Efficient development and implementation of an integrated first year engineering curriculum

Pendergrass, N.A.; Laoulache, R.N.; Dowd, J.P.; Kowalczyk, Robert E.

doi:10.1109/fie.1998.738742

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…Drexel E 4 faculty members came from thirteen different departments, including humanities, arts, sciences, and engineering [30]. Other programs featured collaborations of engineering with math and physics (Ohio State [81] and UC Berkeley [134]), physics, math, and English (Arizona State [17]), math, physics, chemistry, and English (University of Massachusetts Dartmouth [107]), math, physics, computer science, and chemistry (Rose-Hulman [59]), math, physics, and chemistry (University of Alabama [92]), NC State [44], University of Florida [14]), and humanities, social sciences, chemistry, geology, physics biology, and mathematics (University of Pittsburgh [113]).…”

Section: G Faculty Collaborationmentioning

confidence: 99%

“…Prior to implementing IMPULSE, University of Massachusetts Dartmouth investigators formed a task force to learn about curriculum innovations taking place at other schools, most notably those that were members of the Foundation Coalition. Six faculty members visited Texas A&M for two days in October 1996 to study the integrated first-year program and subsequently invited a Texas A&M faculty member to conduct workshops and give presentations [107].…”

Section: G Faculty Collaborationmentioning

confidence: 99%

“…Projects in the first course emphasized Newtonian mechanics appropriate to freshmanlevel physics. For the second-semester design course the instructors used a mechatronics theme in keeping with the electromagnetic emphasis of the second-semester physics class [107].…”

Section: H Integrative Learning Activitiesmentioning

confidence: 99%

See 2 more Smart Citations

Integrated Engineering Curricula

Froyd

Ohland

2005

Journal of Engineering Education

262

220

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Increasing emphasis on interdisciplinary research and education requires researchers and learners to build links between distinct disciplines. In engineering education, work on integrated curricula to help learners build connections between topics began with three programs in 1988. Integrated curricula have connections to a larger movement in higher education—learning communities, which help learners to build interdisciplinary links and social links within a community. Integrated engineering curricula have provided concrete assessment data on retention and student performance to augment research on learning communities. While innovators in both movements have offered many prototypes and gathered many data, goals and results from programs implemented to date are not sufficiently well defined to guide the design and implementation of programs at other institutions. This paper discusses the importance of integration, reviews accomplishments to date, draws conclusions by analyzing those accomplishments, and suggests future initiatives.

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Section: G Faculty Collaborationmentioning

confidence: 99%

Section: G Faculty Collaborationmentioning

confidence: 99%

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Integrated Engineering Curricula

Froyd

Ohland

2005

Journal of Engineering Education

262

220

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“…More broadly, integration of mathematics, science, and engineering curricula has been a common approach among engineering educators in their efforts to improve first year programs [2,7,8,13,15,16]. A focus in many of these efforts has been to emphasize…”

Section: Introductionmentioning

confidence: 99%

Building Bridges to Material Properties in General Chemistry Laboratories: A Model for Integration Across Disciplines

Demetry

Gurland

Kildahl

2002

J of Engineering Edu

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Many engineering students enter and exit general chemistry courses with little appreciation of chemistry's relevance to other fields. At WPI many of these students go on to take introductory materials science and arrive with poor attitudes about chemistry and little retention of key concepts, but then become more engaged as they discover connections to engineering applications. Consequently, instructors in chemistry and mechanical engineering collaborated to augment general chemistry laboratories with explicit "bridges" to material properties and applications. Evaluation results showed that while students' attitudes toward chemistry were unaffected by bridging, particular aspects of the students' lab experience were enhanced to a statistically significant degree. Similar crossdisciplinary collaborations might be considered elsewhere as a means of helping students find meaning and integrate subject matter, in a manner that is more feasible than large-scale course or curriculum restructuring.

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“…Curriculum research has been an integral part of the curriculum development agenda for the First-Year Engineering Program. [2][3][4][5]7,8,[11][12][13][14] The research and development of new labs has helped the program stay novel and appealing for the students as well as the faculty. New ideas from various engineering disciplines have been incorporated in labs to engage students' backgrounds and interests.…”

Section: Conventional Curriculum Research and Development At Osumentioning

confidence: 99%

A Curriculum Collaboration Model: Working With Upper Division Students To Improve A First Year Program

Lilly¹,

Merrill²

2003 Annual Conference Proceedings

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This paper presents an overview of a quarter-long design-build project in the Fundamentals of Engineering (FE) course sequence, which is part of the First-Year Engineering Program at The Ohio State University (OSU). The current design-build project is discussed along with a justification for the need to institute a replacement. The primary focus of this paper is a unique collaboration model which was developed to address this need. Faculty, staff, and graduate teaching associates from the First-Year Engineering Program joined with the Industrial, Welding and Systems Engineering (IWSE) Department to investigate possible solutions. The paper describes the curriculum research and design methods used by the curriculum team. The document also discusses the requirements and constraints of the project and presents a detailed timeline of the evaluation and feedback tools implemented. The evaluation and feedback tools used are explained along with sample worksheets. The results of the first quarter are discussed in light of the constraints and requirements of the FE program. Finally, the improvements from the second quarter trials are further explained. This paper will provide clear examples of the project's various cycles, discussion of the planned implementation process, and examples of the final roller coaster design. The collaboration model is reviewed, with experiences gained and future plans presented.

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Efficient development and implementation of an integrated first year engineering curriculum

Cited by 10 publications

References 11 publications

Integrated Engineering Curricula

Integrated Engineering Curricula

Building Bridges to Material Properties in General Chemistry Laboratories: A Model for Integration Across Disciplines

A Curriculum Collaboration Model: Working With Upper Division Students To Improve A First Year Program

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