InTEL Project Interactive Toolkit for Engineering Learning

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InTEL ProjectInteractive Toolkit for Engineering
Learning

• Sue V. Rosser, PI
• Larry Jacobs
• Janet Murray
• Wendy Newstetter
• Christine Valle

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InTEL NSF 2007-2010

• Faculty Investigators
• Sue V. Rosser (PI) Dean, IAC
• Laurence Jacobs CEE, CoE
• Janet H. Murray, LCC, IAC
• Wendy Newstetter BME, CoE
• Christine Valle ME, CoE

Graduate Assistants Calvin Ashmore, Sneha
Veeragoudar Harrell, Bo Yeon Lee, Brian
Shrank, Geoffrey Thomas, Daniel Upton
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Problem

• How do we create initial learning environments
  that encourage and motivate students to become
  engineers?
• How do we attract and retain a diverse group of
  engineering students?

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GA Techs COE 2001 Statics

• 15 sections x 50 students per semester
• Required for majors in Aero, Biomed, Civil,
  Environmental, Materials, Mechanical, Nuclear,
  Textiles Engineering
• Elective for Computer, Electrical, Industrial
  Engineering
• Think like an engineer
• Established 2005 to unify CoE education

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Outdated Textbook Problems
Beer, Ferdinand P., E. Russell Johnston, Jr. and
Elliot R. Eisenberg. VectorMechanics for
Engineers Statics, 7th Ed. McGraw Hill, New
York, NY. 2004. p.189.
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Statics Learning Goals

• Model-based reasoning
• Ability to use Free Body Diagrams to describe a
  problem
• Replace plug and chug math formulas with
  thinking like an engineer

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InTEL Approach

• Contextualize problems with real world examples
• Connect diagramming of problems to procedural
  models of the physical world
• Connect models to equations for integrated
  learning

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Real World Problems
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Basic Diagram
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Building Free Body Diagram
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Solving Equations
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Generalizing Knowledge
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Generalizing Knowledge
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Leaning Tower of Pisa
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Why Is It Still Leaning?
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Manipulating the Model
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Falling Tower of Pisa?
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Falling Tower of Pisa?
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Falling Tower of Pisa?
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Falling Tower of Pisa?
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In preparation
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Outcomes

• Conceptual understanding
• Ability to apply concepts to problem solving
• Self-efficacy and confidence

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