Stuart Kellogg

Developing online materials to facilitate an inverted classroom approach

The shift to a global economy, the move to lean management structures, and the need to serve an increasingly diverse learning community requires a transformative curriculum that not only recognizes alternative modes of intellectual inquiry but also helps students develop the complex thinking skills required to help industries be successful in todays global market place. While this is the promise of higher education, a substantial body of research indicates that cognitive growth remains elusive for most universities and for most disciplines, including engineering. In this paper, we discuss a framework for facilitating open ended problem solving through the use of an inverted classroom. A basic premise of the inverted classroom model is that richer open-ended problem solving experiences can be conducted within the classroom environment. Required readings and preparatory work through online interactive materials provide one opportunity for intellectual diversity and allow lectures to be replaced with more engaged pedagogies that require problems to be viewed from multiple perspectives. An example format and preliminary data for a course in cost estimating is presented.

Integrating writing and critical thinking in a freshman design course

Summary form only given. It is well recognized that most engineering, science, and technology programs prepare their students with analytical skills and a knowledge of the discipline. However, most universities profess to value a more holistic purpose, which includes critical thinking, communication skills, cultural awareness and diversity, interpersonal and leadership skills, and helping students develop a meaningful philosophy of life. Unfortunately, while these areas of cognitive development are consistent with changing industrial requirements for the engineering and science professions, research repeatedly shows that few do a very good job of helping students develop these skills. We present a model which utilizes problem based learning and collaborative writing to develop communication and critical thinking skills along with general problem solving skills. The program, Professional Practices in Engineering and Science (PPES), uses semester long mini-projects to integrate curriculum in engineering, English, and the humanities. Preliminary results demonstrating improved student learning in the areas of problem solving, critical thinking, teaming, and communication skills are provided. In addition to the primary learning skills noted above, PPES utilizes Freshmen Interest Groups and mentoring to incorporate general learning skills into the curriculum. Qualitative evidence suggests there is some evidence of an increased motivation for self-responsibility life-long learning, and self-development.

Developing modules for an inverted classroom project in cost estimating

The need to serve increasingly diverse learning communities requires a curriculum that not only recognizes alternative modes of thinking but also helps students develop the complex thinking skills required by industry. Classroom inversion or “flipping” can provide a useful framework for this new paradigm by pre-engaging students with the material. The classroom lecture can then be replaced with collaborative problem solving exercises or model eliciting activities. While the most common methods used for pre-engagement include streamed lectures or podcasts, these techniques are subject to some of the same concerns associated with passive lectures or assigned readings. In this paper we present an approach for classroom inversion that is based on three premises: pre-engagement occurs through online interactive modules, classroom lectures are replaced with group problem solving activities, and homework assignments incorporate open ended problems or model eliciting activities. Examples of online interactive modules in accounting and cost estimating are presented. We follow with a discussion of the resultant transformation of the classroom learning environment along with some samples incorporating open-ended problem solving exercises. Preliminary assessments indicating gains in student learning along with future directions and implications for a broader approach to innovation and entrepreneurship is discussed.

A novel REU program to develop the skills of the Engineer of 2020

Since 2009, the South Dakota School of Mines and Technology (SDSM&T) has hosted a new Research Experience for Undergraduates (REU) Site entitled Back to the Future. The focus of the REU site is metallurgical engineering research with an emphasis in art and history. This latter aspect is embedded within the site as there is significant evidence that a richer learning environment can be created in engineering by establishing a context within the liberal arts, as described in the recent National Academy of Engineerings Educating the Engineer of 2020 report. In addition to being involved in research projects to develop specific technical skills in engineering, students in this program are engaged in unique supplemental activities that support learning the societal context and potential impact of their research. Specific program activities for a “holistic” approach to an engineering REU experience are described in the paper. A combination of professional development activities, societal context and diversity activities, and library activities are performed to investigate the broader impacts of student research. These activities lead to substantial opportunities for student self-reflection. Finally, assessment activities and results are also described in the paper with a focus on the development of students with different learning-styles and implications for recruiting from underrepresented groups in the STEM disciplines.

Critical factors for success in an introductory astronomy class

A number of researchers suggest that a students learning preference curve can be an effective predictor of student success in a particular course. Others suggest that cognitive development, as measured by a students development of learning and study strategies, may be more relevant. Still others suggest that preconceived notions of science and astronomy may be more useful yet. In this paper we explore the critical factors in each of these areas as they relate to student success in an introductory astronomy class. In this study, 65 students were given the visual, aural, read/write, and kinesthetic learning style inventory (VARK), the learning and studies strategies inventory (LASSI), and the astronomy diagnostic test (ADT). Results of these inventories along with gender, age, and previous academic performance were correlated with overall classroom performance. A step-wise regression analysis was then performed to determine the most critical factors that affect student performance in this area.

A meta-assessment model for industrial engineering

Calls for greater accountability in higher education have become more strident than ever. As a response to these external demands, the EAC has adopted Criteria 2000 as a bold move to promote curricular innovation and continuous improvement in the engineering education. As engineering programs respond to these changes, it would seem logical that a first step in the improvement process is to determine what a well qualified engineering graduate ought to look like. For the past year, Industrial Engineering at the South Dakota School of Mines and Technology (USA) has been developing a meta-assessment model to define a qualified graduate in IE. This paper summarizes the meta-assessment approach for developing student outcomes.

Building diversity by embracing intellectual diversity

A fundamental premise of the NAE Grand Challenge on personalized learning is that students understand and approach problems differently. While engineering problem solving strategies are useful and have their place, in many cases, they may no longer be sufficient to support the attributes of the Engineer of 2020 which supports creativity, innovation, and leadership development. Unfortunately, one cannot embrace the concept of personalized learning or develop the creativity and innovation skills that employers are seeking without also embracing the notion of intellectual diversity. While first year engineering students are intellectually diverse, graduating seniors tend to congregate towards the upper left or analytic quadrant. Individuals that are naturally more creative or innovative (upper and lower right quadrants) are much less likely to persist in the engineering curriculum. In short, the predominant analytical process found in the traditional engineering curriculum is likely to discourage budding innovators from continuing in an engineering program. In addition, while it is true that women can and often do persist in engineering, it is also true that the average typology for women is skewed downward and to the right. Consequently, without a social context or some creative outlet, women are less likely to persist in an engineering curriculum. The goal of the workshop is to introduce faculty to a conceptual framework for viewing intellectual diversity and to discuss alternatives for embracing intellectual diversity without compromising core academic standards.

Tiospaye in Engineering and Science: Inculcating a sustained culture for recruiting, retaining, and graduating American Indian students

While the general population of South Dakota is 10 percent American Indian, participation in higher education of this group in South Dakota universities remains relatively low, typically around 1.5 percent. Following best practices developed by American Indian educators and tribal colleges, the South Dakota School of Mines and Technology has developed a new program, Tiospaye in Engineering and Science, which offers a new paradigm for recruitment and support for American Indian students. Following the Lakota word for extended family, Tiospaye, the program provides both scholarship support and positive intervention strategies through an extended campus network of support. The program features extensive classroom support through a combination of campus and small group tutoring sessions, designed within department advisors, and a program mentor that offers one-on-one academic advising and mentoring. In this paper, we describe the recruitment process, positive intervention strategies for academic success, and social support networks. We conclude with a discussion of the current status of the program and early assessment results.

JIT technology support modules in probability and statistics

With the advent of global competition and process re-engineering, the need for statistical reasoning is becoming increasingly important in a variety of business, managerial, and engineering applications. This paper presents a technology-enabled approach for providing just-in-time training for onsite learners in basic probability and statistics. By modularizing core concepts, instruction can be modified for students with varied mathematical backgrounds. Online review materials contain applications in business, engineering, and management and address alternative learning styles. Online materials also allow students to navigate through a variety of applications, download multimedia instruction, and complete interactive self-correcting exercises in each of the curricular modules.

Developing a culture of support for recruitment and retention of American Indian Students

American Indian demographics in the United States are at about 1.2% of the population and at about 0.5% of the engineering enrollment. In South Dakota, American Indians are about 10%) of the general population and are at 4.0% of the enrollment at SDSMT in 2013. South Dakota has nine American Indian tribes within its borders. All of these 9 tribes can trace their roots to the Seven Council Fires and this alliance consisted of the Santee, Yankton, and Teton tribes. Each of these tribes had a different dialect of the same language: Dakota, Nakota, and Lakota. These cultural traditions influence these students and how they look at the world. This influences how these students are learning. In this paper, we discuss how some of these cultural traditions influence these students as well strategies for the recruitment and retention by capitalizing on these traditions. Following best practices developed by American Indian educators and tribal colleges, the South Dakota School of Mines and Technology has developed a new program in 2008, Tiospaye, a Lakota word for extended family, offers a new paradigm for recruitment and support for American Indian students. The program centers on support areas which include financial support, academic support, mentoring and positive intervention, research opportunities, and social networking. In this paper we include a discussion of the types of support offered in each of the support areas as well as lessons learned and steps for improvement. We conclude the paper with a discussion of the necessary conditions needed to promote sustainability of the program.