All posts by Sue Hill

Course Materials – Inclusive Access for Engineering Fundamentals Students

Inclusive AccessThe Fall 2017 semester at Michigan Tech brought something new to the Engineering Fundamentals 1001 and 1101 students: Inclusive Access. In an effort to offset the rising costs of course materials, the Campus Store, in conjunction with the publisher, an e-book vendor and the Engineering Fundamentals faculty, provided students course material access (in the form of an e-book) through Canvas for the first day of classes. Students were emailed prior to the semester to explain the process. If they so chose they could opt-out of the Inclusive Access program within the first 10 days of the semester and seek alternatives on their own. If they didn’t opt-out or drop the course, their tuition accounts were charged.

The cost savings for 896 Engineering Fundamental students exceeded $72,000. The course materials that formerly cost the students $230 as physical books only cost them $149 digitally through the Inclusive Access program. The same course material is used throughout the First Year Engineering Program sequence, and students can access the material for two years.

Research indicates students who have access to course materials have a higher success rate in the classroom than those that choose not to use them. The Campus Store is looking to expand the Inclusive Access program and continue ensuring we do our part to increase the chances of student success.

By Campus Store.


Terrific Teaching at Tech

Dillman HallThe Engineering Fundamentals department is teaching in a new space and using some new methods this fall. It’s interesting stuff, pushing technological boundaries and using near-peer learning assistants.

They’ll have great information to share with a bit more experience. But they are also generating ideas that could be implemented anywhere, by any instructor.

This week, one of the instructors involved stopped into the CTL for other reasons and described some of the ill-posed, real-world problems they’re pushing students to try to solve. The problems force students to research, estimate and model, unavoidably “embracing the ambiguity” of the situation.

That phrase “embracing ambiguity” really resonated for me, in terms of pushing our students and ourselves toward better learning. In my own classes, I routinely see students who “freeze” when faced with a problem for which they can’t see the solution from start to finish.

We have to work on getting comfortable with not knowing exactly what to do, but doing something that’s likely to be productive anyway. “Wandering into the woods” this way is often the only way to eventually see the other side, and it often involves several false starts before a path is found.

But that’s the easy part of this. As our classrooms move toward more learning-centered teaching, instructors, too, are challenged to “embrace ambiguity.” It’s relatively easy to plan out a lecture where we control the content and pace and perform virtually all of the activity.

There is substantial uncertainty in allowing students to direct class by choosing examples, asking questions or injecting their own ideas. There is lots of ambiguity in getting students active, because we don’t really know exactly where things are going to go.

I’m convinced that there is increasing value in finding ways to making at least parts of class time responsive to student needs.

In my own class, I’ve discovered that using a tool called Strawpoll to let students pick which homework problems to review is very effective. Using response systems, pre-class assignments, exit tickets, student whiteboards or group quizzes are other ways to give students a voice in the classroom. The biggest challenge is still to set aside my own agenda to do what they need when they use it.

If you’d like to talk more about ways to embrace ambiguity in your classroom, stop into the William G. Jackson Center for Teaching and Learning.

By Mike Meyer, William G. Jackson CTL


First-Year Engineering Curriculum Development Grant from VentureWell

Mary Raber, Pavlis Honor College, has received a $5,000 grant from VentureWell for the research project Incorporating Design Thinking and Lean Start-up into the First-Year Engineering Curriculum.

The project constitutes an initiative to evaluate best practices in I&E education for first-year engineering programs, and to develop new curricula that will fit within the existing required freshman engineering course sequence. The goal is to broaden impact across campus and foster a culture that encourages and supports innovation and entrepreneurship.

Mary Fraley and Amber Kemppainen are also involved in this nine-month project.

Mary Raber
Mary Raber
Mary Fraley
Mary Fraley
Amber Kemppainen
Amber Kemppainen

First-Year Engineering Students to Experience Flipped Classroom

First Year Engineering

The College of Engineering’s First-Year Engineering Program, provided through the Department of Engineering Fundamentals, is moving to a new model of instruction called a “flipped classroom.” The flipped classroom is grounded on the idea that students will prepare for class by doing readings and using other resources before class time. Once in class, students will work to solve problems, discuss applications of engineering and participate in engineering projects. To facilitate this model, each student must have a laptop of his or her own to prepare before class and to participate fully in class.

Incoming students for fall 2017 can review the laptop requirements through Undergraduate Admissions in preparation for this initiative.

Original story by Wayne Pennington, College of Engineering and Jon Sticklen, Engineering Fundamentals.