bring vision to reality
A call for “systemic engineering education reform” to prepare A call for “systemic engineering education reform” to prepare leaders able to predict, create and manage the technologies leaders able to predict, create and manage the technologies of the future.of the future.
NSF, ABET, ASCE, NAE, ASEE, NRCcirca 1990
3August 2 - 6, 2003 Physics Outside the Box
Clean Slate: Creating a “Renaissance Engineer”Clean Slate: Creating a “Renaissance Engineer”
Size: Size: Projected total enrollment – 600. Projected total enrollment – 600.
Majors:Majors: B.S. in electrical and computer engineering, mechanical B.S. in electrical and computer engineering, mechanical engineering and engineeringengineering and engineering
Curriculum:Curriculum: Project-based, team-oriented approach emphasizing Project-based, team-oriented approach emphasizing business and entrepreneurship, arts and humanities and rigorous business and entrepreneurship, arts and humanities and rigorous technical fundamentals.technical fundamentals.
Scholarship:Scholarship: All admitted students receive a four-year full-tuition All admitted students receive a four-year full-tuition scholarship valued at $120,000.scholarship valued at $120,000.
Faculty:Faculty: 25 full-time and 2 academic partners; 17 men and 10 25 full-time and 2 academic partners; 17 men and 10 womenwomen
Student to Faculty Ratio:Student to Faculty Ratio: Currently 5 to 1; anticipated ratio of 10 Currently 5 to 1; anticipated ratio of 10 to 1 at full enrollment of 600 students.to 1 at full enrollment of 600 students.
Innovations:Innovations: No tenure awarded, no academic departments; No tenure awarded, no academic departments; faculty is multi-disciplinary.faculty is multi-disciplinary.
sophomore and senior design projects: capstones.sophomore and senior design projects: capstones.
6August 2 - 6, 2003 Physics Outside the Box
Curricular StructureCurricular Structure
August 2 - 6, 2003
AHS
Free-Standing
Courses
Cohort
Non-Degree Credit
Sophomore Design Project
Learning Plans
Gates
Foundation Years Curricular ScopeFoundation Years Curricular Scope
NON-DEGREE CREDITNON-DEGREE CREDIT::extracurricular activities undertaken for non-degree credit, extracurricular activities undertaken for non-degree credit, e.g. Passionate Pursuits, Co-Curricular Activities, Research, e.g. Passionate Pursuits, Co-Curricular Activities, Research, or Independent Studies;or Independent Studies;
GATESGATES::end of year assessment activities;end of year assessment activities;
LEARNING PLANSLEARNING PLANS::
student-written documents used to shape his/her education.student-written documents used to shape his/her education.
COHORTS:COHORTS:integrated block of course(s) and project(s);integrated block of course(s) and project(s);
FREE-STANDING COURSES:FREE-STANDING COURSES:non-cohorted courses and projects, including free electives;non-cohorted courses and projects, including free electives;
AHS:AHS:arts, humanities and social sciences;arts, humanities and social sciences;
SOPHOMORE DESIGN PROJECT:SOPHOMORE DESIGN PROJECT:team design and implementation of a student-chosen team design and implementation of a student-chosen product;product;
8August 2 - 6, 2003 Physics Outside the Box
Foundation StructureFoundation Structure
Free Elective-or-
IndependentStudy
Arts,Humanities,And SocialSciences
(AHS)
PassionatePursuits
Research(optional)
Option 3
Option 2
Cohort: Physical and MathematicalFoundations of Engineering IIand Engineering Project
LinearAlgebra
andVector
Calculus
Electricityand
Magnetism,Circuits
andOptics
ElectricalEngineering
and CSProject(s)
andPractica
Option 1
Year 1, Spring Semester
Gate
Signalsand
Systems
Arts,Humanities,And SocialSciences
(AHS)
PassionatePursuits
Research(optional)
Option 3
Option 2
Cohort: Physical and MathematicalFoundations of Engineering Iand Engineering Project
Calculusand
OrdinaryDifferentialEquations
NewtonianMechanics,
Thermodynamics,Fluids,
andWaves
MechanicalEngineering
Project(s)and
Practica
Option 1
Year 1, Fall Semester
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““Cohort” Philosophy and HistoryCohort” Philosophy and HistoryCourse SequenceCourse Sequence
––OR-OR-
Integrated course blockIntegrated course block
coordination of curriculum to stress the links coordination of curriculum to stress the links between science, mathematics, and between science, mathematics, and engineering;engineering;
providing a common foundation to all providing a common foundation to all engineering students regardless of their engineering students regardless of their specialization;specialization;
handling of open-ended problems;handling of open-ended problems; interdisciplinary learning and working on interdisciplinary learning and working on
multidisciplinary problems;multidisciplinary problems; an emphasis on teamwork and cooperative an emphasis on teamwork and cooperative
working environment.working environment.
Rose-Hulman Institute of Technology:Rose-Hulman Institute of Technology:
Math, Science, and Engineering.Math, Science, and Engineering.
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““Cohort” Philosophy and History Cohort” Philosophy and History
Integrated course blockIntegrated course blockequivalent to 1 or more conventional course(s) and project(s)equivalent to 1 or more conventional course(s) and project(s)
interdisciplinary teaching and learning;interdisciplinary teaching and learning;
an emphasis on teamwork and communication;an emphasis on teamwork and communication;
handling of open-ended problems;handling of open-ended problems;
an emphasis on design- and project-based learning: “do-learn” environment;an emphasis on design- and project-based learning: “do-learn” environment;
consideration of the social, economic, and political contexts of engineering;consideration of the social, economic, and political contexts of engineering;
relationship between theory and application;relationship between theory and application;
student choice of an application or “cohort flavor” or “cohort option”.student choice of an application or “cohort flavor” or “cohort option”.
Project
Course B
Course A
Course A
Course B
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Cohort StructureCohort Structure
““Things That Go” CohortThings That Go” Cohortor miniature drag racersor miniature drag racers
“Moving On Up!” Cohortor rice ramp devices
“Kinetic Sculpture” Cohortor integrating motion and art
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Cohort Vision and ImplementationCohort Vision and Implementation““Things That Go” CohortThings That Go” Cohortor miniature drag racersor miniature drag racers
“Moving On Up!” Cohortor rice ramp devices
“Kinetic Sculpture” Cohortor integrating motion and art
22oo L’hopital, improper integrals, L’hopital, improper integrals, coordinates,coordinates,o parametric equationsparametric equationsoo 3D Kinematics 3D Kinematicso SolidWorks
33oo 1st order DEs 1st order DEs andand applicationsapplicationsoo Newton’s Laws, forces Newton’s Laws, forces o SolidWorks, fabrication practicum
44oo 1st order Des 1st order Des andand applicationsapplicationsoo Work, forces, energy Work, forces, energyo Fabrication practicum
55oo Series, Series, center of center of massmassoo Momentum Momentumo Fabrication practicum
66oo Series Seriesoo Thermodynamics Thermodynamicso Fabrication
88oo Reviews Reviews
99oo 2nd order DEs 2nd order DEs andand applicationsapplicationsoo Angular Momentum, Conservation of Angular Momentum, Conservation of Angular MomentumAngular Momentumo Teaming
1010oo DEs DEs andand applicationsapplicationsoo Thermodynamics Thermodynamicso Design, information literacy
1111oo DEs DEs andand applicationsapplicationsoo Thermodynamics Thermodynamicso Design
1212oo DEs DEs andand applicationsapplicationsoo Waves Waveso Fabrication
1313oo DEs DEs andand applicationsapplicationsoo Waves Waveso Fabrication
77o Series, Series, discs, washers, shellsdiscs, washers, shells oo Moments of inertia, torque, and rotational Moments of inertia, torque, and rotational energyenergyo Rocket 2
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Physics Syllabus:Physics Syllabus:“Things That Go” Cohort vs. Traditional Physics“Things That Go” Cohort vs. Traditional Physics
88oo Review Review
99oo 2nd order DEs 2nd order DEs andand applicationsapplicationsoo Angular Momentum, Conservation of Angular Momentum, Conservation of Angular MomentumAngular Momentumo Teaming
1010oo DEs DEs andand applicationsapplicationsoo Thermodynamics Thermodynamicso Design, information literacy
1111oo DEs DEs andand applicationsapplicationsoo Thermodynamics Thermodynamicso Design
1212oo DEs DEs andand applicationsapplicationsoo Waves Waveso Fabrication
1313oo DEs DEs andand applicationsapplicationsoo Waves Waveso Fabrication
1414• The Second Law of Thermodynamics• Engine, the Carnot Cycle, Entropy
1515• Review
Week NumberWeek Number Traditional PhysicsTraditional Physics
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Physics Syllabus:Physics Syllabus:“Things That Go” Cohort vs. Traditional Physics“Things That Go” Cohort vs. Traditional Physics
o Much faster pace;Much faster pace;
o Flexible physics calendar;Flexible physics calendar;
o Sequence of topics dependent on project and math necessities;Sequence of topics dependent on project and math necessities;
o Co-dependence on math and project for presentation of various Co-dependence on math and project for presentation of various topics;topics;
o Creative “lab” environment: no “canned” laboratory exercises and Creative “lab” environment: no “canned” laboratory exercises and write-ups;write-ups;
o Learning of lab design and manufacturing skills;Learning of lab design and manufacturing skills;
o Direct application of knowledge gained in class environmentDirect application of knowledge gained in class environment
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Project Syllabi:Project Syllabi:“Things That Go” vs. “Kinetic Sculpture” Cohort“Things That Go” vs. “Kinetic Sculpture” Cohort
Weeks 1 – 3Weeks 1 – 3 Measurement and Drawing;Measurement and Drawing;
SolidWorks and MatLabSolidWorks and MatLaband Fabricationand Fabrication
Kinetic Sculpture:Kinetic Sculpture:
IndividualIndividual Math and Physics Math and Physics Tutoring;Tutoring;
Fabrication and PrototypingFabrication and Prototyping
Weeks 13 – 15Weeks 13 – 15Dragster:Dragster:
Fabrication and CompetitionFabrication and Competition
Kinetic Sculpture:Kinetic Sculpture:
Fabrication, Show, and Fabrication, Show, and Written Report Written Report
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Physics Syllabus:Physics Syllabus:“Kinetic Sculpture” Cohort vs. Traditional Physics“Kinetic Sculpture” Cohort vs. Traditional Physics
o Much faster pace;Much faster pace;
o Flexible physics calendar;Flexible physics calendar;
o Sequence of topics dependent on math necessities;Sequence of topics dependent on math necessities;
o Co-dependence on math and project for presentation of various Co-dependence on math and project for presentation of various topics;topics;
o LOTS of individual tutoring of physics, math, and fabrication;LOTS of individual tutoring of physics, math, and fabrication;
o Creative “lab” environment: no “canned” laboratory exercises and Creative “lab” environment: no “canned” laboratory exercises and write-ups;write-ups;
o Learning of lab design and manufacturing skills;Learning of lab design and manufacturing skills;
o Direct application of knowledge gained in class environmentDirect application of knowledge gained in class environment
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Student Reactions to Physics:Student Reactions to Physics:Cohort ComparisonCohort Comparison
0%
20%
40%
60%
80%
100%
Not Challenging Challenging Highly Challenging
0%
20%
40%
60%
80%
100%
StronglyDisagree
Disagree Neutral Agree Strongly Agree Not Applicable
0%
20%
40%
60%
80%
100%
StronglyDisagree
Disagree Neutral Agree Strongly Agree Not Applicable 0%
“Things That Go” “Moving On Up!” “Kinetic Sculpture” All Courses
The The Content Content of This Course Wasof This Course Was This Course Stimulated My This Course Stimulated My Interest Interest in the Subjectin the Subject
This Course Provided Opportunities toThis Course Provided Opportunities toApplyApply the Knowledge I Gained the Knowledge I Gained
Assignments in This Course ContributedAssignments in This Course ContributedEffectively to My Effectively to My LearningLearning
22August 2 - 6, 2003 Physics Outside the Box
Student Reactions to Physics:Student Reactions to Physics:Cohort ComparisonCohort Comparison
“Things That Go” “Moving On Up!” “Kinetic Sculpture”
This Course Was This Course Was Well-CoordinatedWell-Coordinated With Other Courses In This Cohort With Other Courses In This Cohort
This Course Was This Course Was Well-IntegratedWell-Integrated With Other Courses In This Cohort With Other Courses In This Cohort
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The Cohort System ProsThe Cohort System Pros
holistic and coherent education;holistic and coherent education;blurring the boundaries between science, engineering, and social aspects;blurring the boundaries between science, engineering, and social aspects;
learning to work in a “real-world environment”;learning to work in a “real-world environment”; transferability of the teaching method;transferability of the teaching method;
fostering learning by motivation.fostering learning by motivation.
I’m not sure what was reinforcing what—it all went together: exactly as I expected. WOW. I’m not sure what was reinforcing what—it all went together: exactly as I expected. WOW. This is how the real world works. THIS IS EXACTLY HOW OLIN SHOULD BE. I LOVE MY This is how the real world works. THIS IS EXACTLY HOW OLIN SHOULD BE. I LOVE MY COHORT.COHORT.
There were many times where I was unsure whether I was doing math homework, physics There were many times where I was unsure whether I was doing math homework, physics homework, a projects assignment or even EC homework. homework, a projects assignment or even EC homework.
The project showed us that the math and physics had actual uses in things like projectiles. The The project showed us that the math and physics had actual uses in things like projectiles. The projects are like a direct reward for learning the math and physics. projects are like a direct reward for learning the math and physics.
We’re able to cover so much, so well, because it all intertwines and reinforces each other and We’re able to cover so much, so well, because it all intertwines and reinforces each other and the project backs it up. the project backs it up.
This was an eye-opening physics class. Practical applications of the physics were dripping all This was an eye-opening physics class. Practical applications of the physics were dripping all throughout the course.throughout the course.
Students Speaking:Students Speaking:
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The Cohort System ConsThe Cohort System Conslarge faculty time commitment;large faculty time commitment;
restrictions on the choice of each discipline topics;restrictions on the choice of each discipline topics; restrictions on scheduling of each discipline topic (dependence on otherrestrictions on scheduling of each discipline topic (dependence on other
disciplines);disciplines); steep learning curve for instructors: learning each other’s “language”;steep learning curve for instructors: learning each other’s “language”;
difficulty with advanced students and their needs.difficulty with advanced students and their needs.
I can definitely see that for a project like Kinetic Sculpture, getting to the relevant physics in I can definitely see that for a project like Kinetic Sculpture, getting to the relevant physics in time for students to have the resources they need, when they need them, is terribly tricky. time for students to have the resources they need, when they need them, is terribly tricky.
In this cohort, the math and physics are just normal classes like anywhere else, and we apply In this cohort, the math and physics are just normal classes like anywhere else, and we apply what we learn in project…What would be truly innovative and useful would be if the project what we learn in project…What would be truly innovative and useful would be if the project class provided the motivation for learning by raising questions an instigating thought class provided the motivation for learning by raising questions an instigating thought BEFORE the other classes teach the concepts. BEFORE the other classes teach the concepts.
A big disadvantage is that if you don’t understand something in particular, you may be messed A big disadvantage is that if you don’t understand something in particular, you may be messed up in the other subjects of the cohort as well. up in the other subjects of the cohort as well.
I have come to hate do-learn. I just want to be taught, lectured to even. It’s so frustrating to I have come to hate do-learn. I just want to be taught, lectured to even. It’s so frustrating to be thrown into a situation with so little preparation and so little instruction. be thrown into a situation with so little preparation and so little instruction.
We can only take so much of the do-learn method before we get discouraged.We can only take so much of the do-learn method before we get discouraged.
Students Speaking:Students Speaking:
25August 2 - 6, 2003 Physics Outside the Box
Lessons LearnedLessons Learned
Cohort must be Cohort must be physics – centeredphysics – centered (not project – (not project – centered), centered), I.e. it must serve the role of the tie between math I.e. it must serve the role of the tie between math and and projects;projects;
Many small projects must be done prior to completing a Many small projects must be done prior to completing a final final project;project;
Projects must be common, not individualized;Projects must be common, not individualized;
Project must be well-defined and well-constrained;Project must be well-defined and well-constrained;
The choice of small projects must be made on the basis The choice of small projects must be made on the basis of of physics learned and fabrication skills;physics learned and fabrication skills;
Extra thought must be placed into correct utilization of Extra thought must be placed into correct utilization of the the “do-learn” methodology.“do-learn” methodology.
26August 2 - 6, 2003 Physics Outside the Box
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