The capstone design course allows students to synthesize solutions to open ended problems. However without some urging, the students tend to focus on the easy part of the project-a single technical solution. The paper deals with some experience in bringing the more demanding aspects of technical projects into the design course. These include: (1) defining the real project with your customer "how will we know when we're done?". (2) Planning for success. Resource analysis-time, money knowledge, equipment and all of their interactions. (3) What is the best solution? Holding design reviews and comparing alternatives. (4) Communication skills. How do you keep the design team, the boss, and the customer up to date? (5) Presentation of project information in written and verbal forms. (6) Team dynamics. How to support the development of high performance teams? (7) Social skills. Why do I have to deal differently with Mary than with Anne to get their commitment and support? (8) Conflict. Why you need it and how to manage it. Each of the above topics could be a course in itself, but the capstone design course is an ideal place to discuss and exhibit the interaction of these complex issues. These discussions sow the seeds that will allow our graduates to perform at a higher level in all of their future project activities.
{"title":"The difficult part of capstone design courses","authors":"B. Bond","doi":"10.1109/FIE.1995.483069","DOIUrl":"https://doi.org/10.1109/FIE.1995.483069","url":null,"abstract":"The capstone design course allows students to synthesize solutions to open ended problems. However without some urging, the students tend to focus on the easy part of the project-a single technical solution. The paper deals with some experience in bringing the more demanding aspects of technical projects into the design course. These include: (1) defining the real project with your customer \"how will we know when we're done?\". (2) Planning for success. Resource analysis-time, money knowledge, equipment and all of their interactions. (3) What is the best solution? Holding design reviews and comparing alternatives. (4) Communication skills. How do you keep the design team, the boss, and the customer up to date? (5) Presentation of project information in written and verbal forms. (6) Team dynamics. How to support the development of high performance teams? (7) Social skills. Why do I have to deal differently with Mary than with Anne to get their commitment and support? (8) Conflict. Why you need it and how to manage it. Each of the above topics could be a course in itself, but the capstone design course is an ideal place to discuss and exhibit the interaction of these complex issues. These discussions sow the seeds that will allow our graduates to perform at a higher level in all of their future project activities.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114706837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrated circuits (ICs) are fabricated by a sophisticated series of process steps. A complete education in the field of semiconductor processing requires a thorough understanding of the fabrication process. However, due to space, equipment, and budget constraints, hands-on microelectronics instruction is usually limited, despite high student demand. To alleviate these resource limitations and to enhance the educational experience, an environment which simulates IC fabrication instruction in a physical laboratory using interactive multimedia is currently being developed at the Georgia Institute of Technology Microelectronics Research Center. This Virtual Cleanroom will allow students to use a high-performance workstation (equipped with the necessary audio, video and graphics capability) to simulate the fabrication of an IC. Simulation modules for each of the unit process steps used in IC fabrication are being constructed on the X-Mosaic platform, thereby making the courseware accessible through Internet via the World-Wide Web. This has allowed the incorporation of a variety of other IC process simulators into the Virtual Cleanroom environment, enabling the student to visualize the results of performing a step while simultaneously learning the physical activities involved.
{"title":"Microelectronics processing education using the Internet","authors":"K. Mitchell, G. Kerdoncuff, G. May","doi":"10.1109/FIE.1995.483038","DOIUrl":"https://doi.org/10.1109/FIE.1995.483038","url":null,"abstract":"Integrated circuits (ICs) are fabricated by a sophisticated series of process steps. A complete education in the field of semiconductor processing requires a thorough understanding of the fabrication process. However, due to space, equipment, and budget constraints, hands-on microelectronics instruction is usually limited, despite high student demand. To alleviate these resource limitations and to enhance the educational experience, an environment which simulates IC fabrication instruction in a physical laboratory using interactive multimedia is currently being developed at the Georgia Institute of Technology Microelectronics Research Center. This Virtual Cleanroom will allow students to use a high-performance workstation (equipped with the necessary audio, video and graphics capability) to simulate the fabrication of an IC. Simulation modules for each of the unit process steps used in IC fabrication are being constructed on the X-Mosaic platform, thereby making the courseware accessible through Internet via the World-Wide Web. This has allowed the incorporation of a variety of other IC process simulators into the Virtual Cleanroom environment, enabling the student to visualize the results of performing a step while simultaneously learning the physical activities involved.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115030556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents preliminary results of a study conducted to discern ways in which multimedia can be used to address the needs of a variety of student learners. The learning styles of students in an introductory material and energy class were evaluated and classified based according to B.S. Soloman's (1992) inventory of learning styles' four dimensions: processing (active/reflective), perception (sensing/intuitive), input (visual/verbal) and understanding (sequential/global). Students in the class used 3 multimedia based software programs developed in our laboratory. The paper presents examples of these and other multimedia programs to demonstrate the effectiveness of multimedia in addressing the learning styles typically neglected by traditional teaching methods. For example: active learners appreciate the use of movies and interaction; sensors benefit from additional reviews of abstract material, and appreciate the demonstrations; visual students appreciate the movies as well as the visual navigation scheme; global learners prefer placing the new material within a greater context. Future work will include the use of more refined surveys and individual follow up interviews that will provide the needed insight to develop guidelines for the effective use of multimedia.
{"title":"Addressing diverse learning styles through the use of multimedia","authors":"S. Montgomery","doi":"10.1109/FIE.1995.483093","DOIUrl":"https://doi.org/10.1109/FIE.1995.483093","url":null,"abstract":"The paper presents preliminary results of a study conducted to discern ways in which multimedia can be used to address the needs of a variety of student learners. The learning styles of students in an introductory material and energy class were evaluated and classified based according to B.S. Soloman's (1992) inventory of learning styles' four dimensions: processing (active/reflective), perception (sensing/intuitive), input (visual/verbal) and understanding (sequential/global). Students in the class used 3 multimedia based software programs developed in our laboratory. The paper presents examples of these and other multimedia programs to demonstrate the effectiveness of multimedia in addressing the learning styles typically neglected by traditional teaching methods. For example: active learners appreciate the use of movies and interaction; sensors benefit from additional reviews of abstract material, and appreciate the demonstrations; visual students appreciate the movies as well as the visual navigation scheme; global learners prefer placing the new material within a greater context. Future work will include the use of more refined surveys and individual follow up interviews that will provide the needed insight to develop guidelines for the effective use of multimedia.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122148079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This electronic computer-aided design (CAD) course (EET 320) moves the student from theoretical digital and analog circuits to the actual printed circuit board (PCB) design and layout as quickly as possible. Since the design of PCBs requires increasingly smaller board sizes and higher component densities, the utilization of extensive electronic CAD software packages is required to achieve circuit performance. These packages are windows- and menu-driven with many and varied options. Since each student works at his own computer and at his own pace with his own individual computer skills, a system of individualized instruction is required far a rapid introduction and fast-track development of these computer skills. Tutorials on (i) schematic capture, (ii) circuit simulation, (iii) PLD (programmable logic design) implementation, and (iv) PCB placement and routing on actual circuits advance skill levels rapidly. After going through these tutorials and circuit examples with step-by-step instructions, the student is ready to tackle more complicated circuits on an individual basis. Orcad CAD packages are used to implement all four main areas of this course. Using the PCB and integrated circuits, the actual circuit can then be constructed and tested. How well the actual circuit performs is the ultimate evaluation.
{"title":"A tutorial approach to individualized instruction for an electronic computer aided design laboratory","authors":"J. A. Parker","doi":"10.1109/FIE.1995.483021","DOIUrl":"https://doi.org/10.1109/FIE.1995.483021","url":null,"abstract":"This electronic computer-aided design (CAD) course (EET 320) moves the student from theoretical digital and analog circuits to the actual printed circuit board (PCB) design and layout as quickly as possible. Since the design of PCBs requires increasingly smaller board sizes and higher component densities, the utilization of extensive electronic CAD software packages is required to achieve circuit performance. These packages are windows- and menu-driven with many and varied options. Since each student works at his own computer and at his own pace with his own individual computer skills, a system of individualized instruction is required far a rapid introduction and fast-track development of these computer skills. Tutorials on (i) schematic capture, (ii) circuit simulation, (iii) PLD (programmable logic design) implementation, and (iv) PCB placement and routing on actual circuits advance skill levels rapidly. After going through these tutorials and circuit examples with step-by-step instructions, the student is ready to tackle more complicated circuits on an individual basis. Orcad CAD packages are used to implement all four main areas of this course. Using the PCB and integrated circuits, the actual circuit can then be constructed and tested. How well the actual circuit performs is the ultimate evaluation.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124133659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For the past two decades, Purdue University has been using student self-reports to provide information that has proved to be invaluable in educational planning and development. These critical student inputs are used to help place students in beginning courses, to identify high-risk and honors students, to evaluate the quality of courses, services and resources, to initiate and evaluate existing and new programs, and to help students make career decisions. The paper discusses the use of self-reports of beginning students using the Mathematics Science Inventory (MSI). The MSI has 100 mathematics items organized into six mathematics sub-scales and 50 chemistry items organized into five chemistry sub-scales. All of the MSI scales have very high reliability and differential validity. Use of student self-reports in placement and in evaluating achievement and their relationships to high school and college grades and test scores are also examined. The MSI was completed by over 1500 first year Purdue Engineering students at the beginning of their first academic year MSI data was part of the statistical procedures used to place beginning students in mathematics and chemistry courses. A representative sample of 250 students were re-administered the MSI at the end of the first semester Significant achievement gains were observed in all of the MSI scales. The differential validity of the MSI scales were also documented. Students in the remedial courses had post-test scores similar to the pre-test scores of students in the regular courses. Students in the regular courses had post-test scores similar to students in the advanced courses. Students in the advanced courses also showed significant pre/post test mean score gains.
{"title":"How do students grade their learning?","authors":"W. LeBold, D. Budny, S. Ward","doi":"10.1109/FIE.1995.483064","DOIUrl":"https://doi.org/10.1109/FIE.1995.483064","url":null,"abstract":"For the past two decades, Purdue University has been using student self-reports to provide information that has proved to be invaluable in educational planning and development. These critical student inputs are used to help place students in beginning courses, to identify high-risk and honors students, to evaluate the quality of courses, services and resources, to initiate and evaluate existing and new programs, and to help students make career decisions. The paper discusses the use of self-reports of beginning students using the Mathematics Science Inventory (MSI). The MSI has 100 mathematics items organized into six mathematics sub-scales and 50 chemistry items organized into five chemistry sub-scales. All of the MSI scales have very high reliability and differential validity. Use of student self-reports in placement and in evaluating achievement and their relationships to high school and college grades and test scores are also examined. The MSI was completed by over 1500 first year Purdue Engineering students at the beginning of their first academic year MSI data was part of the statistical procedures used to place beginning students in mathematics and chemistry courses. A representative sample of 250 students were re-administered the MSI at the end of the first semester Significant achievement gains were observed in all of the MSI scales. The differential validity of the MSI scales were also documented. Students in the remedial courses had post-test scores similar to the pre-test scores of students in the regular courses. Students in the regular courses had post-test scores similar to students in the advanced courses. Students in the advanced courses also showed significant pre/post test mean score gains.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125982357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Department of Electrical and Computer Engineering (ECE) at North Carolina State University formed an ECE Undergraduate Design Center (UDC) in 1990. The initial funding for the center came from the National Science Foundation (NSF). Beginning in 1991, funding for the center started to come from industry, and the center is currently 100% industry funded. In its first four years, senior ECE students working in reams at the center have completed more than 400 semester long projects. From the industrial perspective, many of these projects have saved companies time or money. From the educational perspective, these undergraduate students have been given the opportunity to work on "real world" projects with engineers from industry and gain valuable experience that would otherwise not be possible. Most of the activities of the UDC evolve around the four credit hour senior design capstone course that is required for all ECE seniors. In the classroom, the capstone course focuses on time-management, team-work, communication skills and open-ended design. Students are expected to take this classroom knowledge and apply it to their actual projects. While working on their projects students interact with engineers from sponsoring companies and with ECE faculty who are familiar with the technology that their particular project focuses on.
{"title":"A successful undergraduate design center","authors":"J. C. Sutton","doi":"10.1109/FIE.1995.483107","DOIUrl":"https://doi.org/10.1109/FIE.1995.483107","url":null,"abstract":"The Department of Electrical and Computer Engineering (ECE) at North Carolina State University formed an ECE Undergraduate Design Center (UDC) in 1990. The initial funding for the center came from the National Science Foundation (NSF). Beginning in 1991, funding for the center started to come from industry, and the center is currently 100% industry funded. In its first four years, senior ECE students working in reams at the center have completed more than 400 semester long projects. From the industrial perspective, many of these projects have saved companies time or money. From the educational perspective, these undergraduate students have been given the opportunity to work on \"real world\" projects with engineers from industry and gain valuable experience that would otherwise not be possible. Most of the activities of the UDC evolve around the four credit hour senior design capstone course that is required for all ECE seniors. In the classroom, the capstone course focuses on time-management, team-work, communication skills and open-ended design. Students are expected to take this classroom knowledge and apply it to their actual projects. While working on their projects students interact with engineers from sponsoring companies and with ECE faculty who are familiar with the technology that their particular project focuses on.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124641644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper discusses how new freshman engineering courses at West Virginia University integrated computers, mathematics, and design while giving a more rigorous introduction to engineering. Pilot sections were started in the Fall 1994 semester. One day per week is devoted to maths. Three days a week are project work. Projects are not chosen for mathematical content, but stress mathematics within each project. The engineering instructor does not replace the mathematics faculty or tutors. Engineers act as experts on the uses of mathematics. Since we feel most successful engineering students study cooperatively we promote group study activity in mathematics.
{"title":"Incorporating mathematics in a freshman engineering course","authors":"W. Venable, R. McConnell, A. Stiller","doi":"10.1109/FIE.1995.483136","DOIUrl":"https://doi.org/10.1109/FIE.1995.483136","url":null,"abstract":"The paper discusses how new freshman engineering courses at West Virginia University integrated computers, mathematics, and design while giving a more rigorous introduction to engineering. Pilot sections were started in the Fall 1994 semester. One day per week is devoted to maths. Three days a week are project work. Projects are not chosen for mathematical content, but stress mathematics within each project. The engineering instructor does not replace the mathematics faculty or tutors. Engineers act as experts on the uses of mathematics. Since we feel most successful engineering students study cooperatively we promote group study activity in mathematics.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124828016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our goal is to train a team of student mechanical engineers such that during the design phase of new product development, they consistently outperform professional teams of experienced engineers. If the cost of such a training is low in comparison to that of other options, then its relative value will be high. Consequently, the tools and methods used in the training will constitute a pragmatic theory of high performance design management. The paper describes an ongoing project to develop the managerial framework for such a training. We begin by adapting the simulation model of an engineering organization to a project-based design class. We hypothesize that it is possible to simulate these classes with at least the same degree of realism as current computer simulations of engineering organizations. To illustrate the potential impact of this approach on design performance, we present preliminary result from the computer simulation study of ME210. ME210, Mechatronic Systems Design, is a graduate-level course based on industry-sponsored projects. Students, in three-person teams, work on one project for nine months. The inputs to the simulation program are such variables as the class organizational structure, physical layout, team composition, and communication technologies. The principal output is the schedule-performance achieved by each team and the class as a whole. While we were able to prove the hypothesis, the results demonstrated the need for theories of learning processes that are specific to project-based classes.
{"title":"ME210-VDT: a managerial framework for measuring and improving design process performance","authors":"Ade Mabogunje, L. Leifer, R. Levitt, C. Baudin","doi":"10.1109/FIE.1995.483110","DOIUrl":"https://doi.org/10.1109/FIE.1995.483110","url":null,"abstract":"Our goal is to train a team of student mechanical engineers such that during the design phase of new product development, they consistently outperform professional teams of experienced engineers. If the cost of such a training is low in comparison to that of other options, then its relative value will be high. Consequently, the tools and methods used in the training will constitute a pragmatic theory of high performance design management. The paper describes an ongoing project to develop the managerial framework for such a training. We begin by adapting the simulation model of an engineering organization to a project-based design class. We hypothesize that it is possible to simulate these classes with at least the same degree of realism as current computer simulations of engineering organizations. To illustrate the potential impact of this approach on design performance, we present preliminary result from the computer simulation study of ME210. ME210, Mechatronic Systems Design, is a graduate-level course based on industry-sponsored projects. Students, in three-person teams, work on one project for nine months. The inputs to the simulation program are such variables as the class organizational structure, physical layout, team composition, and communication technologies. The principal output is the schedule-performance achieved by each team and the class as a whole. While we were able to prove the hypothesis, the results demonstrated the need for theories of learning processes that are specific to project-based classes.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129355678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper suggests possible writing assignments in engineering classes and some effective ways to present them. Types discussed are various reports, writing to learn, and other creative assignments. Ideas are drawn from experienced engineering professors and some technical writing professors through an informal survey of frequently assigned writing at Vanderbilt University Engineering School, published sources, and a personal collection of professors' writing assignments.
{"title":"Selecting and presenting writing assignments in engineering classes: tips for new professors","authors":"J. E. Sharp","doi":"10.1109/FIE.1995.483200","DOIUrl":"https://doi.org/10.1109/FIE.1995.483200","url":null,"abstract":"This paper suggests possible writing assignments in engineering classes and some effective ways to present them. Types discussed are various reports, writing to learn, and other creative assignments. Ideas are drawn from experienced engineering professors and some technical writing professors through an informal survey of frequently assigned writing at Vanderbilt University Engineering School, published sources, and a personal collection of professors' writing assignments.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130169528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 1988, Drexel University began a comprehensive experimental project designed to enhance its undergraduate engineering curriculum. The project called for the creation of a major paradigm shift in which the environment and all activities would focus on the students as emerging professional engineers with the faculty serving as their mentors. The primary objectives were to provide the student an integrated exposure, throughout the first two years, to a common core of elements which the faculty believe will be essential to successful practice in the next century. Achievement of these objectives required faculty to use and/or develop a combination of several different teaching methodologies and to totally reorganize the subject matter. In anticipation that the magnitude of these changes might cause difficulties, the experiment provided for a properly scaled incremental approach with continuous evaluation and options to adopt or reject the new curriculum in whole or in part, at the conclusion of the project. The results of the experiment were extremely positive. Student achievement and enthusiasm were high. Strong bonds were established with their faculty mentors from thirteen different departments who found the experience to be both challenging and rewarding. Consequently, the faculty approved a plan to revise the total curriculum of all engineering departments. Each department is now restructuring its upper division curriculum using the experimental program as the common lower-division core. Full scale implementation began with the entering class in 1994. The implementation of such fundamental, large scale changes is complicated by the diversity of the constituencies involved and beset with a variety of challenges and issues. These range over a broad spectrum from matters relating to academic and administrative authority to faculty development and rewards, to the allocation of fiscal physical and human resources.
{"title":"Implementing large scale curricular changes-the Drexel experience","authors":"R. Quinn","doi":"10.1109/FIE.1995.483247","DOIUrl":"https://doi.org/10.1109/FIE.1995.483247","url":null,"abstract":"In 1988, Drexel University began a comprehensive experimental project designed to enhance its undergraduate engineering curriculum. The project called for the creation of a major paradigm shift in which the environment and all activities would focus on the students as emerging professional engineers with the faculty serving as their mentors. The primary objectives were to provide the student an integrated exposure, throughout the first two years, to a common core of elements which the faculty believe will be essential to successful practice in the next century. Achievement of these objectives required faculty to use and/or develop a combination of several different teaching methodologies and to totally reorganize the subject matter. In anticipation that the magnitude of these changes might cause difficulties, the experiment provided for a properly scaled incremental approach with continuous evaluation and options to adopt or reject the new curriculum in whole or in part, at the conclusion of the project. The results of the experiment were extremely positive. Student achievement and enthusiasm were high. Strong bonds were established with their faculty mentors from thirteen different departments who found the experience to be both challenging and rewarding. Consequently, the faculty approved a plan to revise the total curriculum of all engineering departments. Each department is now restructuring its upper division curriculum using the experimental program as the common lower-division core. Full scale implementation began with the entering class in 1994. The implementation of such fundamental, large scale changes is complicated by the diversity of the constituencies involved and beset with a variety of challenges and issues. These range over a broad spectrum from matters relating to academic and administrative authority to faculty development and rewards, to the allocation of fiscal physical and human resources.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"14 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128975812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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