A Writing Intensive Cornerstone Course for STEM Students Clif Kussmaul, Associate Professor of Computer Science and Jane Flood, Associate Professor of Physics 6-8 Write & pitch concept proposals (2-3 each, 500+ words) 9-11 Analyze & define requirements (UML, prototyping, scheduling) 12-13 Write elaboration proposals (1 each, 1000+ words) Design & build percussion (teams of 2-4) 14-15 Write & pitch venture proposals (teams of 3-4; 3000+ words) Percussion Instrument Design Students worked in teams of 2-4 for 3 weeks to design & build percussion instruments. A local percussionist served as a resource & evaluator. Finished instruments included: • flowerpot drum with adjustable head tension. • hanging water bottles filled to different pitches • trapezoidal drum with multiple striking surfaces (wood, metal, & plastic) • PVC pipes cut to different pitches Average 1: Too Little How much time was devoted to: 3: Too Much Table 3: Time 1. writing 0% 2. speaking 0% 100% 0% 2.0 3. reading 8% 92% 0% 2.1 4. listening 0% 100% 0% 2.0 5. teaming 6. tech. content 33% 0% 42% 58% 1.4 67% 0% 2.3 83% 17% 1.7 Results Table 2 summarizes results of a pre- and postcourse survey, and shows that students were more confident in their abilities, but perhaps not convinced that these abilities are important, so we will clarify these connections in the future. Table 3 summarizes students ratings of time spent in the course, and shows a strong desire for more writing, which we will address in the future. Conclusions & Future Directions We are generally pleased with the first offering of the course, and plan the following changes: • Add more “academic” reading & writing. • Move some discussion to web-based forums. • Design & build percussion instruments earlier. • Allocate more time for later product proposals. Acknowledgements Supported in part by NSF DUE-0965834. References 1. 2. 0% 3.6 0% 2.9 0% 3.5 0% 3.8 post-course 67% 33% 0% 50% 42% 8% post-course 67% 33% 0% 75% 17% 0% 5. 6. Average 1: Very Unconfident Learning Outcomes Ratings Confidence in your ability to: pre-course Work effectively in teams. 57% 43% 0% Develop & review proposals & reports. 14% 57% 29% Importance to your future: pre-course Work effectively in teams. 57% 36% 7% Develop & review proposals & reports. 79% 21% 0% 2: Somewhat Unconfident Table 2: Pre/Post Course Survey Results 3: Somewhat Confident 3. 4. 4: Very Confident FYS 293: Studying Problems, Creating Solutions The first author adapted the cornerstone approach into a FYS organized around the activities, skills & knowledge needed to design & develop products. The course included: • active-, inquiry-, & team-based activities. • reading, writing, & discussing a variety of articles, chapters, & essays [e.g. 3,5]. • multidisciplinary design projects, including: • a pookalam (south Indian flower design) • musical percussion instruments • new product development proposals Table 1 provides an overview of the syllabus. Brainstorm problems & solutions. Learn & teach creativity methods. (StageGate, peer review) Average First Year Seminars At Muhlenberg, a first year seminar (FYS) is a small discussion-oriented class that promotes intellectual conversation, critical thinking, and reading & writing. Content is not prescribed, but determined by the instructor’s interests. 3-5 1: Very Unconfident Cornerstone Courses Engineering schools have developed cornerstone courses to encourage & support students by emphasizing community building, professional development, and activities, processes, & tools found in working environments [e.g. 2,4]. Since the sciences also have retention issues [6], we predicted that a cornerstone course would improve retention of the SIMS students. Intro & overview (team processes, wiki) New Product Proposals Students developed new product proposals using a document template & a Stage-Gate model [1], which progressed from many ideas per student through a few short concepts and to larger team proposals & final presentations, which were favorable received by a faculty panel including faculty from Entrepreneurial Studies. Final venture proposals included: • bracelets that change color with UV exposure • travel mugs that change color based on temperature of contents • airplane seats for increased comfort • treadmills that explore virtual environments 2: Somewhat Unconfident The project has 6 key components: financial aid, psychosocial support, academic support, mentoring, professional development, and a faculty learning community. (Some project elements bridge multiple components.) 1-2 3: Somewhat Confident (SIMS): Improving Recruitment & Retention in the Mathematical & Physical Sciences. Week Table 1: FYS Content & Key Activities 4: Very Confident Introduction In 2010, Muhlenberg received a NSF DUE S-STEM grant, Scholarships in Math & Science 2: About Right [email protected] [email protected] Muhlenberg College, 2400 Chew St, Allentown, PA 18104 0% 3.7 0% 3.4 0% 3.7 8% 3.6 Cooper. 2001. Winning at New Products. Basic Books. Culbertson, Oehrtman, Thompson, et al. 2009. Engineering design of musical instruments as a context or math, physics, and technical writing in a freshman learning community course. Proc. of ASEE. Dym & Little. 2008. Engineering Design:. Wiley. Larochelle, Engblom, Gutierrez. 2004. A Cornerstone Freshman Design Experience. Proc. of ASEE. Petroski. 1985. To engineer is human. St Martin’s Press. Seymour & Hewitt. 1997. Talking about leaving: Why undergraduates leave the sciences. Westview Press.
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