First-year integrated curricula across engineering education coalitions

Al-Holou, Nizar; Bilgutay, N.M.; Corleto, Carlos R.; Demel, John T.; Felder, Richard M.; Frair, K.; Froyd, Jeff; Hoit, Marc; Morgan, Jim; Wells, David

doi:10.1109/fie.1998.736829

Cited by 34 publications

(22 citation statements)

References 58 publications

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“…Compared to prior work at Waterloo, this project redesign was different as it takes place not in a design course, but in a complex, third year engineering science course with a very steep learning curve. This new project was originally conceived as one that would integrate concepts from all five courses (Al-Holou et al [10] would characterize this implementation as separate courses with fixed-time allocation and an integrated design project), and allow the same platform to be used and explored in different ways by each course.…”

Section: Methodsmentioning

confidence: 99%

An Integrative Project in Microprocessor Interfaces

Giannikouris

Rennick

2019

PCEEA

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In the third-year microprocessors course given to Mechatronics Engineering students at the University of Waterloo, the lab studies have been redesigned as a scaffolded project. The project aims to provide a more authentic learning opportunity that integrates concepts from the concurrent courses, as well as prior courses. The project was carefully designed to provide some student autonomy while ensuring competence can be achieved by students with a broad range of initial skill levels through the completion of authentic tasks. The impacts of the revised project on student learning were measured using pre- and postproject surveys, course grades and course critiques. Despite significant challenges that were encountered during the first two offerings, the results show that students perceived an increased competence in several key skills, and an increase was seen in overall course satisfaction.

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Section: Methodsmentioning

confidence: 99%

An Integrative Project in Microprocessor Interfaces

Giannikouris

Rennick

2019

PCEEA

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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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“…Such a concept is not altogether new and is currently being practiced in a number of engineering schools (see for example [1,2,[4][5][6][7] engineering and science were incorporated through linkages with English. It was found that a multi disciplinary approach was much easier to implement in the initial 25 student pilot of the program [9] than when the number of students increased to 370.…”

Section: Integrationmentioning

confidence: 99%

Technology enabled curriculum for a first-year engineering program

Stetler

Kellogg

Kellar

et al.

34th Annual Frontiers in Education, 2004. FIE 2004.

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For the past three years, all first year engineering students at the South Dakota School of Mines & Technology have enrolled in a common introduction to engineering course.The course features a common curriculum contained on a course CD, utilization of technology tools, an engineering design project, and introduction to technical writing. All sections of the course are taught in a single classroom that is set up with tables and equipped with wireless notebook PCs. Technology tools are focused on collection, manipulation, and presentation of data using electronic portfolios, a permanent digital archive, spreadsheet tools, and data loggers. The use of spreadsheets for solving engineering problems is illustrated through example problems and several tutorial exercises that are both contained on the curricular CD. Portable data loggers are utilized in lab projects for collecting data that is then manipulated and analyzed on a spreadsheet. The design project requires students teams to function within specified design parameters, construct a simple device that is then used to collect data, analyze the data, and present the results both in an oral presentation and a formal technical document. In this paper, examples of technology uses in the curricular materials, engineering problems, and design projects used will be illustrated and discussed.

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First-year integrated curricula across engineering education coalitions

Cited by 34 publications

References 58 publications

An Integrative Project in Microprocessor Interfaces

An Integrative Project in Microprocessor Interfaces

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

Technology enabled curriculum for a first-year engineering program

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