Tom Impelluso,2008 Fellow, 1st Iteration Course Design


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Engineering Faculty member, Tom Impelluso talks about his 1st iteration.
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Tom Impelluso,2008 Fellow, 1st Iteration Course Design

  1. 1. Thomas J. Impelluso Mechanical Engineering ME203: Computer Programming Applications COURSE RE - RE - RE -DESIGN
  2. 2. ME203 Status as of Fall, 2006: <ul><li>Programming for Mechanical Engineers: loops, logic, arrays, files, functions </li></ul><ul><li>The class had been: “programming without purpose.” (Specific Mechanics Algorithms were not presented.) </li></ul>
  3. 3. ME203 Status as of Fall, 2006: <ul><li>Class met in a lab and enrollment was limited by the thirty workstations. </li></ul><ul><li>Three instructors were needed each semester. </li></ul>
  4. 4. Changes deployed as of Fall ’08 – mid-way through re-design <ul><li>Cognitive Load to introduce mechanics </li></ul><ul><li>Use of Blackboard for organization </li></ul><ul><li>Use of Wimba for delivery </li></ul><ul><li>Especially, the Desktop Sharing . </li></ul>Special attention
  5. 5. Desktop Sharing Engineering School Server Student at home Instructor at home Wimba Unlimited Students
  6. 6. Enrollment <ul><li>No need to hire three instructors. </li></ul><ul><li>No need to support 30 workstations </li></ul>
  7. 7. Final Exam Grade Comparison 88.25 70.00 Female students 82.33 61.25 Hispanic students 76.28 53.25 All students Fall 2008 Fall 2006 Type of Student
  8. 8. Failing to Finish 0% 50% Female students 16% 50% Hispanic students 13% 25.9% All students Fall 2008 Fall 2006 Type of Student
  9. 9. Instructor Review <ul><li>Fall, 2006 2.48 3.14 </li></ul><ul><li>Fall, 2008 3.396 4.40 </li></ul>Spill over: Graduate classes average now about 4.5 to 5.0
  10. 10. Theories <ul><li>No ‘herd’ mentality. </li></ul><ul><li>Review in privacy of home. </li></ul><ul><li>Cognitive Load Theory </li></ul><ul><li>Scaffolding </li></ul><ul><li>Minerva’s Machine </li></ul><ul><li>Articulation </li></ul><ul><li>Stacking Fear </li></ul>
  11. 11. That completes the design. BUT WE WANT MORE
  12. 12. Re -design: 1/3 <ul><li>Captivating the entire class </li></ul><ul><li>Purpose: enables instructor to focus attention on the students in need . </li></ul><ul><li>(and now students are volunteering to turn the captivates into CD’s for ‘on-demand-learning) </li></ul>
  13. 13. Re - re -design: 2/3 <ul><li>Adaptive Releas: In order to download the first five home-works, the students must first pass a short quiz about the syllabus. </li></ul><ul><li>Purpose: enables student motivation </li></ul>
  14. 14. Re - re - re -design: 3/3 <ul><li>Peer Review: Will it replace the need for graders? </li></ul><ul><li>Purpose: enables learning communities. </li></ul>
  15. 15. Personal Experience <ul><li>Brace yourself and do half. </li></ul><ul><li>Prepare time to do the second half while teaching the first half because you see patterns emerge. </li></ul><ul><li>I think unbalanced focus on research results in course mis-articulation. </li></ul>
  16. 16. Redesign <ul><li>ME310: Machines and Mechanisms </li></ul><ul><li>Articulation Matters </li></ul><ul><li>ME499: Simulation Science </li></ul><ul><li>Was ME205; will become SDSU-grid </li></ul><ul><li>IEE: Informal Engineering Education </li></ul><ul><li>DaVinci/SDSU Island (With S.A.) </li></ul>Super-duper
  17. 17. Beam bending Angular Velocity Kinematics Truss Analysis Centripetal Clutch Aerodynamics Dynamics: Runge-Kutta Newton-Raphson Bessel Functions
  18. 18. Sincere and warm thank you to Suzanne Aurilio, and to Jon Rizzo, too.