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Engineering, Science, and Mathematics Education at Rose-Hulman Institute of Technology

Phil Cornwell Vice President for Academic Affairs November 10, 2014

In this talk will provide an overview of education at Rose-Hulman

A brief introduction to Rose-Hulman

The philosophy and culture

PHIL

Curriculum and pedagogy

Here is a little bit about myself From New Mexico BS from TTU, Ph.D. from Princeton I’ve been at Rose 26 years Los Alamos National Laboratory I’m married with two children

Rose-Hulman is a small residential institution founded in 1874 and located in Terre Haute, Indiana

We are in the top 20-25% of schools in the United States for our number of engineering graduates

Students • ~2200 undergraduates • ~100 MS students

Academics • • • • •

16 B.S. and 8 M.S. programs Faculty teach all classes and labs Small classes Academic rigor Lots of labs and projects

We are well regarded by our peers and receive a lot of accolades 98% placement rate for last year’s graduates Ranked #1 for schools without a PhD program for the 16th year in a row Named one of the top 10 schools in the country with the best professors Named one of the top 10 schools for median starting salaries and ROI A JEE study: “Which colleges or universities are considered leaders or innovators in engineering education?�

Mechanical Engineering is our largest department Mechanical Engineering Electrical and Computer Engineering Computer Science and Software Engineering Chemical Engineering Applied Biology and Biomedical Engineering Civil Engineering Physics and Optical Engineering Math Chemistry and Biochemistry 0

Fall 2014

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300 400 Students

500

600

700

We are on a quarter system, so we have three 10 week quarters.

Fall

Winter

Spring

We have several core beliefs, the first of which is our mission

The mission of Rose-Hulman is to provide our students with the world's best undergraduate science, engineering, and mathematics education in an environment of individual attention and support.

I encourage faculty members to always ask themselves two questions

Cooperative learning Maple

Labs Problem based

Are we teaching the right things?

Are we teaching the right way?

Student life/extracurricular activities are recognized as being an important part of the educational experience

Competition teams

Professional societies

Performing arts

Athletics

Social organizations

The Humanities and Social Science Department helps our students be well-rounded

All students take at least 9 HSS courses (approximate total number of courses is 48)

We have a very strong office of Institutional Planning, Research, and Assessment

Assessment of student learning

Assessment of faculty development and teaching

Assessment for institutional improvement

We also have a great Center for the Practice and Scholarship of Education

Facilitates the sharing of ideas and practices (teaching workshops/seminars)

Assists in educational scholarship

Supports faculty members working to improve student learning

There are three themes in Academic Affairs

Practice

RHIT Innovation

Education

Research

Practice RHIT

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Teamwork Technical skills Leadership skills Professional skills

I’ve thought a lot about curriculum change and have come up with this classification

Potential ∆ Impact on achieving learning objectives

High

Low

No change

Easy

“Tweaking”

Major course revision

Major curriculum revision

Difficulty of implementation

Blank slate

Hard

Level 0: Little or no changes made

This doesn’t mean there is a problem. The course may already be great.

Level 1: “Tweaking� (primarily under the control of one faculty member and may take a lot of time and effort)

Modify a lab Add some active learning

Create new homework Add a daily quiz

Add a project

Use concept maps

Add a Demo

Add videos

Use a Tablet to replace overheads

Level 2: Major course revision or minor changes threaded through several courses Ethics Communications Year 1

Year 2

Year 3

Year 4 Using PBL or formal cooperative learning in a course

Adding a lab to a course

Transforming a course to a studio format

Developing a new course

Level 3: Major revisions that affect multiple courses (often in different majors)

Integrated First-Year Curriculum in Science, Engineering and Mathematics (IFYCSEM)

Level 3: Major revisions that affect multiple courses (often in different majors) Sophomore Engineering Curriculum (as originally conceived) Traditional Curriculum

Differential Equations I

Differential Equations II

Sophomore Engineering Curriculum Fall Applied Math I

Circuits

Spring Applied Math III

Statistics Fluid and Thermal Systems

Thermodynamics

Dynamics

Winter Applied Math II

Fluid Mechanics

Conservation and Accounting Principles

Mechanical Systems Electrical Systems

Analysis and Design of Engineering Systems

Level 4: A blank state (very rare)

I’d like to share a few of our initiatives

We have a number of international collaborations

Computer Science students in Uppsala, Sweden Civil Engineering students in Ghana

We have living and learning communities such as the Home for Environmentally Responsible Engineering (HERE)

Approximate 40 students

The students live together in a residence hall College and Life Skills

Rhetoric and Composition

Sustainability and its Global Contexts

Introduction to Design

The student cohort takes four courses with an emphasis on sustainability

We have a living and learning community called “ESCALATE” focused on entrepreneurship

“Engineering Student Community Actively Learning Advanced Technical Entrepreneurship (ESCALATE)” Partnerships and collaborations Freshman cohort Living community

Curricular activities Extracurricular activities

50 students per cohort

Internships

Entrepreneurial Graduates • Skills • Entrepreneurial mindset • Connections • Potential for job creation

The students take four courses together as a cohort

We created four courses this summer

“Introduction to Entrepreneurship” “Rhetoric and Composition (the culture of entrepreneurship)” “Economic Thinking for Entrepreneurs” “Introduction to Design”

“Introduction to Entrepreneurship” has guest speakers

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We had an exciting summer course on one of the engineering grand challenges

10 week class/research project 3 professors 12 credit hours • Technical Communications • Science elective • Technical elective

We believe flipped and hybrid classes hold promise

Passive lectures

Content delivery online

Active engagement

Mechatronics has been flipped for many years and other classes are also using flipped and hybrid classrooms

Mechatronics

Chemistry

Our professors have made a lot of videos for numerous classes and laboratories

Examples

One way we support projects at Rose-Hulman is the Branam Innovation Center 15,000 ft2 for student competition teams Used by hundreds of students

We have developed several new courses infused with “entrepreneurial minded learning� (EML)

Home for Environmentally Responsible Engineering (2 courses)

Art of Engineering

Rosebotics (2 courses) 34

Later this week I’ll be talking in more detail about two other unique aspects of Rose-Hulman

Rose-Hulman Ventures

Sophomore Engineering Curriculum

I’m happy to answer any questions

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