Improving first-year engineering education

The University of Massachusetts Dartmouth (UMD) began a successful, thirty-one credit, integrated first-year engineering curriculum in September 1998. The program was modeled after many of the most effective and innovative programs in the NSF-sponsored Foundation Coalition as well as from other universities and colleges. The new program at UMD includes; integrating the introductory sequences in physics, calculus, chemistry, English and engineering, teaching and using teamwork among students and faculty, using a specially designed technology oriented classroom, using active and cooperative learning methods encouraging formation of a community of students by block-scheduling classes and grouping students in the dorms, reducing the cost of delivering courses by making more efficient use of instructional time, using careful assessment to evaluate performance. This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. It also gives a detailed snapshot of assessment results after one semester of operation.

[1]  N.A. Pendergrass,et al.  Efficient development and implementation of an integrated first year engineering curriculum , 1998, FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214).

[2]  N. Al-Holou,et al.  First-year integrated curricula across engineering education coalitions , 1998, FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214).

[3]  J.R. Morgan,et al.  An integrated first-year engineering curricula , 1998, FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214).

[4]  D. L. Evans,et al.  Scaling up Arizona State University's first-year integrated program in engineering: problems and solutions , 1997, Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change.

[5]  Jeffrey E. Froyd,et al.  The NSF Foundation Coalition-looking toward the future [engineering education] , 1997, Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change.

[6]  S. Duerden,et al.  Collaboration, English composition, and the engineering student: constructing knowledge in the Integrated Engineering Program , 1996, Technology-Based Re-Engineering Engineering Education Proceedings of Frontiers in Education FIE'96 26th Annual Conference.

[7]  R. T. Lahey,et al.  Curriculum reform at Rensselaer , 1996, Technology-Based Re-Engineering Engineering Education Proceedings of Frontiers in Education FIE'96 26th Annual Conference.

[8]  Leonhard E. Bernold,et al.  Proceedings - Frontiers in Education Conference , 1995 .

[9]  M. Lumsdaine,et al.  Thinking Preferences of Engineering Students: Implications for Curriculum Restructuring , 1995 .

[10]  Rebecca Brent,et al.  Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. , 1994 .

[11]  D. Hestenes,et al.  Force concept inventory , 1992 .

[12]  Roberta L. Dees,et al.  The Role of Cooperative Learning in Increasing Problem-Solving Ability in a College Remedial Course. , 1991 .

[13]  N. Dartmouth,et al.  USING TECHNOLOGY IN AN INTEGRATED CURRICULUM — PROJECT IMPULSE 1 , 2000 .

[14]  E. Redish,et al.  Teaching Physics: Figuring out What Works , 1999 .

[15]  Sonia Manuel-Dupont,et al.  Writing‐Across‐the‐Curriculum in an Engineering Program , 1996 .