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Session 236

A New Model for an Introductory, Multidisciplinary Freshman Engineering Course Bunny J. Tjaden, Douglas L. Jones The George Washington University

Abstract

Like many engineering schools, we are striving to find a solid prototype upon which to base a successful introductory, multidisciplinary engineering course. All freshmen in our engineering school are required to enroll in a two-credit orientation course. The course objectives are to provide an introduction to all School of Engineering and Applied Science (SEAS) disciplines, build a sense of community, introduce success strategies for college, acquaint students with the university, and lay a foundation of introductory discipline-specific topics upon which their curriculum will build. Our majors include computer science as well as various engineering disciplines. We, like other engineering schools, have struggled with the common challenges of frustrated faculty and bored students [1,2]. In the past, large entire-cohort lectures have proven unsatisfactory because a single topic does not hold the attention of students across the various majors. Additionally, the interaction between the presenter and the students is more restricted in a large group situation producing passive, rather than active learners. Our course has evolved into a variation of a hub and spoke model, and it has become a true multi-media experience.

1. Introduction

We have recently been struggling with our introductory engineering model, examining other models, and searching for the single course that will satisfy the needs of both faculty and students. We wanted our course to include the strengths of other engineering orientation courses such as community building, study and time management skills, and an introduction to the university and school [3,4]. At the same time we wanted it to emphasize design. The design problems that we included in previous versions of the course, such as designing the highest paper tower or the strongest weight bearing structure from specified material, were deemed to be too simplistic by the students. Even a major group design project of building a device to aid the disabled was less than successful, from the students’ point of view. They wanted more complex and realistic projects. They also were impatient to obtain some “real engineering” experience rather than waiting until their sophomore year [5]. When one considers that engineering students are generally among the most capable due to stringent entrance requirements, it seems reasonable

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Jones, D. L., & Tjaden, B. J. (2000, June), A New Model For A Multidisciplinary, Introductory Engineering Course Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8592