The Icollaborate MSE project: Progress update 2014

Abstract

The iCollaborate Materials Science and Engineering (MSE) project is a multiyear, multifaceted research project designed to understand how student learning outcomes, student engagement, and successful course completion rates in introductory MSE courses are affected by a variety of programs and activities that are based upon best practices from STEM education research. A number of interventions and active techniques were used in the classroom, at first, singularly and, as the project progressed, in various combinations. Additionally, a wide variety of faculty and student resources were created as part of this project. For example, test device MSE iPod applications were developed for iCollaborate: Concept Questions, Vocabulary, Basic Knowledge, Tune-Up, Material Properties, Composite Calculator, MSE Convert, and MSE Knowledge Tools and Review. Furthermore, a concept map based web site, which includes web applications of key iPod applications is currently under construction. Initially, the purpose of the website was envisioned as a repository of project resources, but as our research proceeded, it became obvious that the students perceived the concept map and web tools as essential parts of the project and their view of their personal success strategies. Overall, the basic principles implemented in the project are supported by theory based in cognitive and social constructivism and the substantial body of evidence that favors collaborative learning and the inductive approach over the traditional lecture driven, deductive teaching approach. Collaborative learning, active/inquiry learning, concept learning, peer learning, problem/case-based learning, low stakes quizzing, mini-lectures with just-in-time reading, collaborate research writing, and constructive alignment are all part of the project. The newly developed iCollaborate learning exercises are conceptually targeted, designed to provide scaffolds to prior knowledge, and are active, inquiry based modules. Not surprisingly, we found that students come to the course with different levels of preparation and that scores in prerequisite courses do matter, but these are not always perfect indicators that key information from those courses was retained. Students enter the course with a wide range of learning styles, and some prerequisite information is retained or learned differently based on individual learning styles (as measured by our assessments). Based on our findings, we recommend that every instructor evaluate the prerequisite knowledge of their students and complete targeted interventions aimed at known robust MSE misconceptions and local knowledge gaps. Overall, the students were able to understand the relationships between the collaborative assignments, the low stakes quizzes, and the mini-lectures in helping them learn different types of concepts. This paper concentrates on previously unreported components of the iCollaborate project that were investigated, evaluated, or developed during the 2012-2013 academic year. The development of the iCollaborate concept map and web applications web site is emphasized in this paper. The paper concludes with a summary of findings thus far from the project and a discussion of future directions and research opportunities. The plans for the final year of the project will be discussed. © American Society for Engineering Education, 2014.