Projects that integrate engineering, physics, calculus, and English in the Arizona State University Foundation Coalition freshman program

The Foundation Coalition was funded in 1993 as the fifth coalition in the National Science Foundation's Engineering Education Coalitions Program. The member institutions—Arizona State University, Maricopa Community College District, Rose‐Hulman Institute of Technology, Texas A&M University, Texas A&M University ‐ Kingsville, Texas Woman's University, and the University of Alabama—have developed improved curricula and learning environment models that are based on four primary thrusts: integration of subject matter within the curriculum, cooperative and active learning, technology‐enabled learning, and continuous improvement through assessment and evaluation. This paper discusses the first five years of Coalition activities and major accomplishments to date.

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“…The physics laboratories have adopted a studio approach, with hands-on equipment and digital data acquisition and analysis. [14][15][16][17]…”

Section: A Asumentioning

confidence: 99%

The NSF Foundation Coalition: The First Five Years

Cordes

Evans

Frair

et al. 1999

J of Engineering Edu

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“…There is a good deal of published literature on the use of Excel™ for producing computer models of the teaching of physics and engineering [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

An Excel™ model of a radioactive series

Andrews¹

2008

Phys. Educ.

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“…There have been many attempts to address the situation using an "integrated" curriculum [5,9,10]. In such an approach, a learning module [1], a project [11], an entire course [4], a series of courses, or even back-to-back classes [7] that integrate math, physics and/or engineering are used to emphasize the connections between these fields and "integrate" them. Such approaches typically involve the coordination between faculty from various departments to design the curriculum, schedule the courses, and ensure that the coordination continues through the whole course.…”

Section: Introductionmentioning

confidence: 99%

Improving the Effectiveness of Introductory Physics Service Courses: Bridging to Engineering Courses

Pierson¹,

Gurland

Crawford

2002

J of Engineering Edu

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A simple model to help students see the connections between a physics course and their engineering major is described. "Bridging" had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and student and faculty comments. In addition to the improved performance, enrollment in the physics course was also found to increase considerably during the two years of the bridging. The bridging model can be applied to a variety of courses and suggested components are discussed here.2

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Projects that integrate engineering, physics, calculus, and English in the Arizona State University Foundation Coalition freshman program

Cited by 8 publications

References 2 publications

The NSF Foundation Coalition: The First Five Years

The NSF Foundation Coalition: The First Five Years

An Excel™ model of a radioactive series

Improving the Effectiveness of Introductory Physics Service Courses: Bridging to Engineering Courses

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