engineering classrooms before and after innovation

Classroom Innovations Workshop, Tennessee Tech University, November 29th, 2001

Engineering ClassroomsBefore and After Innovation

David Cordes, University of Alabama, [email protected]

Jeff Froyd, Texas A&M University, [email protected]


Workshop Overview

• Introduction (20 min)– Guidelines, what is an “innovative classroom”?

• What Other Institutions Have Done (25 min)– Information dump

• Classroom Transformation (30 min)– What do you do? How do you do this?

• Other Issues and Considerations (20 min)– Items that can impact potential changes

• Wrap-up (5 min)


Introduction: Basic Guidelines

• Will operate in a team-based mode– The group knows more than any one person

• Interrupt frequently– No pre-defined set of material that “must” be

covered in this workshop

• When looking at innovative classrooms, we will focus on– The use of technology in the classroom– Lower-division engineering courses


Introduction: Share information

• Within your group: discuss the following question among yourselves

What is an innovative classroom?(and could you recognize one if you saw it)

Appoint a reporter to capture group results


An innovative classroom is ...

• Needs to accommodate a diversity of teaching styles

• Multi-media equipped

• PCs (functional) at every desk, for every student

• Hardware in the classroom (demonstration hardware)

• Flexible in setup (able to be re-arranged)

• Appropriate environment – seating (recliners), acoustical, quick escape pod for the teacher

• Internet connectivity

• Follows good design practices for classroom – good viewing angles, environmental controls, etc.

• Projectors for the PC, Elmo, etc. (multi-media)

• Virtual lab tools


Is this an innovative classroom?

• NO – difficulty with sight angles, temperature control

• YES – multi-media presentation, broken up in non-traditional seating arrangements

• YES – we confirmed that

• YES – same reasons

• NO – inadequate resources, poor acoustics

• Plants are nice


Part 2: What others have done

Short (~25 minute) information dump• Background Information

– one-page introduction to technology-enabled learning

• Representative Foundation Coalition efforts– Arizona State University– Rose-Hulman Institute of Technology– Texas A&M University– University of Alabama– University of Massachusetts-Dartmouth

• Other sample initiatives– Drexel’s EE laboratories– RPI’s studio model


New Classroom Environments


Arizona State University

• Philosophy– College focus on technology in classrooms, different

classrooms for different needs, faculty training essential

• Classroom layout & equipment– Hold 40 to 80 students, team-based seating, instructor has

ability to project student work on main screens

• Software & Applications– Wide variety, different rooms have different packages, all

information available via the Internet

• Audience– All fundamental engineering courses


Arizona State University

Sample

ASU

Classroom


Rose-Hulman Institute of Tech

• Philosophy– Completely networked campus environment

• Classroom layout & equipment– Every student purchases a notebook computer as an

entering student (model is specified by institution)– Over 20 classrooms have been equipped with network and

power connections to support notebook computers

• Software & Applications– Maple (calculus), Working Model & Maple (dynamics),

Physics labs (Excel - data acquisition/analysis)

• Audience– All engineering students and classes


Texas A&M University

• Philosophy– Classroom technology must be scalable for large classes (~100)

• Classroom layout & equipment– Remodeled about 10 classrooms for first-year and sophomore courses– One computer per two students– Departments have constructed their own classrooms, more are planned

• Software & Applications– Microsoft Office, Maple, AutoCAD, Eng. Equation Solver (EES), Internet– EE has students design, simulate, construct, measure and compare

behavior of circuits. Class uses NI hardware and software.

• Audience– Freshman and sophomore engineering students– Specialized classes in specific disciplines

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University of Alabama

• Philosophy– Technology in classrooms, classrooms convenient to

students (one new classroom in “engineering dorm”)

• Classroom layout & equipment– Remodeled six different classrooms– Tables for four, one computer per two students– Departments constructing their own classrooms

• Software & Applications– Microsoft Office, compilers, FORTRAN, Maple

• Audience– Freshman engineering students– All students in introductory computing sequence


Alabama Classroom Layout

• Several classroom formats exist– All have computers at student desks, instructor

console, projection system– Primarily used for lower-division classes


University of Massachusetts-Dartmouth

• Classroom layout & equipment– Remodeled three classrooms with tables that seat

four students and have two computers (48 seats)

• Software & Applications– Maple and Excel– Based on Studio Physics model (RPI), students

perform physics and chemistry experiments in the classroom, acquire, display and analyze data

• Audience– Freshman & sophomore engineering majors


University of Massachusetts-Dartmouth

IMPULSE

Classroom


Rensselaer Polytechnic Institute (RPI)Studio Classrooms

• Philosophy – studio environment– Integrate classroom (lecture) with laboratory

(experiments, acquire/display/analyze data)

• Classroom layout & equipment– Tables with two students (one computer)– Student

• Using computer faces away from instructor• Listens to lecture facing away from computer

• Audience– Mathematics, sciences, engineering students


RPI Classroom Layout

• Students face instructor during lecture– Away from computers

• Student away from instructor when using computers– Instructor can

see monitorseasily


Drexel Classroomshttp://www.educatorscorner.com/education/case_studies/drexel.shtml

• Laboratory layout & equipment– Laboratory bench for two students (one computer)– Suite of measurement equipment with computer control– First-year and sophomore students

• Perform experiments and laboratory projects for three hours/week

• Philosophy– From the start students work with current equipment and

explore stimulating physical phenomena

• Audience– Engineering students


Part 3: Transformation

• As a team, design your “ideal classroom environment” for the Fall of 2002– Describe this classroom environment– Describe how your new activities would benefit

students and their learning– Describe the resources (besides $$$) that would

be required to realize your visions– Select a different reporter from last time


Group Report #1• Ideal Classroom

– Laptops required for all students– Wireless high-speed network

connection– Uniform software suite– Instructor control over each display in

room– Fully integrated lab (including data

acquisition) with teaching of facts– Multi-media tools

• Activities– Set up experiments such that you:

teach perform experiment process data reinforce concept

– Active learning– Team projects– Design studio

• Support– I.T. Support– Training (faculty)– Buy-in by faculty/administration– Curriculum re-design


Group Report #2

• Hardware– Wireless connectivity

– 2 students per PC

– Flat-screen monitor (flexible arm)

– VCR

– DVD

– Document camera

– Wireless microphone

– Microphone on each student desk

– Internet connectivity

– Demo hardware/teaching kit

– Satellite

– Suitable for distance learning

– Web camera


Group Report #3

• Activities– Computer Demo– Videotape show– Use Internet– Small bench demo– Wireless

• Costs– $40K for laptops– $20K for TV & projectors


Group Report #4

• Laboratory contains– Computers

– Air, gas, water at every other table

– Network

– Microphone and headphones

– Software

– Demo equipment

– Projector, Elmo system

• Benefits– Experience each concept

– Analyze and store all data

– Collaboration


Group Report #5• Features

– Capacity of approx. 48 students– 12 tables for 4– Wired for laptops with a wireless

network– Multimedia equipment

• Proxima computer projector installed in the ceiling

• Mimeo for the whiteboard• Sound system• DVD/VCR• Document camera/Elmo• Instructor’s control console

– Lighting & environmental controls– White boards

• Activities:– Team projects, demos, computer

instruction, presentation ability• Benefits

– Enhanced learning capability, more flexible teaching capability


Additional Questions

• What other questions regarding the use of technology in the classroom need to be addressed?– Ideas regarding technology for distance education– Impact on teaching workloads (and evaluations)– What about student feedback on “value added”?– Using computers in classroom (and exams), what

issues arise as a result?


Other Critical Issues

• Design & Utilization– Rooms available for

renovation– Physical layout considerations– Equipment (cost, size,

location, power, HV/AC)– Time (often takes more than

one summer to build)– Faculty support and education

& development– Scheduling of these rooms– Monitoring & after-hours

access– Maintenance & upgrade time

availability

• Administrative– Institution’s computing policies– Software licensing– Purchase, replacement &

upgrade costs– Support staffing– Clear plan for what inst. is

doing with technology– Impact on T&P process– Want to assess results, how to

best do this– How to get financial support

from State or outside sources?


Resources

• Relevant resources– Foundation Coalition

• http://www.foundationcoalition.org/

– Arizona State University• http://www.eas.asu.edu/ceasrooms/• http://www.eas.asu.edu/~asufc/teaming.html

– Texas A&M University• http://coalition.tamu.edu/

– RPI Studio Classroom• http://ciue.rpi.edu/studioteaching.html

– Sigma Xi Resources• http://www.sigmaxi.org/scienceresources/undergradedu.htm


End of workshop

Questions?

engineering classrooms before and after innovation

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