to cohort or not to cohort:

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


Clean Slate: Creating a “Renaissance Engineer”Clean Slate: Creating a “Renaissance Engineer”

Size: Size: Projected total enrollment – 600. Projected total enrollment – 600.

Program:Program: Undergraduate engineering. Undergraduate engineering.

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.


Rigorous EngineeringRigorous EngineeringFundamentalsFundamentals

AHSAHSArts/Humanities/Social Sciences

Creativity, Innovation,Design, and Communications

E!E!Business/

Entrepreneurship Philanthropy and Ethics

Curricular PhilosophyCurricular Philosophy


Curriculum Distinctive FeaturesCurriculum Distinctive Features

interdisciplinary teaching;interdisciplinary teaching;

an emphasis on teamwork and communication;an emphasis on teamwork and communication;

consideration of the social, economic, and politicalconsideration of the social, economic, and political

contexts of engineering;contexts of engineering;

an emphasis on design- and project-based learning:an emphasis on design- and project-based learning:

“ “do-learn” environment;do-learn” environment;

passionate pursuits and co-curricular activities;passionate pursuits and co-curricular activities;

gates: regular institution-wide assessment periods;gates: regular institution-wide assessment periods;

sophomore and senior design projects: capstones.sophomore and senior design projects: capstones.


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;


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


““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, Physics, Chemistry, Design, Math, Physics, Chemistry, Design, Graphical Communication, CS;Graphical Communication, CS;

Arizona State University:Arizona State University:

English, Math, Physics, Engineering English, Math, Physics, Engineering Design;Design;

North Carolina State University:North Carolina State University:

CS, Civil Engineering, Math, Physics, ECE;CS, Civil Engineering, Math, Physics, ECE; Drexel University:Drexel University:

Math, Science, and Engineering.Math, Science, and Engineering.


““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


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


Cohort Vision and ImplementationCohort Vision and Implementation““Things That Go” CohortThings That Go” Cohortor miniature drag racersor miniature drag racers



# of projects 22 11 11Project

uniqueness commoncommon commoncommon uniqueuniqueMath-

Physics Integration

strongstrong weakweak moderatemoderate

Math-Project

Integrationstrongstrong weakweak moderatemoderate

Physics-Project

Integrationstrongstrong weakweak moderatemoderate


Cohort Syllabus MapCohort Syllabus Map““Things That Go” CohortThings That Go” Cohortor miniature drag racersor miniature drag racers



109

109

10

1010

99

10

1212

1212

12

0 5 10 15 20 25 30 35 40

weeks 1 - 3

weeks 4 - 6

weeks 7 - 10

weeks 10 - 12

weeks 13 - 15

hours/week

1211

109

9

1211

11

89

15

1413

12

17

0 5 10 15 20 25 30 35 40

weeks 1 - 3

weeks 4 - 6

weeks 7 - 10

weeks 10 - 12

weeks 13 - 15

hours/week

15

1010

9

4

14

1211

9

4

5

78

15

25

0 5 10 15 20 25 30 35 40

weeks 1 - 3

weeks 4 - 6

weeks 7 - 10

weeks 10 - 12

weeks 13 - 15

hours/week

Math Physics Project


Project Syllabus:Project Syllabus:“Things That Go” Cohort“Things That Go” Cohort

Weeks 1 – 3Weeks 1 – 3Measurement and Measurement and

Drawing; SolidWorksDrawing; SolidWorks

Weeks 4 – 6Weeks 4 – 6 Fabrication Practicum; Fabrication Practicum; SolidWorksSolidWorks

Weeks 7 – 9Weeks 7 – 9

Teaming Practicum;Teaming Practicum;

Water Rocket:Water Rocket: Modeling Modeling (SolidWorks and MatLab), (SolidWorks and MatLab), Building and CompetitionBuilding and Competition

Weeks 10 – 12Weeks 10 – 12

Information Literacy;Information Literacy;

Dragster Design:Dragster Design: Modeling (SolidWorks and Modeling (SolidWorks and MatLab), and FabricationMatLab), and Fabrication

Weeks 13 – 15Weeks 13 – 15 Dragster:Dragster:

Fabrication and Fabrication and CompetitionCompetition


Cohort Syllabus:Cohort Syllabus:“Things That Go” Cohort“Things That Go” Cohort

Week NumberWeek Number Cohort PhysicsCohort Physics

11oo Introductions Introductionsoo Teaming exercise Teaming exerciseoo Vectors, Sequences, limits, induction Vectors, Sequences, limits, inductionoo Estimation Estimationoo Measurement, drawing Measurement, drawing

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


1414o Fabricationo Preliminary demonstration

1515o Fabricationo Product demonstrationo Competition

77oo Series, Series, discs, washers, shellsdiscs, washers, shells oo Moments of inertia, torque, and rotational Moments of inertia, torque, and rotational energyenergyo Rocket 2

Week NumberWeek Number Traditional PhysicsTraditional Physics


Physics Syllabus:Physics Syllabus:“Things That Go” Cohort vs. Traditional Physics“Things That Go” Cohort vs. Traditional Physics

11• Preludes: Estimation, Measurements, Uncertainties, Dimensional Analysis, Scaling Arguments• Vectors: Addition, Multiplication, Dot and Cross Products

22• Coordinates• 1D Kinematics• 2D and 3D Kinematics• Relative Motion: Reference Frames

33• Circular Motion• Newton’s Laws of Motion• Forces: Tension

44• Forces: Friction, Gravitation• Hooke’s Law• Simple Harmonic Motion

55• Work Done by Various Forces• Conservative and Nonconservative Forces• Kinetic Energy

66• Kinetic and Potential Energies• CWE, Conservation of Mechanical Energy• Oscillations and Energy• DEs: Forced and Damped Oscillations

77• Gravitational PE• Escape Velocities, Orbits• Momentum and Collisions

Week NumberWeek Number Traditional PhysicsTraditional PhysicsWeek NumberWeek Number Cohort PhysicsCohort Physics

11o IntroductionsIntroductionsoo Teaming exercise Teaming exerciseoo Vectors, Sequences, limits, induction Vectors, Sequences, limits, inductionoo Estimation Estimationoo Measurement, drawing Measurement, drawing

22o L’hopital, improper integrals, coordinates,L’hopital, improper integrals, coordinates,o Parametric equationsParametric equationsoo 3D Kinematics 3D Kinematicso SolidWorks

33o 1st order DEs 1st order DEs andand applicationsapplicationsoo Newton’s Laws, forces Newton’s Laws, forces o SolidWorks, fabrication practicum

44o 1st order Des 1st order Des andand applicationsapplicationsoo Work, forces, energy Work, forces, energyo Fabrication practicum

55o Series, Series, center of center of massmassoo Momentum Momentumo Fabrication practicum

66o SeriesSeriesoo Thermodynamics Thermodynamicso 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



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



1414o Fabricationo Preliminary demonstration

1515o Fabricationo Product demonstrationo Competition


88• Center of Mass; • Rockets Impulse, Rockets • Angular Momentum, Spin, Orbital Motion

99• Kepler’s Laws, Elliptical Orbits• Torque• Rotating Rigid Bodies, Moment of Inertia• Rotational KE

1010• Conservation of Angular Momentum• Solids and Elasticity• Fluid Mechanics

1111• Hydrostatics• Waves• Sound Waves, Doppler Effect

1212• Liquids and Gases• Thermodynamics: the First Law• Ideal Gas

1313• Kinetic Theory: Isothermal Atmosphere, Phase Diagrams, Phase Transitions• Specific Heat, Equipartition Theorem

1414• The Second Law of Thermodynamics• Engine, the Carnot Cycle, Entropy

1515• Review




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


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;

SolidWorksSolidWorks

Teaming Practicum;Teaming Practicum;Information Literacy;Information Literacy;

Introduction to Sculpting;Introduction to Sculpting;SolidWorksSolidWorks

Weeks 4 – 6Weeks 4 – 6 Fabrication Practicum; Fabrication Practicum; SolidWorksSolidWorks

Team Sculpture Design:Team Sculpture Design:Detailed Sketch, SolidWorks,Detailed Sketch, SolidWorks,

Written ReportWritten ReportIndividualIndividual Design ReviewsDesign Reviews

Weeks 7 – 9Weeks 7 – 9

Teaming Practicum;Teaming Practicum;

Water Rocket:Water Rocket: Modeling Modeling (SolidWorks and MatLab), (SolidWorks and MatLab), Building and CompetitionBuilding and Competition

IndividualIndividual Design Reviews: Design Reviews: Relevant Physics & Math;Relevant Physics & Math;

Kinetic Sculpture Modeling:Kinetic Sculpture Modeling:

SolidWorks and Working Model,SolidWorks and Working Model,Written ReportWritten Report

Weeks 10 - 12Weeks 10 - 12

Information Literacy;Information Literacy;

Dragster Design Modeling:Dragster Design Modeling:

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


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


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%

20%

40%

60%

80%

100%

Strongly Disagree Disagree Neutral Agree Strongly Agree

“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


Student Reactions to Physics:Student Reactions to Physics:Cohort ComparisonCohort Comparison

0%

20%

40%

60%

80%

100%


0%

20%

40%

60%

80%

100%


“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


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:


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:


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.


We Welcome YouWe Welcome YouTo Visit Us atTo Visit Us at

College!College!

to cohort or not to cohort:

Documents

team design

role of engineering

computer engineering

mechanical engineering

undergraduate engineering

senior design projects

new engineering college

cocurricular activities