The Olin Curriculum: Thinking Toward the Future

Somerville, Mark; Anderson, Digby C.; Berbeco, Hillary Thompson; Bourne, J.R.; Crisman, Jill D.; Dabby, Diana; Donis-Keller, Helen; Holt, S. S.; Kerns, S.E.; Kerns, D.V.; Martello, Robert; Miller, Richard K.; Moody, M.; Pratt, Gill A.; Pratt, Joanne C.; Shea, Christine M.; Schiffman, Stephen; Spence, S.A.; Stein, Lynn Andrea; Stolk, Jonathan; Storey, Brian D.; Tilley, B. S.; Vandiver, Bert; Zastavker, Yevgeniya V.

doi:10.1109/te.2004.842905

Cited by 67 publications

(32 citation statements)

References 16 publications

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“…The committee's work was influenced by prior curricular innovations, particularly in medicine and engineering [6][7][8]. In addition, the faculty considered the job to be done by future graduates of the program.…”

Section: Toward a Curriculum Transformationmentioning

confidence: 99%

“…The school has invested time in understanding the role of cognitive and noncognitive characteristics in student selection and has worked to develop strategies to identify students with the potential to excel in our program. We have reached out to programs with recognized successes in transforming their admissions process [8,15]. The new admissions process will place greater emphasis on identifying and assessing noncognitive skills that are critical to students' success in the new curriculum and will immerse prospective candidates in our academic culture.…”

Section: Creating a Culture Of Change At The Unc Eshelman School Of Pmentioning

confidence: 99%

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A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill

Roth

Mumper

Singleton

et al. 2014

North Carolina Medical Journal

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Section: Toward a Curriculum Transformationmentioning

confidence: 99%

Section: Creating a Culture Of Change At The Unc Eshelman School Of Pmentioning

confidence: 99%

A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill

Roth

Mumper

Singleton

et al. 2014

North Carolina Medical Journal

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“…The first is the necessity to graduate engineers capable of dealing with industrial problems, who are able to face new technological challenges (Bellmunt et al, 2006). Second is the need to implement best practices and innovations in engineering education (Somerville et al, 2005). These serve to enhance students' depth and breadth of knowledge, professionalism, sense of community, ability to troubleshoot, and their aptitude for innovation (Macías, 2012).…”

Section: Pbl In Engineering Programsmentioning

confidence: 99%

A Project-based Learning curricular approach in a Production Engineering Program

Monteiro

Reis

Silva

et al. 2017

Prod.

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The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL) methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students' soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project's subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset. KeywordsEngineering education. Industrial engineering. Production System Project (PSP). approach are intrinsically linked to the acquisition of knowledge that can be applied in a professional environment, in improving existing skills, and for problem solving as a whole.Project Based Learning utilizes continuous questioning as a teaching and learning technique. This particular strategy has been adopted by the University of Brasilia (UnB) in its Industrial Engineering course. The use of this approach encourages the student to seek knowledge by proposing solutions to real problems, introduced by external agents. The student becomes the subject of the learning process, as his or her learning depends on the constant search for new knowledge, technologies, methods, techniques and tools that can be used in carrying out activities that will permit them to arrive at feasible solutions.The PBL approach provides the student with a deeper understanding of the studied content, as it puts into practice the theoretical concepts and strategies for problem solving. At the same time, it fosters the development of multidisciplinary capabilities related to communication, leadership, management, and the development of a reasoned critical thinking (Witt et al., 2006;De los Ríos-Carmenado et al., 2015;Miranda, 2004). According to Barell (2007), there is an effective increase in students' performance, due to both the greater retention of information available, and to the motivation and interest that is fostered by resolving real-life issues.

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“…Sometimes a new technology such as CAD can allow for the reassessment of the curriculum 2 . In other cases a new school or program may present an opportunity to re-evaluate engineering education; such as the Olin College of Engineering 3 . Other times a need for a specific set of skills, such as nuclear Page 25.65.2 engineering, can call for the creation of a specific program 4 .…”

Section: Introductionmentioning

confidence: 99%

A method for assessing required course-related skills and prerequisite structure

Johnson

Wang

2014

European Journal of Engineering Education

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The curricula in engineering and engineering technology programs should be dynamic with a goal of constant improvement and refinement. Unfortunately, this is often not the case; courses are developed, altered, and expanded in a piecemeal manner. Rarely is there a holistic top down examination of desired input and output skills for individual courses and a discussion surrounding course organization. Namely, as time progresses many programs end up with courses that developed not a developed curriculum. As part of a strategic planning exercise at a combined Manufacturing and Mechanical Engineering Technology Program, a team was tasked with examining the curriculum to determine if its organization and coverage were appropriate.The first step in this process involves the solicitation of a set of skills that faculty desire from incoming students; faculty are also asked to provide a set of skills they hope students will acquire in their course. The entire list of skills is then clarified with duplicates eliminated. The list is then given to faculty and members of the program's industrial advisory committee (IAC) to determine if any skills are obsolete or missing from the list. This refined list serves as a basis for discussion regarding the addition or elimination of certain skills and their place in the curriculum. Finally, the courses incorporating the skill inputs and outputs associated with them are placed in a design structure matrix (DSM) to help determine prerequisite structure and identify any courses with cyclic dependencies.This work presents general findings from this set of exercises and discusses relevant feedback from both faculty and IAC members. The findings highlight the importance of project management, communication skills, problem solving skills, and business knowledge. The DSM is used to identify key courses that interact with numerous other courses.

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The Olin Curriculum: Thinking Toward the Future

Cited by 67 publications

References 16 publications

A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill

A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill

A Project-based Learning curricular approach in a Production Engineering Program

A method for assessing required course-related skills and prerequisite structure

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