Mississippi State University
Course Title: Statics
Contact: Masoud Rais-Rohani
Mississippi State University (MSU) plans to redesign Statics, an engineering mechanics course enrolling ~350 students annually in 11 sections of ~35 students each. Enrollment is projected to increase due to an increase in collegewide enrollment as well as a shift towards the more mechanics-based engineering fields. Statics is the key foundation component in the engineering program, covering topics that are crucial for success in subsequent engineering mechanics courses and for many courses in the different engineering disciplines.
The traditional course faces several academic problems. Students do not solve enough problems or receive prompt and individualized feedback. Instructors demonstrate example problems, but students are often unable to solve them on their own. As the program grows, MSU’s ability to provide a uniform, high quality course will become more difficult.
MSU will use the Emporium Model in its Statics redesign. Course content will be delivered online using web-based materials including video segments. Required lab sessions will be devoted to individual and group problem-solving activities and hands-on experiments. Students must prepare for the emporium activities by completing required online activities. They will be allowed to leave the emporium once they have successfully completed their assignment. Students who do not complete the assignment during their regularly scheduled lab time will be required to attend an after-hours emporium to complete the assignment and earn the associated credit.
The redesigned course will enhance the students’ educational experience, making them active and engaged learners. Students most effectively master the fundamental concepts in mechanics by solving problems themselves rather than listening to faculty and watching them solve sample problems. Hands-on experiments will reinforce learning. Trained undergraduate learning assistants (UGAs) will provide tutoring and individual assistance in the lab.
The impact of the course redesign on student learning outcomes will be assessed by comparing performance on a common final exam from parallel sections during spring 2009. Baseline data on success rates from fall 2001 through spring 2005 will also be compared. Student performance in subsequent engineering courses will also be tracked.
The redesigned course will reduce the cost-per-student from $299 to $274, an 8% savings. The savings will be achieved by changing the mix of personnel, eliminating five full-time faculty and five adjuncts, replacing these positions with a full-time coordinator. The number of UGAs will be increased from three to ten and two graduate teaching assistants (GTAs) will be added. The savings will be used to strengthen higher yield courses, especially at the graduate level.
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