This project is creating a student-centered learning environment where students are challenged to think critically, to be effective team players, and to be self-directed lifelong learners. To appeal to diverse learning syles, the investigators are developing instructional materials based on a hybrid of Problem-Base Learning (PBL) and Active/Cooperative Learning (ACL) techniques that incorporate both visual, interactive teaching methods and extensive use of modern computational approaches. They are mapping the department's objectives and ABET outcomes to the electromagnetic courses to identify objectives and outcomes for each course. Each course has a "Course Portfolio" with six or seven PBL modules containing instructional and assessment materials along with suggested teaching strategies. MATLAB-based interactive programs and in-class ACL activities are being developed and included in the material. The evaluation effort, led by an local expert in evaluation, uses quantitative and qualitative techniques to assess instructional materials, the learning process, student learning, and retention. The materials and results are being disseminated through conferences, journal papers, and websites and through a faculty workshop. The broader impacts include the dissemination of the materials and the involvement of a substantial number of Hispanic students at this institution.
This NSF CCLI-funded educational program was to enhance student learning experience in undergraduate (UG) Electromagnetic (EM) course(s) at the New Mexico State University (NMSU), and to satisfy the course objectives. The fundamental goals of this program within the context of "UG EM Education" are: (1) to enhance students’ learning experiences, and (2) to meet the course objectives satisfactorily. It was planned to achieve the above mentioned goals: (1) by creating a student-centered learning environment both within and outside the class; (2) through the implementation of a hybrid of team-based learning (TBL) and active/cooperative learning (ACL) methods; (3) by developing MATLAB-based educational material for students’ use; and (4) by incorporating both formative and summative assessments throughout the semester(s) to improve the teaching-learning process. Further, we adapted an integrated course design approach weaving and fusing together three inter-related components, namely Course Objectives, Teaching and Learning Activities, and Assessment and Feedback. Student centered learning environment was created by proactively soliciting feedback through student management teams throughout the semester and by incorporating additional optional study hours outside the regular class meetings. Additionally, about 12 UG students were involved in research. Lectures were limited to about 60% of the time, stopping about every 15-20 minutes for a brief student activity, such as think-pair-share, or a longer group activity. The entire class, divided into groups of 3-4 students, was assigned four group projects spread over the semester. Each group was required to submit a written report at the end of the allotted time. Each student was required to provide a peer-evaluation at the end of each project and 20% of earned points were based on these peer-evaluations. A set of MATLAB-based interactive visual modules were prepared by senior UG students working as RAs to help students understand various EM topics and concepts discussed in class. These modules are permanently available on ECE web page (please see www.ece.nmsu.edu/emag) for students to interactively run, modify, and play, thereby providing them with visual feedback of the changes they made in the program. Additionally, in order to facilitate students as to what they have learned in a previous lecture and what they may still need to know, a brief one-page fill-in-blank notes were provided to every student once a week. End of semester summative evaluations and formative evaluations through group projects were used to measure how well the course objectives are being met. End-of-semester IDEA surveys (conducted by the IDEA Center, K-State, Kansas) were used to measure the (i) instructor-related, (ii) course-related, and (iii) course objectives. The result of such activities was that the overall instructor and the course ratings, respectively, steadily improved from 60% to 80%, and from 68% to 74%. The ratings for the course-specific objectives improved from 74% to an average of 80%. In the light of the above mentioned activities, we conclude with the following points: The integrated approach in designing and administering a course is a very powerful tool to enhance both the teaching and learning process. A conducive learning environment is a prerequisite to any kind of learning. Combination of ACL and Team-based learning are powerful tools to stimulate and enhance the student learning. We are able to meet the course specific objectives reasonably well, although no statistical significance can be linked at this time. We believe that there does not exist a single strategy to maximize student learning; one has to take a composite, holistic, and broader approach. Formative assessment is a powerful tool if iteratively integrated into the course throughout the semester and across semesters. Student management teams are a powerful way to obtain feedback from class and to take timely remedial measures.
