1. If You Build It…
A Writing Intensive
Cornerstone Course
for STEM Students
Clif Kussmaul, Muhlenberg College
kussmaul@muhlenberg.edu
NCIIA 2012
2. NSF S-STEM grant DUE-0965834
Scholarships in Math & Science (SIMS)
Improving Recruitment & Retention
in the Mathematical & Physical Sciences
• Financial aid (need-based scholarships)
• Advising & support for
academic & psychosocial issues
• Mentoring & professional development
• Faculty learning community
to explore issues & possible strategies
3. We expected that a cornerstone
course would improve STEM retention.
• Developed by engineering schools
to encourage & support students via
– community building
– professional development
– real world activities, processes, & tools
4. We offered a STEM cornerstone
using a First Year Seminar
on new product development.
• At Muhlenberg, a first year seminar
– is a small discussion-oriented class
– promotes intellectual conversation,
critical thinking, and reading & writing
– is based around instructor’s interests
5. FYS: Studying Problems,
Creating Solutions
FYS: If You Build It…
• Active-, inquiry-, & team-based activities
• Reading, writing, & discussing
variety of articles, chapters, & essays
• Multidisciplinary design projects, e.g.
– a pookalam
– musical percussion instruments
– new product development proposals
6. During pre-orientation,
SIMS students created a pookalam.
• Decorative pattern, for fall festival in south India
• Traditionally of flowers; other materials common
• Objectives for SIMS
– Provide a novel design project, so students can
investigate options, develop & implement a plan,
and adjust as needed.
– Show the design process outside of engineering.
– Help SIMS students & advisors bond as a group.
– Publicize SIMS program and the sciences in general.
8. Students worked in teams of 2-4 for 3 weeks
to design & build percussion instruments.
• Studied examples, designed concepts,
& built prototypes.
• Advice & feedback from local percussionist.
• Finished instruments included:
– flowerpot drum with adjustable head tension
– hanging water bottles filled to different pitches
– trapezoidal drum with multiple striking surfaces
(wood, metal, & plastic)
– PVC pipes cut to different pitches
11. Students developed
new product proposals using
a Stage-Gate model & templates.
• Progressed from many ideas to a few concepts
to larger team proposals & final presentations,
• Favorably received by a faculty panel including
Business & Entrepreneurial Studies faculty.
• Final venture proposals included:
– bracelets that change color with UV exposure
– travel mugs that change color based on temperature
– airplane seats for increased comfort
– cups with separate dip compartments
14. Increased confidence in abilities.
Less convinced of their importance?
2010 Pre/Post
Survey pre-course post-course
3: Somewhat
2: Somewhat
3: Somewhat
2: Somewhat
Unconfident
Unconfident
Unconfident
Unconfident
Confident
Confident
Confident
Confident
Average
Average
Change
1: Very
1: Very
4: Very
4: Very
Learning Outcomes
Ratings
Confidence in your ability
to:
Work effectively in teams. 57% 43% 0% 0% 3.6 67% 33% 0% 0% 3.7 ↑0.1
Develop & review
proposals & reports. 14% 57% 29% 0% 2.9 50% 42% 8% 0% 3.4 ↑0.5
Importance to your future:
Work effectively in teams. 57% 36% 7% 0% 3.5 67% 33% 0% 0% 3.7 ↑0.2
Develop & review
proposals & reports. 79% 21% 0% 0% 3.8 75% 17% 0% 8% 3.6 ↓0.2
15. Clear desire for more writing.
2010 Post Survey
Average
2: About
1: Too
3: Too
Much
Right
How much time
Little
was devoted to:
1. writing 0% 42% 58% 1.4
2. speaking 0% 100% 0% 2.0
3. reading 8% 92% 0% 2.1
4. listening 0% 100% 0% 2.0
5. teaming 33% 67% 0% 2.3
6. tech. content 0% 83% 17% 1.7
18. SIR-II course evaluation ratings
improved from 2010 to 2011.
2010 2011
# responding, # enrolled 12, 14 13, 15
Learning Increased 3.08 3.62
Made Progress Toward Objectives 3.25 3.69
Interest Increased 3.42 3.15
Helped Me Think Independently 3.75 3.46
Actively Involved Me in Learning 3.67 3.92
Outcomes mean 3.43 3.57
Studied and Put In Effort 3.00 3.62
Prepared for Each Class 3.06 3.54
Challenged 3.17 3.38
Student Effort & Involvement mean 3.08 3.51
19. Overall, we are pleased with the FYS,
and hope to offer it again in future years.
• More examples & rubrics to clarify expectations.
• Add more “academic” reading & writing.
• Move some discussion to web-based forums.
• Design & build percussion instruments earlier.
• Allocate more time for teams & later proposals.
20. Clif Kussmaul (FYS instructor)
kussmaul@muhlenberg.edu
Jane Flood (SIMS PI)
flood@muhlenberg.edu
This material is based upon work supported in part
by NSF Grant DUE-0965834: Scholarships in Math
& Science. Any opinions, findings, & conclusions
or recommendations expressed in this material
are those of the author(s) and do not necessarily
reflect the views of the NSF.
