Implementing large scale curricular changes-the Drexel experience

Quinn, R. G.

doi:10.1109/fie.1995.483247

Cited by 9 publications

(13 citation statements)

References 6 publications

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“…On scale-up, there was a statistically significant reduction in class grade performance, although the researchers refer to the grade difference as "close" [18]. Students in Drexel's Enhanced Educational Experience for Engineers (E 4 ) had higher GPAs than students in the traditional curriculum [30]. Studying the 1993 through 1996 cohorts of students in the Integrated First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM) at Rose-Hulman Institute of Technology, researchers found no difference between the cumulative GPA of participants and nonparticipants.…”

Section: Common Themes In Freshman Integration Effortsmentioning

confidence: 99%

“…Student journals were used to assess communications skills in E 4 at Drexel [30,38] and by Ostheimer and colleagues [141]. Student self-report surveys were another common way to assess these outcomes.…”

Section: B Seeking Nontechnical Outcomes: Foreshadowing Abet Ec2000mentioning

confidence: 99%

“…Students in the pre-calculus program were also retained at a higher rate than a comparison group (46 percent vs. 26 percent) [81]. Students in Drexel's E 4 had higher retention and made faster progress than counterparts in the traditional curriculum [30]. The retention rate of students in Alabama's first-year integrated program was 20 percent higher than that of students in the traditional curriculum, and interest increased.…”

Section: Retaining Students In Engineeringmentioning

confidence: 99%

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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: Common Themes In Freshman Integration Effortsmentioning

confidence: 99%

Section: B Seeking Nontechnical Outcomes: Foreshadowing Abet Ec2000mentioning

confidence: 99%

Section: Retaining Students In Engineeringmentioning

confidence: 99%

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Integrated Engineering Curricula

Froyd

Ohland

2005

Journal of Engineering Education

262

220

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“…Integrated programs are designed through communication and collaboration among faculty members from different disciplines; as example, Drexel E4 (E4, Enhanced Educational Experience of Engineering students) faculty members came from thirteen departments including humanities, science and engineering [21]. Most valuable effect of such program is formation of a multidisciplinary learning community and also help the faculties to develop their understanding of learning and teaching.…”

Section: Integrated Curriculummentioning

confidence: 99%

“…The outcome of such integration is positive. Studies showed that students under such programs score better than the traditionally taught students up to 30% higher [21][22][23][24]. These students can retain more information they have learnt, and they do better in the following years [24].…”

Section: Integrated Curriculummentioning

confidence: 99%

Novel Ideas on Engineering Education in Bangladesh

Kabir

Khan

Mahmud

2008

Chem. Eng. Res. Bull.

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Abstract:In recent times Bangladesh celebrated 60 years of engineering education. The engineering education in Bangladesh has gone through different changes in its life span; however, there are plenty to improve to cope with the world trend of engineering. Industrial diversification, changes is socio-economic structures, and advancements of new sciences and technologies are forcing changes in engineering curriculum to keep the content compatible. This paper discusses some of the new ideas of engineering education practiced at different parts of the world. It also offers a review of the new approaches which can be applied in Bangladesh to make the engineering students more competitive and compatible, so that they can go through a lifelong learning process and confront the changes in engineering career. The overall goal of this article is to help improving the engineering education system in Bangladesh where students can develop themselves as independent and interdependent learners.

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Evolution and evaluation of an integrated, first-year curriculum

Froyd

Rogers²

Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change

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Implementing large scale curricular changes-the Drexel experience

Cited by 9 publications

References 6 publications

Integrated Engineering Curricula

Integrated Engineering Curricula

Novel Ideas on Engineering Education in Bangladesh

Evolution and evaluation of an integrated, first-year curriculum

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