Interfaces between the Foundation Coalition integrated curriculum and programs for honors, minority, women, and transfer students

Abstract

The Foundation Coalition includes seven institutions, all of which are in the process of developing an engineering curriculum that incorporates the integration of courses, the utilization of active and cooperative learning in the classroom, and the use of technology in the classroom to enhance the level and sophistication of content and problems approached. During the 1994-1995 academic year, all of these institutions piloted a freshman curriculum that involved various levels of integration of the courses that students take. Typically, this involved the integration of physics, calculus, English, engineering design graphics, chemistry and engineering problem solving over both semesters of the freshman year. In addition, the students took humanities or social science electives. One of the goals of this Coalition is to increase the enrolment and support of women and underrepresented minorities. This paper describes several conflicts which the integrated approach created for students in special programs in the College of Engineering. Most of these programs have existed for many years in the College, and have activities with proven records for enhancing the educational experience and retention in engineering. These conflicts are described, and some of the initial strategies for resolving the conflicts are presented, as well as plans for assuring that these programs work together effectively as the integrated program expands and becomes institutionalized. Resolving these conflicts is a challenge the integrated curriculum must meet in order to be effective for a large number of students.