Edmund Tsang

Create learning communities to enhance success for students with diverse academic preparation background

Learning communities have been demonstrated to improve student success, particularly for first-time, first-year students making the transition from high school to college. At Western Michigan University (WMU) College of Engineering and Applied Sciences (CEAS), the challenge to creating learning communities is the diverse academic preparation background of the first-time, first-year students, as indicated in the first-semester mathematics placement. Another challenge to creating learning communities is the lack of a common first-year engineering curriculum or core for the 15 undergraduate engineering and applied sciences programs. In addition to student learning communities, the WMU-CEAS program to improve student success and retention includes a faculty learning community and revision of several first-year science, technology, engineering, and mathematics (STEM) courses. In this paper, the details of the process for creating learning communities for students with diverse academic backgrounds will be presented, and the improvement in first-year STEM courses will be described. Preliminary results indicate CEAS students placed in learning communities have a higher successful course completion rate (grade=/>C) of first-year STEM courses than the comparison group of non-learning community students, and the second-year and third-year retention rates to CEAS have improved by about 10% above the historic retention rates of the college.

Work In progress - Western Michigan University’s effort to increase retention of first -time, first-year engineering and applied sciences students

This paper describes the activities, assessment results, and improvements to increase the retention of first- time first-year students in Western Michigan Universitys College of Engineering and Applied Sciences. Retention strategies consist of student learning community to build connection among students and between students and the college, and faculty learning community to improve mentoring of students and student success. The student learning communities consisted of placing ~20 students into the same 3-to-4 courses together with an anchor class taught by the faculty mentor. Placement of students into learning communities is based on mathematics placement or program of studies. The 2005-2007 results indicate 2nd year retention rates have improved 8 to 17% over the weighted average retention rates of the college of the past five years. Student satisfaction surveys indicate the objectives of creating connection among students and between students and the college have been achieved. Success of the project led the university to implement several institution-wide-policies on student success.

Integrating first-year engineering design and pre-service science education: a model for engineering and education collaboration to enhance K-16 STEM education

The purpose of this paper is to describe the emerging results of a collaboration between education and engineering using science activities and instructional devices produced in a specially-designed undergraduate course, Introduction to Engineering and Technology (ENGR 101). These materials were used and evaluated by senior-level education students who then provided feedback regarding the clarity of the manual, the appropriateness of the activities, and the user-friendliness of the activities and devices. The process wherein education students used and assessed the instructional activities is described. In addition, preliminary findings are provided and future work outlined.

Integrating materials, manufacturing and design in the sophomore year

A one credit hour laboratory course taught in the first quarter of the sophomore year is used to integrate the disciplines of materials science and engineering, manufacturing and design, and to help students make connection between mathematics, engineering science and design. Course activities aim to help students develop a feel for the design process; they will participate in the design and manufacturing of a product from start to finish. Students will engage in hands on activities to investigate the relationships between properties, structure and processing of materials, and will synthesize a process to solve a design problem involving mechanical forming. Students will also apply statistics for product description, tolerance, and properties, and they will make oral and written presentations about their design projects. The course meets once a week for three hours, and is team taught by two faculty members, one with background in materials science and the other with background in manufacturing and design.

An online assessment system to enhance teaching and learning in engineering

~ This paper describes the development and implementation of an Online Assessment System with intelligent Support (OASIS), which uses an online decision tree to guide faculty through a library of assessment instruments, ranging from simple checklists to detailed rubrics. The initial focus areas are written and oral communication and teamwork, with planned expansion into the other ABET a through k areas. These instruments can be used to evaluate and grade student performance, assess student learning, and/or provide students with assignnrent expectations and criteria. Each instrument is annotated with ifs purpose. application, skill serfs) addressed, and suggestionsfor usage. with additional comments, resources, ondfregucntly asked questions (FAQs). An overview ofthe initial development. testing, and implementation of the OASIS system, the evaluation ofthe system, and ifs potential for broader application to assessment and accreditation activities, are discussed. index T e r m Assessment, Engineering coninrunication. Evaluation. Online assessment system, Teamwork. PROJECT N E E D AND D ESCRlPTlON Meeting ABET’S Engineering Criteria 2000 (EC2000) and Technology Criteria 2000 (TCZK) may pose a challenge for engineering and technology faculty, who are experts in assessing student performance in their disciplinary subjects, but who may be less experienced in assessing some of the a through k outcomes described in Criterion 3111. Materials or instruments for assessing andlor evaluating student performance in these areas are often not readily available, and those instruments that do exist may not be clear in terms of strengths, weaknesses, and best application. ldcntifying relevant assessment instruments often requires much searching and sorting by busy engineering faculty. A need thus existed for compiling, critically evaluating, and disseminating instruments that are annotated as to their application and usefulness in teaching and learning situations. The OASIS project uses technology to serve the needs of engineering and technology faculty in the College of Engineering and Applied Sciences (CEAS), helping them to improve their teaching and assess student learning in the EC2000/TC2K performance areas, across the disciplines and in the 100to 400-level courses, beginning with the ABET criteria of communication and teamwork skills. The outcomes of this project are:

Work in Progress: Western Michigan University Partnership with K-12 Teachers to Improve STEM Education

This paper describes activities and assessment outcomes related to a 3-day workshop held in October 2005 for practicing and pre-service K-12 teachers, offered for the second time by the authors. Six teachers from five K-12 school districts partnered with university faculty and two pre-service teachers to learn about the engineering design process; engineering and technology careers in general; and expectations for K-12 students interested in pursuing STEM-related college studies. Working with university faculty during the 2005-06 academic year, each of the workshop participants designed and constructed a STEM-related module for their classroom, including equipment and lesson plans, which met State of Michigan educational standards. The modules were classroom tested and feedback was documented for further module refinement. Improvements implemented as part of this second workshop, including using a project design notebook and sharing knowledge gained with other K-12 colleagues, and preliminary classroom evaluation showing increased student engagement are presented

Changes in a first-year technical writing class to support student success and retention in engineering and applied sciences

Industrial and Manufacturing Engineering (IME) 1020, Technical Communication, is a first-year technical communication course designed for first-year College of Engineering and Applied Sciences (CEAS) students at Western Michigan University (WMU). The course meets the universitys General Education Writing Proficiency One requirement and is part of the core pre-engineering/pre-engineering technology program. Beginning with discussions amongst STEM faculty on how best to aid student retention while meeting course outcomes, the course coordinator has instituted a series of changes to the course syllabus and requirements including an emphasis on career exploration and development, research writing, and lifelong learning awareness. IME 1020 has also become an anchor course for the STEP (STEM Talent Enhancement Program) Learning Communities where interaction with faculty, and programs emphasizing early intervention and academic etiquette are contributing positively to an increase in first-year student retention rates.

Work In Progress - academic and student affairs collaboration to enhance student success in engineering and applied sciences

A First-Year Engineering Experience (FYEE) program was implemented at Western Michigan University (WMU) in 2005, and it has improved retention rates of engineering and applied sciences students above historic rates. To build on current success, faculty and administrators from the College of Engineering and Applied Sciences and Residence Life staff embarked on a collaborative process to help firsttime first-year students grow their life skills and academic habits, and make connection with the WMU faculty and staff and among themselves. Student development programs that connect the cognitive and the affective domains have the potential to further improve the success of FYEE. Preliminary results indicate academic and student affairs collaboration has begun to take hold at WMU.

Work in Progress - Development, Use, and Evaluation of Materials to Support STEM-related Activities in K-12 Classrooms

This paper focuses on the development, evaluation, and classroom testing of STEM-related teaching materials from a June 2004 workshop organized by Western Michigan University (WMU) Engineering Design Center for Service-Learning (EDCSL). The workshop introduced three practicing and two pre-service teachers to the engineering design process; provided them opportunities to develop STEM-related materials with assistance from WMU engineering and technology faculty; provided instruction in writing clear and useable STEM-related materials within the state-mandated curriculum guidelines; and, ultimately, provided relevant and appropriate materials for use in K-12 classrooms. Results from classroom testing and evaluation of materials developed during the workshop or other materials reformulated because of the workshop are presented

Work in progress: establishing an engineering design center for service-learning at Western Michigan University

This paper describes the first-year activities of the engineering design center for service-learning jointly established by the College of Engineering and Applied Sciences and the College of Education at Western Michigan University. The Center works in partnership with the local K-12 school system and campus volunteer groups to provide teaching materials, manipulatives, training, and after-school activities to support science, technology, engineering, and mathematics (STEM) instruction. The materials allow K-12 teachers to engage their students in hands-on learning of STEM topics, are designed to be age appropriate, and meet applicable state and school instructional standards. The center also integrates service-learning within the engineering curriculum. The outcomes for education students are that these future teachers will be capable of describing the work of engineers and technologists to K-12 students, and are able to use stimulating examples of real-world engineering and technology in teaching STEM topics. Engineering students can see an immediate impact of their work in the community outside their regular campus-related engineering studies.