The following is a list of all publications generated by the Foundation Coalition, listed by author. These documents require the use of the Adobe Acrobat software in order to view their contents.

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

1995

• Nikles, D., Cordes, D., Hopenwasser, A., Izatt, J.R., Laurie, C., Parker, J.K., 1995, “A General Chemistry Course Sequence for an Integrated Freshman Year Engineering Curriculum,” Gordon Research Conference, Ventura, California, January 8-13, 1995.
• Parker, J.K., Cordes, D., Hopenwasser, A., Izatt, J.R., Laurie, C., Nikles, D., 1995, “Curriculum Integration in the Freshman Year at the University of Alabama - Foundation Coalition Program,” Proceedings of the Frontiers in Education Conference.

  Abstract: The University of Alabama presented its first set of freshman year courses as part of the NSF sponsored Foundation Coalition during the 1994-1995 academic year. The three major thrust areas of this coalition are: (1) curriculum integration, (2) technology-enabled education, and (3) human interface issues (learning styles, active and cooperative learning). The focus of this paper is on the integration aspects of the freshman year engineering, mathematics, and sciences curriculum.

  Most freshman level mathematics, chemistry, and physics courses are taught in isolation from each other. Students respond by "compartmentalizing" their technical knowledge without awareness of the connections between subjects. The traditional "cafeteria" style process for selection of courses further componds the problem. Most engineering programs view the "output" of the freshman math and science courses as the "input" into their courses. Consequently, there is relatively little interaction on the education level between engineering professors and their colleagues in the math and science departments.

  As a result, most engineering programs lose many students during the freshman year. Our solution to this problem is an integrated set of courses for all engineering majors in chemistry (CH 131/132), engineering (GES 131/132), mathematics (MA 131/132), and physics (PH 131/132), which must be taken together. The authors of this paper were the instructors for the initial offering of the courses mentioned above. The paper will focus on several specific examples of curriculum integration that have been attempted, along with observations about the success of the program.

  The Foundation Coalition consists of the following: Arizona State University, Maricopa Community College District, Rose-Hulman Institute of Technology, Texas A&M University, Texas A&M University - Kingsville, Texas Women's University, The University of Alabama.

• Cordes, D., Parker, J.K., Hopenwasser, A., Laurie, C., Izatt, J.R., Nikles, D., 1995, “Teaming in Technical Courses,” Proceedings of the Frontiers in Education Conference.

  Abstract: The University of Alabama is one of seven school participating in the Foundation Coalition, a partnership looking at curriculum integration, human-interface issues (active and cooperative learning), and technology-enabled education within the undergraduate engineering curriculum. As a result, the 1994-1995 academic year saw a completely new curriculum being prototyped for a class of 36 volunteer students within the College.

  The curriculum in question provides an integrated 13-hour sequence of Calculus, Physics, Chemistry and Engineering Design for the students. One of the central themes to this sequence is the concept of teams and teaming. Students work in teams of four students throughout this course sequence. These teams operate as a unit for all classes, mathematics recitations, physics and chemistry laboratories, and all engineering design projects.

  As this is the first significant, large-scale, curriculum-wide implementation of teaming within the College, a number of strategies for how to proceed were identified (and attempted). Concern was placed on ensuring that students gain both the ability to function effectively within a team environment and also demonstrate their own individual ability to perform the task in question.

  This paper examines the processes by which teaming is performed within the integrated freshman year of the Foundation Coalition. It looks at successes that have been realized, and also point out techniques that should not be repeated. The authors summarize their opinions about the strengths (and weaknesses) of the process, as well as identifying the principal ``lessons learned'' for both future semesters of this curriculum and other individuals interested in incorporating teaming into their own courses. In addition, the authors comment on the similarities (and differences) between freshmen students and upper-level engineering students with respect to teams and teaming.

1996

• Izatt, J.R., Harrell, J.W., Nikles, D., 1996, “Experiments with the Integration of Physics and Chemistry in the Freshman Engineering Curriculum,” Proceedings of the Frontiers in Education Conference.

  Abstract: For the past three years as a member of the NSF Foundation Coalition the University of Alabama has been developing an integrated freshman engineering curriculum. We describe here our experiments with integrating topics in physics and chemistry. Examples include error analysis and statistics, molecular collisions and the gas laws, wave interference and the analysis of crystal structure, and the Bohr model and the periodic table. The curriculum makes extensive use of computer tools such as Maple, Excel, and Interactive Physics, and teaming techniques are employed. We assess the merits and limitations of these attempts at integration.

• Nikles, D., 1996, “General Chemistry for an Integrated Freshman Engineering Curriculum,” Proceedings of the Frontiers in Education Conference.

  Abstract: A two semester general chemistry course sequence was developed for an integrated freshman engineering curriculum. The curriculum incorporates cooperative learning and teaming in calculus, chemistry, physics and general engineering studies courses. The paper describes the general chemistry courses, how they were integrated into the curriculum, the use of teaming, and our experience after the first two years.

1999

• Pendergrass, N.A., Kowalczyk, R.E., Dowd, J.P., Laoulache, R.N., Nelles, W., Golen, J.A., Fowler, E., 1999, “Improving First-year Engineering Education,” Proceedings of the Frontiers in Education Conference.

  Abstract: The University of Massachusetts Dartmouth (UMD) began a successful, thirty-one credit, integrated first-year engineering curriculum in September 1998. The program was modeled after many of the most effective and innovative programs in the NSF-sponsored Foundation Coalition as well as from other universities and colleges. The new program at UMD includes

  1) integrating the introductory sequences in physics, calculus, chemistry, English and engineering

  2) teaching and using teamwork among students and faculty

  3) using a specially designed technology oriented classroom

  4) using active and cooperative learning methods

  5) encouraging formation of a community of students by block-scheduling classes and grouping students in the dorms

  6) reducing the cost of delivering courses by making more efficient use of instructional time

  7) using careful assessment to evaluate performance.

  This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. It will also give a detailed snapshot of assessment results after one semester of operation. Additional assessment data on the second semester will be provided in the presentation and upon request.

2001

• Pendergrass, N.A., Kowalczyk, R.E., Dowd, J.P., Laoulache, R.N., Nelles, W., Golen, J.A., Fowler, E., 2001, “Improving First-Year Engineering Education,” Journal of Engineering Education, 90:1, 33-41.

  Abstract: The University of Massachusetts Dartmouth (UMD) began a successful, thirty-one credit, integrated first-year engineering curriculum in September 1998. The program was modeled after many of the most effective and innovative programs in the NSF-sponsored Foundation Coalition as well as from other universities and colleges. The new program at UMD includes

  1) integrating the introductory sequences in physics, calculus, chemistry, English and engineering

  2) teaching and using teamwork among students and faculty

  3) using a specially designed technology oriented classroom

  4) using active and cooperative learning methods

  5) encouraging formation of a community of students by block-scheduling classes and grouping students in the dorms

  6) reducing the cost of delivering courses by making more efficient use of instructional time

  7) using careful assessment to evaluate performance.

  This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. It will also give a detailed snapshot of assessment results after one semester of operation. Additional assessment data on the second semester will be provided in the presentation and upon request.

• Fletcher, S., Newell, D.C., Newton, L.D., Anderson-Rowland, M.R., 2001, “The WISE Summer Bridge Program: Assessing Student Attrition, Retention, and Program Effectiveness,” Proceedings of the Frontiers in Education Conference.

  Abstract: For participating university programs, summer bridge outreach has helped to significantly increase student retention in academic majors. For female engineering students, bridge programs not only serve an academic need, but also serve to foster networking relationships between students prior to starting the semester. The Women in Applied Science and Engineering (WISE) Summer Bridge Program was designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS). Since 1998, this program has offered academic reviews in courses such as mathematics, physics, and chemistry. In addition, computer-based curricula have been offered in Maple, Excel, and HTML to better prepare students for their freshmen introductory engineering courses.

  During the Fall 2000 semester, summer bridge participants from 1998, 1999, and 2000 were surveyed on program effectiveness. Survey categories included general information, WISE Bridge experience, WISE services, and additional information. Survey results indicated that a significant number of respondents were first introduced to engineering by a family member and subsequently, enrolled in engineering because of a strong aptitude for math and science. Students indicated that the WISE Bridge Program, as well as other services offered in the CEAS and at ASU, aided them in their first semester. In addition, WISE program services such as academic advising, mentoring, and tutoring were also mentioned as significant in first semester retention of these students.

  An overview of the WISE Summer Bridge Program will be presented as well as survey results from 1998, 1999, and 2000 participants. In addition, the paper will discuss the need for and impact of bridge programs specifically geared toward female engineering students as well as future projections of implementation and direction of student programs.

• Fletcher, S., Newell, D.C., Anderson-Rowland, M.R., Newton, L.D., 2001, “The Women in Applied Science and Engineering Summer Bridge Program: Easing the Transition for First-time Female Engineering Students,” Proceedings of the Frontiers in Education Conference.

  Abstract: The Women in Applied Science and Engineering (WISE) Summer Bridge Program is designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU). This program offers academic reviews in courses such as mathematics, physics, and chemistry. Computer-programming tutorials are also offered in Excel and HTML to better prepare students for their freshman introductory engineering course. Participants acclimate to the campus by receiving general information concerning the university, financial aid, and departmental advising. Students attending the program become familiar with the campus, have a head start on their freshman engineering classes, and have a chance to meet other female students.

  An overview of the WISE Summer Bridge Program will be presented as well as retention data for 1998 and 1999 program participants. In addition, the paper will discuss the need for and impact of bridge programs specifically geared toward female students. Further, the paper will investigate other life circumstances, such as level of involvement in student activities, living situation, and employment that impact retention of these students. Finally, future projections of implementation and direction of student retention programs will be explored.

2002

• Krause, S.J., Decker, J.Ch., Niska, J., Alford, T.A.., Griffin, R.B., 2002, “A Materials Concept Inventory for Introductory Materials Engineering Courses,” National Educators Workshop.
• Notaros, B.M., 2002, “Concept Inventory Assessment Instruments for Electromagnetic Education,” Proceedings of the IEEE Antennas and Propagation Society International Symposium, San Antonio, Texas, 16-21 June 2002.

2003

• Jacobi, A., Martin, J.K.., Mitchell, J., Newell, T., 2003, “A Concept Inventory for Heat Transfer,” Proceedings of the Frontiers in Education Conference.

  Abstract: Students enter courses in engineering with intuitions about physical phenomena. Through coursework they build on their intuition to develop a set of beliefs about the subject. Often, their understanding of basic concepts is incomplete, and their explanations are not “correct.” Concept Inventories are assessment tools designed to determine the degree to which students understand the concepts of a subject and to identify the bases for misunderstandings. A cooperative effort between faculty at the Universities of Wisconsin and Illinois has been undertaken to develop a concept inventory for heat transfer. The process initiated with student identification of the conceptual problems rather than with faculty perceptions of student misunderstandings. Students then explored areas of conceptual difficulty and phrased questions that would test understanding of the concepts. Students working together with faculty developed a concept inventory for heat transfer. The presentation will report on the experience with using student groups and the resulting concept inventory.

• Martin, J.K.., Mitchell, J., Newell, T., 2003, “Development of a Concept Inventory for Fluid Mechanics,” Proceedings of the Frontiers in Education Conference.

  Abstract: Concept inventories are assessment tools designed to determine the degree to which students understand the concepts of a subject and to identify the misconceptions that students hold. The results of a concept inventory can be used to change the methods of instruction to overcome student misconceptions. A cooperative effort between mechanical engineering faculty at the Universities of Wisconsin-Madison and Illinois, Champaign-Urbana has been directed toward development of a Fluid Mechanics Concept Inventory (FMCI). Fluid mechanics typically follows thermodynamics in the sequence of courses in thermal sciences, involves both the mechanics and dynamics of fluids, and builds on basic physics and Newtonian mechanics. This paper describes the process used for development of the FMCI, the details of how we determined the content, and examples of actual content of the instrument itself.

• Krause, S.J., Decker, J.Ch., Niska, J., Alford, T.A.., Griffin, R.B., 2003, “Identifying Student Misconceptions in Introductory Materials Engineering Classes,” Proceedings of the ASEE Annual Conference.

  Abstract: Numerous student misconceptions in an introductory materials engineering class have been identified in order to create a Materials Concept Inventory (MCI) to test for the level of conceptual knowledge of the subject matter before and after the course. The misconceptions have been utilized as question responses, or “distracters”, in the multiple-choice MCI test. They have been generated from a literature survey of assessment research in science and engineering in conjunction with extensive student interactions. Student input consisted of: weekly short-answer, open-ended questions; multiple-choice quizzes; and weekly interviews and discussions. In a simplified way, the questions tied fundamental concepts in primary topical areas of atomic structure and bonding, band structure, crystal geometry, defects, microstructure, and phase diagrams to properties of materials in the families of metals, polymers, ceramics, and semiconductors. A preliminary version of the MCI test was given to students in introductory materials courses at Arizona State University (ASU) and Texas A&M University (TAMU). Results showed conceptual knowledge gains between 15% and 37% between course pre-test and post-test scores. This lower gain score, as shown by Force Concept Inventory work, is typical of traditionally delivered, lecture-base instruction. Scores from 30% to 60% are moderate gains and are often evidenced in courses using active learning methods. Early results of the MCI showed differences between ASU and TAMU on some questions. It appears that they may be due to curricular and course content differences at the two schools.

• Evans, D.L., Gray, G.L.., Krause, S.J., Martin, J.K.., Midkiff, C., Notaros, B.M., Pavelich, M., Rancour, D., Reed-Rhoads, T., Steif, P., Streveler, R., Wage, K.E., 2003, “Progress on Concept Inventory Assessment Tools,” Proceedings of the Frontiers in Education Conference.

  Abstract: The Foundation Coalition and others have been working on the development of Concept Inventory (CI) assessment instruments patterned after the well-known Force Concept Inventory (FCI) instrument of Halloun and Hestenes. Such assessment inventories can play an important part in relating teaching techniques to student learning. Work first got started two years ago on CIs for the subjects of thermodynamics, solid mechanics, signals and processing, and electromagnetics. Last year work got under way on CIs for circuits, fluid mechanics, engineering materials, transport processes, and statistics. This year work began on chemistry, computer egineering, dynamics, electronics, and heat transfer. This panel session will discuss the progress on these concept inventories. More importantly, the panelists will discuss the early student data that are emerging from the process of continuous improvement of the instruments. Results will be compared to the data collected by Hake that are segregated by how the content was managed and delivered (e.g., "traditional" lecture mode compared to the "interactive engagement" mode, as defined by Hake). Discussions of effective practices for use in the development of CIs will also be discussed.