**6. Learning communities in undergraduate engineering curricula**

Learning communities have been implemented across the country in a variety of disciplines and first-year experience programs as a means of increasing retention of first-year students. Learning communities have varying forms, however Lenning and Ebbers [40] have identified 4 common types (1) curricular learning communities that enroll a cohort of students in two or more common paired or clustered courses; (2) classroom learning communities where a cohort of students enrolled in a large lecture are broken into smaller cohorts for cooperative learning and group process learning opportunities (3) residential living and learning communities where students with a common major live in the same area of a residential hall increasing the opportunity for out-of-class learning experiences; (4) student type learning communities which enroll a targeted group, for example academically at risk students, honors students or minorities in engineering.

Several published studies have linked curricular learning communities to increased retention of first-year students, higher first year GPAs, and lower incidence of academic probation. [41-43] While living and learning residential hall programs are fairly common in engineering programs across the country, curricular learning communities are rare in the engineering curriculum. [44] Zhao and Kuh [45] indicate the simple cluster enrollment model of a cohort of students co-enrolled in two or more courses is improved upon when the faculty involved in these courses design activities that require the application of topics from all clustered courses. This curriculum integrated approach to learning communities promotes the development of critical thinking skills and an interdisciplinary approach to problem solution. Learning communities with integrated curriculum have the potential to significantly impact first year retention of students in engineering by


Early exposure to the relevance of physics and mathematics in engineering has been shown to improve student retention and subsequent graduation rates. [7]

Mechanical Engineering Education: Preschool to Graduate School 625

Vehicle Velocity

Knowing that acceleration is the rate of change of velocity, sketch a graph of the acceleration curve. When later introducing integration the same problem can be used with the following

0 20 40 60

Time (secs)

"Knowing that velocity is the rate of change of position *x(t)*, if the maximum position is 100 feet and the final position is 20 feet, sketch the graph of the position function *x(t).*" [46]

The introduction of a new topic can also been used as the startup of a PBL project. Introducing the project before covering the content allows students to hypothesize a solution and then build on that hypothesis as student knowledge of the content expands. Function Optimization in Calculus I may be introduced through a PBL project where students optimize the cost of laying an oil pipeline around or through a swamp. A map and scale is given indicating where the pipeline originates and must end. The costs of laying the pipeline through the swamp and on dry land are given per unit foot and student must write the equation for the cost as a function of the path chosen. Engineering faculty appreciate this problem because of its emphasis in modeling and design. No information is given to the students regarding an appropriate shape to model the swamp. Students must determine a shape that will have a mathematical solution and yet accuracy must also be considered. [47] When linking two or more courses in a learning community model communication between the instructors of the courses is vital. Clustered courses that have common objectives are easier to link that those that do not. For example, Calculus II and Engineering Statics share common topics in applications of integration such as calculating area, volume, surface area, moments, work and pressure against a surface by a fluid. Scheduling and communication are essential when attempting to arrange for both courses to discuss these topics at the same time in the semester. When common objectives are not available it is helpful if flexibility is allowed in the cluster courses for the creation of interdisciplinary learning opportunities. If vector dot products and cross products are not part of the standard Calculus II curriculum, finding a day to discuss these topics in Calculus II will both reinforce the link between mathematics and engineering for the students as well as provide a mathematical framework for the engineering application. The techniques of integration discussed in Calculus II can be motivated by an engineering beam stress problem with a complex distributed load. Allowing for flexibility in the clustered course curriculum creates engaging opportunities for students to approach all problems from an interdisciplinary standpoint and experience

Fig. 4. Example problem for integration of course content.


Velocity (ft/s)

where they will utilize the concepts in the future.

question:

A curricular learning community in engineering is created by requiring a cohort of first year students to dual enroll in two or more math, science or engineering courses. Some examples are the following:


Each cluster course is taught by a member of the discipline faculty. Although research indicates a simple learning community model with no curricular adaptations will impact first year retention, this model is improved upon when faculty work to integrate the curriculum of the courses. The implementation of problem-based learning is one way to integrate the foundation disciplines of mathematics and physics into significant engineering problems that increase student engagement while improving student problem solving skills.

Key elements of a successful Engineering Learning Community model are:


It is difficult for students to assess the impact of a learning community experience without knowing what to expect. Emphasizing the goals of the learning community initially at advising and registration and throughout the course will allow students to assess whether or not their expectations have been met. Engineering faculty expect students to work together to solve engineering problems, much as engineers in the field work in teams. This same team structure promoted in the learning community can enable students to successfully complete the first year hurtles of Calculus I, II, Physics, and Engineering Statics, courses where frequently students determine whether or not they will remain in engineering.

It is important for students in a curricular learning community to see the interconnection between the disciplines and courses of the learning community. There are two means in which this can be accomplished. 1) Instructors of the clustered courses work to integrate the curriculum on a consistent basis throughout the semester; and 2) Assigning dual problem based learning projects whose solution requires the integration of content from all clustered courses. Integrating course content on a consistent basis can be challenging depending upon the courses involved. In a learning community linking mathematics and engineering, one method is through the introduction of new course content. Each new topic in mathematics is introduced in the context of an engineering problem or application. Similar applications can then be assigned as additional homework problems. When introducing the concept of the derivative, the following problem integrates the engineering and physics concept of position, velocity and acceleration while helping the student develop a conceptual understanding of a derivative of a function.

The velocity of a vehicle starting from rest at position *x=*0 is shown in the figure below:

A curricular learning community in engineering is created by requiring a cohort of first year students to dual enroll in two or more math, science or engineering courses. Some examples

Each cluster course is taught by a member of the discipline faculty. Although research indicates a simple learning community model with no curricular adaptations will impact first year retention, this model is improved upon when faculty work to integrate the curriculum of the courses. The implementation of problem-based learning is one way to integrate the foundation disciplines of mathematics and physics into significant engineering problems that increase student engagement while improving student problem solving skills.

Emphasizing to the students the goals of the learning community initially and

Frequent communication between the instructors regarding the status of the clustered

It is difficult for students to assess the impact of a learning community experience without knowing what to expect. Emphasizing the goals of the learning community initially at advising and registration and throughout the course will allow students to assess whether or not their expectations have been met. Engineering faculty expect students to work together to solve engineering problems, much as engineers in the field work in teams. This same team structure promoted in the learning community can enable students to successfully complete the first year hurtles of Calculus I, II, Physics, and Engineering Statics, courses where

It is important for students in a curricular learning community to see the interconnection between the disciplines and courses of the learning community. There are two means in which this can be accomplished. 1) Instructors of the clustered courses work to integrate the curriculum on a consistent basis throughout the semester; and 2) Assigning dual problem based learning projects whose solution requires the integration of content from all clustered courses. Integrating course content on a consistent basis can be challenging depending upon the courses involved. In a learning community linking mathematics and engineering, one method is through the introduction of new course content. Each new topic in mathematics is introduced in the context of an engineering problem or application. Similar applications can then be assigned as additional homework problems. When introducing the concept of the derivative, the following problem integrates the engineering and physics concept of position, velocity and acceleration while helping the student develop a conceptual

The velocity of a vehicle starting from rest at position *x=*0 is shown in the figure below:

 Consistent integration of the clustered course curriculum throughout the semester Implementing PBL projects in cluster courses that allow students to apply theoretical engineering, science and mathematics principles in the solution of significant

 A first semester Intro to Engineering course and Precalculus A first semester Intro to Engineering course and Calculus I

Key elements of a successful Engineering Learning Community model are:

frequently students determine whether or not they will remain in engineering.

 Calculus I, Physics I, and/or Intro to Engineering Calculus II, Physics I, and/or Engineering Statics

are the following:

throughout the semester

courses

engineering design problems

understanding of a derivative of a function.

Fig. 4. Example problem for integration of course content.

Knowing that acceleration is the rate of change of velocity, sketch a graph of the acceleration curve. When later introducing integration the same problem can be used with the following question:

"Knowing that velocity is the rate of change of position *x(t)*, if the maximum position is 100 feet and the final position is 20 feet, sketch the graph of the position function *x(t).*" [46]

The introduction of a new topic can also been used as the startup of a PBL project. Introducing the project before covering the content allows students to hypothesize a solution and then build on that hypothesis as student knowledge of the content expands. Function Optimization in Calculus I may be introduced through a PBL project where students optimize the cost of laying an oil pipeline around or through a swamp. A map and scale is given indicating where the pipeline originates and must end. The costs of laying the pipeline through the swamp and on dry land are given per unit foot and student must write the equation for the cost as a function of the path chosen. Engineering faculty appreciate this problem because of its emphasis in modeling and design. No information is given to the students regarding an appropriate shape to model the swamp. Students must determine a shape that will have a mathematical solution and yet accuracy must also be considered. [47]

When linking two or more courses in a learning community model communication between the instructors of the courses is vital. Clustered courses that have common objectives are easier to link that those that do not. For example, Calculus II and Engineering Statics share common topics in applications of integration such as calculating area, volume, surface area, moments, work and pressure against a surface by a fluid. Scheduling and communication are essential when attempting to arrange for both courses to discuss these topics at the same time in the semester. When common objectives are not available it is helpful if flexibility is allowed in the cluster courses for the creation of interdisciplinary learning opportunities. If vector dot products and cross products are not part of the standard Calculus II curriculum, finding a day to discuss these topics in Calculus II will both reinforce the link between mathematics and engineering for the students as well as provide a mathematical framework for the engineering application. The techniques of integration discussed in Calculus II can be motivated by an engineering beam stress problem with a complex distributed load. Allowing for flexibility in the clustered course curriculum creates engaging opportunities for students to approach all problems from an interdisciplinary standpoint and experience where they will utilize the concepts in the future.

Mechanical Engineering Education: Preschool to Graduate School 627

which forms the background and sparks the interest for engineering. The increased involvement of university-level researchers in science outreach has become part of the national discussion over the last few years with the White House[50, 51]. For some researchers these opportunities are straightforward, since their universities participate in engineering outreach programs to connect to the general public by volunteering at science fairs, offering K-12 teacher professional development opportunities, and by arranging classroom visits [52]. Much more common, however, for many educators such infrastructure

One effective model for informal engineering education and outreach is NanoDays [53] which is a project funded and sustained by the National Science Foundation. NanoDays is a nationwide festival of educational programs about nanoscale science and engineering and its potential impact on the future. Each year, NanoDays events are organized by participants in the Nanoscale Informal Science Education Network (NISE) and take place at over 200 science museums, research centers, and universities across the country from Puerto Rico to Hawaii. NanoDays engages people of all ages in learning about this emerging field of science, which holds the promise of developing revolutionary materials and technologies. The whole idea is to teach the general public about nanotechnology using an informal, hands-on approach in a comfortable, stimulating environment. These activities are scalable and transferable to any age and background. While NanoDays is a national program, it is run locally by science centers and in some cases, university faculty members which creates a successful link between the university and the public. Because the public is generally more comfortable in the science center, NanoDays is conducted in the local science center auditorium. NanoDays programs combine simple hands-on activities for young people with events exploring current research for adults [53]. NanoDays activities demonstrate different, unexpected properties of materials at the nanoscale -- sand that won't get wet even under water, water that won't spill from a teacup, and colors that depend upon particle size [53]. In this model, NanoDays involves faculty who present their research on nanotechnology in a way that is active and engaging and can connect effectively with the public [54]. Undergraduate students are also involved in the hands-on components and demonstrations. Since 2008, interactive presentations have been made by faculty on nanotechnology research such as explosives, new materials for technology, and medicine [54]. It is imperative to choose faculty members that can speak and communicate in a way that reaches the general public. Tips for selecting and training faculty members to be successful in outreach are welldescribed in [55] and include: use analogies to common day objects when describing scientific phenomena; limit the use of jargon or new words to five (scientific) terms; target talks to 7th graders (12 to 13 year olds); use lots of visuals and demonstrations when possible; and, describe size or scale relative to the human body. The author goes onto say that during training she poses the question to presenters, "How would you explain this to your grandparents?" Lastly and most importantly, she suggests that researchers put their presentation in a narrative or story if possible where the audience can see development from a problem, attempts to solve the problem, a climax and then a conclusion [55] because it has

been found that audiences connect with the story of science as well as its facts [56].

Informal science education is an impactful method for relating the general public to current, technology-driven research. NanoDays activities bring university researchers together with science museum educators and the public which creates a unique learning/teaching experience for all and provides real connections for children and adults in engineering.

just does not exist.

The results of a successful curricular learning community can be significant. It is important for institutions to develop a means to assess the impact of the learning community experience through both tracking of student enrollment data as well as student impressions of their first year experience. Focus groups conducted with learning community participants and surveys administered to all first year engineering students can be used to compare student impressions of their learning gains for those in the learning community versus students in the traditional curriculum. Some results that may be seen comparing student impressions of learning gains for learning community students with traditional curriculum students are:


The long term impact of a curricular learning community experience can be assessed by the tracking of an engineering cohort. Data must be collected on retention in engineering, enrollment in subsequent science, math, and engineering courses and grades in these courses. The long term results of a successful learning community are:


Curricular learning communities are not difficult to implement at any size institution and are a perfect match with the engineering curriculum. It is essential for engineering students to learn early in their academic career to work as a part of a team. The learning community experience can create in the first semester, study groups that will assist students through the gateway courses in mathematics, science, and engineering; while providing opportunities to strengthen student problem solving and critical thinking skills, developing interdisciplinary problem solving strategies.
