Click for next page ( 20


The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 19
Laboratory for Innovative Technology and Engineering Education Lead Institution: Auburn University, Auburn, AL Collaborating Institutions: U.S. and international companies; universities, high schools, camps, industries; Hampton University researches effects of implementation; University of West Georgia provides external evaluation Category: Course/Curricular Date Implemented: August 1996 Website: www.litee.org Program Description: LITEE is a collaborative effort between the Samuel Ginn College of Engineering (P.K. Raju, Director) and College of Business (Chetan Sankar, Co-director) that significantly, as has their intention to stay in engineering disseminates cutting-edge instructional materials and strategies programs. Longitudinal evaluation has shown that students to undergraduate classrooms. Through case studies and hands- from these groups also tend to have higher college grade point on projects, LITEE works to enhance the skills of engineering averages. These results suggest that the LITEE curriculum students by developing their decision-making, leadership, employed for the engineering students leads to improved communication, and holistic problem-solving skills, providing student learning and advancement in engineering. Additionally, an opportunity to apply technical skills to solve the undergraduate and graduate students who partici- practical problems. LITEE works with industrial pated in the development of the LITEE curriculum and partners to identify a problem and bring it alive in the are now working in industry overwhelmingly report classroom by creating a multimedia case study. that their interpersonal skills, written communication Faculty and graduate students from the Departments of skills, presentation skills, leadership skills, team- Mechanical Engineering, Management, Psychology, working skills, and project management skills had all and Educational Foundations, Leadership, and Tech- improved . nology collaborate to create case studies, implement Assessment Information: The LITEE team embarked them in department courses, and evaluate their on a systematic evaluation of the instructional strategy effectiveness. Each case study is tested for pedagogy and using an evaluation team composed of statistical and education content with faculty and students at different institutions. experts. Several multimedia case studies were developed and Eighteen case studies have been developed and are being used used as a primary instructional mode in Auburn freshman at 60 US colleges and universities as a result of the LITEE Case engineering classes over a 2-year period. Answers to survey Study National Dissemination Project, through which instruc- questions provided by students in the comparison and experi- tors are chosen to test case studies in their classrooms and mental groups were compared to determine whether there were publish their findings. Over 10,000 engineering students have any significant differences in achieving the needed learning been impacted, and LITEE conducts workshops to give over outcomes. Students were longitudinally tracked in order to 1,000 faculty and instructors hands-on experience with cases to determine the impact, if any, of this innovative teaching help better utilize them. LITEE includes a generic instructional approach on their GPA. The longitudinal evaluation revealed strategy that can be adapted to teach a wide range of courses markedly higher GPAs for students from the experimental using case studies. The instructional strategy steps are: develop classes, as well as higher acceptance rates into professional a course map identifying the required content of a particular programs (mechanical, electrical, etc.) within the College of course, the capabilities students are expected to develop in it, Engineering. These results suggest that an instructional ap- and how the case study can best be used to teach the content proach using multimedia case studies is indeed an innovation and achieve the expected capabilities; use the course map and that leads to improved student learning and advancement in new instructional strategy to teach the course, including engineering. preparation, application, and assessment; and evaluate the Funding/Sustainability: The program has been funded by NSF effectiveness of the implementation and refine the strategy as and industry support. Approximately $3.5 million has been necessary. LITEE also conducts a U.S.-India Research Pro- used to design, develop, and implement the program. The gram, providing students with a rich cultural and research LITEE team also trains doctoral, master's, and undergraduate experience working on a problem, with the results transformed students in conducting research on engineering education. To into case studies showcasing global engineering issues. date, the team has trained more than 80 undergraduate, 40 Anticipated and Actual Outcomes: The instructional strategy master's, and 8 doctoral students. The program received a five- was expected to increase students' engineering self-efficacy, or year $3 million IGERT grant from NSF to expand the curricu- confidence in their engineering abilities, which would lead to lum to teach graduate students real-world issues. In addition, better performance in the classroom and an increase in the LITEE is currently working with a private company, Toolwire, retention of engineering students. The team also anticipated an Inc., to develop immersive scenarios based on the multimedia increase in students' perception of their own higher-order case studies. In order to promote scholarship in STEM educa- cognitive and team working skills. Finally, they hoped for an tion and disseminate research results, LITEE publishes the improvement in students' grades. The results thus far show that Journal of STEM Education: Innovations and Research students, especially female and minority students, in sections (www.jstem.org). The Journal features high-quality case studies using LITEE case studies tend to consider that their higher- and research articles that showcase the latest in STEM educa- order cognitive skills and team working skills have improved tion research. 17