"Teaching on the Edge: How Marquee Courses Offer a Model for CORE Education"

1. Robert M. Briber, Jordan A. Goodman, David J. Hawthorne, Robert D. Hudson, Alan J. Kaufman, Wesley G. Lawson, Ann C. Smith, Spencer Benson, and Donna B. Hamilton University of Maryland, College Park, MD "Teaching on the Edge: How Marquee Courses Offer a Model for CORE Education"

2. This is a note re planning ( 1 hour block ) • intro slides – Jordan (5min) • 3 courses (21min?) • Briber • Hawthorne • Lawson • Lessons learned (7 min?) • Kaufman • Hudson • Assessment /moving forward– Ann (3 min?) • Questions and Answers from Panel Moderated by Briber. (20 minutes)

3. National need for an understanding of science, technology, engineering, and math (STEM) Cannot be addressed only by educating future scientists The problem is deeper, more systemic, and solutions must extend to improved education for non-science majors.

4. University of Maryland College Park MD Flagship campus Public, Research University 13 Colleges and Schools 25,857 Undergraduates 127 Undergraduate Major programs

5. Call for Proposals from D. Hamilton, Dean for Undergraduate Studies: Signature program that: Engages senior faculty Creatively addresses the challenge “Teach” the process of science Elucidate how science addresses world problems Satisfies General Education (CORE) expectations Engages 100+ students Has departmental and college support

6. AOSC 200 Weather and Climate BSCI 120 The Insects: Pollinators in Crisis ENEE 132 Engineering Issues in Medicine ENMA 150 The Materials of Civilization GEOL 124 Biogenesis: Making a Habitable Planet PHYS 105 Physics for Decision Makers: The Global Energy Crisis

8. Marquee Faculty: Research Associate and Full Professors Interdisciplinary group: 3 colleges, 6 disciplines

9. The Marquee Faculty began meeting as a group in Spring 2007 Topics of discussion: Best practices of teaching Engaging students in process of science Global issues and problems with no answers Common attributes of successful marquee courses How to market courses to students and advisors Teaching assistants Learning goals and assessment measures Website www.marqueecourses.umd.edu Wiki for sharing best practices Workshop w/ Jay Labov NRC

10. At the completion of a Marquee Course in Science and Technology students will be able to: Ask good questions Relate science to a personal situation Find information using various sources and evaluate the veracity of the information Look at complex questions and identify the science in the question and how it impacts and is impacted by political, social, economic, and ethical dimensions Critically evaluate science arguments Determine what they know and what they do not know. Communicate effectively Marquee Course Learning Goals

12. ENMA 150 The Materials of Civilization Robert Briber Department of Materials Science and Engineering

13. “Those who dominate materials, dominate technology.” - Tadahiro Sekimoto, Former President of NEC ENMA 150Materials of Civilization This is a course taught by the Materials Science and Engineering Department in the A. James Clark School of Engineering for non-science/engineering majors. Prof. Robert M. Briber, Chair MSE Dept. • Advances in materials have defined many of the advances in human civilization • The Stone Age • The Bronze Age • The Iron Age • Steel, Semiconductors, Nanotechnology, Nano-Bio Technology

14. General Goals for the course • Enrollment of 60+ students • Meets science needs for CORE (General Education) requirements at the University of Maryland • Interesting material suitable for a range of majors, including non-science and non-engineering students, limited math required for course • Provides both an historical and modern context for science and technology • Keep class lively and interesting; discussion, recent news stories, connection to movies and other media.

15. Detailed Goals for the Course • Develop an understanding of science and technology (particularly materials!) in the development of modern civilization • Develop critical thinking and writing skills with respect to technology (take home lab exercises and final paper) • Understanding of technical research resources: Web of Science, Patent Databases, etc. • Develop/improve skills with spreadsheet software (Excel) and graphing • Guest speakers to maintain interest and increase awareness • The Smithsonian: science in conservation • UMD NanoCenter: future of nanotechnology • FDA: materials/technology in medical devices • Maryland Orthotics & Prosthetics Inc.: technology in prosthetic limbs

16. Course Structure • Book: The Substance of Civilization • by Stephen Sass • Additional Readings • A Short History of Metals - Alan Cramb • Sharper - The Secret Lives of Knives - Todd Oppenheimer • others… • Keep it interesting: examples of material failures USS Schenectady 1943 Aloha Airlines Boeing 737-200 1988 Minnesota bridge collapse 2008

17. Take Home Labs - Learn basics of technical writing through take home labs • Take home materials - perform experiments in dorm/home, make measurements • Write up results with formal structure - Introduction, Experimental, Results, Discussion, Conclusions - Tie in to ideas through patent database Shape Memory Alloys: metals that remember their shape, Ni-Ti alloy paperclip that can be straightened out and will return to original shape with heat from a hair dryer Super Absorbent Polymers: A polymer that will “instantly” absorb 100x its weight in water and then release the water with the application of salt Mechanical Properties of Materials (not take home): Demonstration of research instrumentation to measure the mechanical properties of aluminum, cast iron and polyethylene

18. Shape Memory Alloy Take Home Lab Metals that remember their shape, Ni-Ti alloy paperclip that can be straightened out and will return to original shape with heat from a hair dryer • Simple experiment that can done in a dorm room. • Students research the phenomenon (gain understanding of materials phase transition) • Think of possible applications • Research the patent database

19. Super Absorbent Polymer Take Home Lab A polymer that will “instantly” absorb 100x its weight in water and then release the water with the application of salt. • Simple experiment that can done in a dorm room. • Students research the phenomenon (gain understanding of gels, crosslinking, ion screening) • Think of possible applications (hint: babies!) • Research the patent database

20. Final Research Paper - Explore modern materials/technology through a research paper on a modern materials topic. • List of suggested topics (or pick their own with permission) • The 2007 Nobel Prize in Physics was given to Albert Fert and Peter Gruenberg for the discovery of giant magnetoresistance (GMR) which is considered one of the first fruits of material property changes that occur at the nanoscale. • The discovery, properties manufacture and uses of polytetrafluoroethylene, otherwise known as Teflon®. • The discovery, properties manufacture and uses of poly(paraphenylene terephthalamide), otherwise known as Kevlar®. • The discovery, properties manufacture and uses of synthetic diamonds. • Silicon based materials for conversion of solar energy to electricity. • - The discovery, properties manufacture and uses of carbon nanotubes.

21. “Echoes” from this course • Personal growth as a faculty member through Marquee Faculty meetings; exchange of ideas, more thought to the development of a course as holistic unit. • Visibility within the College of Engineering has lead to the proposal of a series of engineering courses for non-majors: Beyond the Boundaries of Engineering: Engineering Courses to Build Technological Literacy Throughout the University Potential courses - “Our Water Planet” (Civil Engineering) - “Surviving Natural Disasters” (Civil Engineering) - “Solar Energy as a True Alternative” (Chemical and Aerospace Engineering) - “Introduction to Modern Engineering Technologies” (Mechanical Engineering) - “The History of Aeronautics” (Aerospace Engineering) - “Space Matters: Beyond our Planet” (Aerospace Engineering) - “Transportation Innovation: Planes, Trains, and Automobiles, and their Role in the Advance of Science” (Civil Engineering)

22. BSCI 120The Insects: Pollinators in Crisis David Hawthorne Department of Entomology Reinvention, Nov. 2008

23. Traditional Disciplinary Material- “The Insects” Interesting Applications: Insects and Plants Insects and Human Disease Insects and Crops Pollination 12th week Intermediate Content: Insect communication Insect defenses Social Insects Ecological roles of insects 10th week Basic Content: Survey of Arthropods Insect Orders Insect Morphology and Physiology

24. Retention • Cross-context application • Relevance of science With only one or two opportunities: What would we want our students to get from our Science courses?

25. What if we care more about understanding science than about disciplinary content?

26. We can more effectively “hook” students and help retention by using an interesting and relevant context. Interesting Applications Lots of great topics in Insect Science! Intermediate Content Basic Content

27. The Insects: Pollinators in Crisis Interesting Application: Pollination Intermediate Content: Insect communication, Insect defenses, Social Insects, Ecological roles of insects Basic Content: Survey of Arthropods, Insect Orders, Insect Morphology and Physiology

28. Interesting Application: Pollination The Insects: Pollinators in Crisis Where does my food come from? Why should I care about BUGS? What does agriculture have to do with wild insects? Why should I care about what happens in distant places? Honey bees get sick too? People really make a living from insects?

29. Interesting Application: Pollination The Insects: Pollinators in Crisis • How do I evaluate the stuff I see and read? What do I believe? • What would I need to know to figure something out? Where can I find that information? • How do I present technical information so that others understand me?

30. Active Learning • Group projects • Peer-to-Peer instruction • In-class engagement • Clickers • 1-minute papers • Group discussion / Individual response

31. Some things that I have learned: 1) Don’t try too many changes at once. Two major changes (topic and group projects) were about all I could handle. Be respectful of colleague’s traditional approach. Faculty Development:

32. ENEE 132Engineering Issues in Medicine Wesley Lawson Department of Electrical and Computer Engineering http://www.uihealthcare.com/news/pacemaker/2004/summer/camerainapill.html http://www.americanaed.com/padintro.html

33. Engineering Issues in Medicine • This course provides a non-technical introduction to the role of electrical and computer engineering in modern medicine, by presenting an overview of the types of biomedical devices currently used to diagnose and treat medical conditions. • All aspects of the process of bringing a new product or technology to market are examined and discussed, and the roles of government, industry, as well as financial, legal, ethical and social considerations are critically explored.

34. General Goals for the course • Enrollment of 40+ students (some day up to 100+ students) • Meets science needs for CORE (General Education) requirements at the University of Maryland • Presents ECE and science concepts, but limited math skills are required for course – definitely not for STEM majors • Presents multi-faceted case studies so that students learn to separate the science issues from the social issues • Keep class discussion lively and interesting via recent developments (technical and societal) in medical devices

35. Detailed Goals for the course:this class will improve your awareness of… • The range of disciplines that constitute Electrical and Computer Engineering (ECE). • ECE systems, subsystems, and the interactions between subsystems. • Scientific and ECE technical conceptsrelated to medical devices. • The capabilities and limitations of modern technology in the medical field. • The scientific evaluation process for experimental/clinical data. • The path traveled to convert an idea for a medical device into reality. • Ethical considerations in the medical device field. • Teamwork and group dynamics. • The importance of good written and oral communication skills.

36. Course Structure • Two exams: Midterm and final • Two group projects with written and oral deliverables; groups of ~4 “randomly”-assigned students • Mix of “technical” and essay homework sets • Remaining course time is about a 50% - 50% mix of lecture and group discussion; discussions based on readings or current events or “experiments” performed in class • Class attendance required; participation is 15% of grade

37. Examples of ECE concepts: • Digital signal processing overview • Electric field basics • Energy storage elements - capacitors and inductors • Feedback & control overview • Kirchoff's Laws • Laser basics • Magnetic field basics • Resistors and Ohm's Law • Sensors, sensors, sensors • Voltage, current, and electrical power • Waves & frequencies: Ultrasound, RF, microwaves, optical and X-rays • Wireless communication basics

38. Sample topics on electrophysiology and electromagnetic-body interactions: • The Brain as an electrical device • Electric control of muscles • Low frequency current and voltage effects on the body • Microwave radiation effects on the body • Normal sinus rhythm and arrhythmias • X-ray radiation effects on the body http://en.wikipedia.org/wiki/Cochlear_implants

39. Examples of group projects: • Write a proposal for a new medical device... In the proposal:… • Describe what your product would be designed to do • Describe the devices that are currently on the market that are similar to your product. • Describe as clearly as you can what subsystems would be used in your device. • List technical questions that you need to answer before you could market your device. • This project is to concentrate on medical technology that improves the quality of life for disabled persons. Your group must select a disability and research relevant existing medical devices. The paper should be structured as follows… • Describe what subsystems are used in your device. Make sure that as a minimum you discuss power requirements, any control and communication systems, as well as any computer software subsystems. • Describe in detail the human-device interface for your chosen device and discuss the human factors engineering that went into the design of the interface. • Describe and hazards or safety issues related to your device. • Predict developments in medical device technology for this disability in the next 10-20 years.

40. “Echoes” from this course… This course • was the first ECE CORE course exclusively for non ECE-students. • raised awareness in the ECE department of our responsibility to offer courses to improve STEM literacy for non-STEM students. • utilized undergraduate teaching fellows to help guide the student’s group projects, assist students with technical questions, and develop asynchronous learning (web) materials for the course. • tested techniques to foster discussions between students from diverse backgrounds that have been applied to another ECE CORE course. • spawned an NSF proposal to match students from non-STEM ENEE 132 and ECE seniors from ENEE 432 (Engineering Modern Medicine) in a semester-long group project with weekly interactions to investigate the ability of each group to impact the other… (this proposal has not yet been funded by NSF.)

41. Lessons Learned: • Group work, Projects, Invited Speakers engage students • Community of Marquee faculty, provides support and opportunity to learn from each other

42. Student variability Motivation Some students are just fulfilling requirements “I had to take a science course and this looked the easiest” Many students are more motivated to do well in their major than in a compulsory science course. Academic abilities Math anxiety Comfort with science Challenges Reinvention, Nov. 2008

43. Large lecture classes Loss of contact with the individual student TA’s become the point of contact not the professor. Weekly meetings with the TA’s Instituting a training course for all Marquee TA’s. Professional development opportunity for graduate students Difficult to bring authentic experiences to the classroom (field trips, for example, daunting for large numbers!) Challenges Reinvention, Nov. 2008

44. Challenges Continuity We are enthusiastic about these courses because they are our courses. How do we pass on this enthusiasm to faculty member(s) who replace us ? Should we? Reinvention, Nov. 2008

45. Survey of faculty Student learning outcomes Marquee Assessment

46. At the completion of a Marquee Course in Science and Technology students will be able to: Ask good questions (sense-making questions; e.g. questions that lead to increased understanding) Relate science to a personal situation (Science is around them in their everyday life) Find information using various sources and evaluate the veracity of the information (e.g. information literacy) Look at complex questions (e.g. global warming, medical technology, biodiversity) and identify the science in the question and how it impacts and is impacted by political, social, economic, and ethical dimensions Critically evaluate science arguments (e.g. those that are made in a news article, a student presentation, on a TV show, presented to a lay person by a physician etc) Determine what they know and what they do not know. (Learn how to learn) Communicate effectively ( to a variety of target audiences and within team situations) – engage in conversation with staff on Capitol Hill, explain a concept to peers). Marquee Course Learning Goals

47. October 19, 2007 Genetically altered food: Labels hotly debated in Iowa By PAULA LAVIGNE REGISTER STAFF WRITER Iowa is playing center stage in a global debate over whether people should be warned when the genetic makeup of their food has been altered. A national advocacy group believes consumers would demand that genetically modified foods be labeled if they knew just how much is being changed in labs. The Campaign to Label Genetically Engineered Foods is pushing presidential candidates to support making labeling the law - with some success. Leading Democrats Hillary Clinton and John Edwards agree to the organization's proposal, as do candidates Bill Richardson and Dennis Kucinich. Top Republican candidates have not taken positions. "We want to make food safety a defining issue of this election," said Anne Dietrich, the Fairfield, Ia.-based executive director of the campaign. "Once this becomes the law of the land, then Monsanto, Syngenta, Kraft and Kellogg's will reformulate their products. Iowa is the best place to start." www.desmoinesregister.com

48. What is the science question? – Please explain why Student responses were rated: Student understands the process of science = 3 Student may understand the process of science = 2 Student does not understand the process of science = 1

49. This is a science question because: Category A: the topic is science, genetically modifying foods is a science process, involves scientists, relates to humans Category B: the question is testable, can be answered with an experiment, scientific method can be applied Category C: opinions about GM, political comments, article summaries

50. Moving forward with the Marquee Project Engage graduate students in innovative teaching experience Continue to add new Marquee courses Affect some changes in how science is taught beyond the Marquee non-majors project