Foundation Coalition First Year Integrated Engineering Curriculum at Texas A&M

University-Kingsville: Development, Implementation and Assessment

Carlos R. Corleto, Jorja L. Kimball, Alan R.Tipton, and Robert A.MacLauchlan

College of Engineering
Texas A&M University-Kingsville
Kingsville, TX 78363

Abstract
The changes the FC is introducing in
This paper presents a first year integrated engineering education are not isolated since several
engineering curriculum that was implemented at Texas institutions in the United States and around the world,
A&M University-Kingsville in the 1995-96 academic and revising and changing engineering curricula in
year. The curriculum is the result of the efforts by the rather innovative ways [2,3]. Many of these changes are
Foundation Coalition, a National Science Foundation driven by today’s global multidisciplinary industrial
sponsored engineering coalition of 7 institutions around environments, where in addition to technical knowledge
the United States. The goal of the Colaition is to in their fields, engineers are required to understand and
implement curriculum reform in engineering education. apply several disciplines in the solution of complex
In line with the goals of the Foundation Coalition, this problems. In addition, they need to be flexible and
curriculum was designed to incorporate changes in four adaptable to new technology and changing situations,
major thrust areas: curriculum integration, technology combine ideas to synthesize creative solutions, work
enabled learning, human interface development, and effectively in teams, have excellent written and oral
assessment, evaluation and dissemination. Traditional communications skills, and be highly productive [2].
first year courses in Science, Engineering, Math, and
English, have been modified such that topics are In line with the goals of the FC, TAMU-K’s first
delivered based on a predefined sequence which year curriculum has been developed to incorporate
emphasizes basic skills and thematic concepts rather changes to the traditional curriculum in four major thrust
than discipline boundaries, and problem solving areas: (1) curriculum integration to de-emphasize
strategies, and design. Active learning, or collaborative discipline boundaries, (2) technology enabled learning,
learning, is also being used in the classroom. (3) human interface development to foster improved
student-student, student-faculty, and faculty-faculty
interactions, and (4) assessment, evaluation, and
Introduction dissemination for continuous improvement [1].

The current first year integrated engineering

curriculum at Texas A&M University-Kingsville Curriculum Integration
(TAMUK) was developed from a commitment made by
TAMUK, together with six other Foundation Coalition An effective way to show students the inter-
(FC) partner institutions, to provide a foundation that relationships among different disciplines and topics
will ensure student development and life-long learning in within them, is the integration of two or more courses
engineering education [1]. The FC is an engineering [4,5]. One of the most highly integrated first year
coalition funded, in the Fall of 1993 by the National engineering curriculums is the one developed at Rose-
Science Foundation (NSF). Coalition partners are: Hulman Institute of Technology. In this curriculum a
Arizona State University, Maricopa Community College whole set of traditional first year courses totaling 37
District, Rose-Hulman Institute of Technology, Texas quarter credit hours completely replace three 12 credit
A&M University, Texas Women’s University, and The hour integrated courses [5]. Topics are given to the
University of Alabama-Tuscaloosa and TAMUK. The FC students without explicitly identifying discipline
is also committed to offering both freshmen and boundaries, and arranged such that links between topics
sophomore curricula, as well as introducing changes to in different disciplines are constructed. At TAMU-K, it
junior and senior years. was decided that the best way to integrate courses, for
this prototype was as follows. First, take traditional
courses taken by most engineering majors during each learning, and writing across the curriculum. Most of
semester in the first year, and schedule them back-to- these skills were delivered via the courses in the Fall
back in 2-3 hr. blocks of time. Second, review, revise, semester. Thematic concepts being targeted include rate
and reorganize course content based on fundamental of change, accumulation, equilibrium, conservation
areas students need to master by the end of the first year; principles, and statistical phenomena. Emphasis in these
and third, strive for enrollment in these courses by a thematic concepts minimizes discipline boundaries and
group of students from several engineering disciplines. provides a way of integrating topics. Finally, problem
solving strategies and design emphasize problem
Table 1 illustrates the courses selected for definition with emphasis on conceptual, methodology/
integration. The computer based graphics design structure aspects, formulation, solution interpretation,
courses deal with CAD, solid modeling, and C alternate solutions and design, and use of technological
programming. The University Success class is a tools to solve problems.
university wide course which has been designed to
increase the likelihood of student success, by assisting the After revising the courses, a weekly tentative
student in developing personal, academic and life skills integrated syllabus was developed for the Fall Semester,
necessary to formulate and achieve educational and and the backbone of the Spring semester defined. Since
career goals. the beginning of the Fall 95 semester, faculty met weekly
to further revise and change the integrated weekly
Table 1. Integrated First Year Courses syllabus as needed. Since the integrated syllabus was
revised once classes began, the syllabus for the Spring
Fall Semester Hr. semester was only generated the three weeks at a time
only. During the weekly meetings, each instructor
Chemistry I w/Lab ....................... 4 explained or gave a briefing on how his/her class was
Analytical Geometry ................... 3 going that week. These meetings proved to be very
Computer Based Graphics valuable and important for instructors to become aware
Design I w/Lab ............................. 3 of their courses, and the courses of other faculty and to
English I ....................................... 3 further plan ways of achieving the desired integration
University Success ...................... 2 (i.e., integrated assignments, homework, and integrated
tests, which were given every 3 weeks on Friday).
Total 15 Students were also given the integrated syllabus each
week. Instructors also tried to visit each other’s classes
Spring Semester Hr. to further enhance their awareness as to the level of
integration being used.
Chemistry II w/Lab ..................... 4
Calculus I ..................................... 3 Three design projects in the Fall, and two in the
Computer Based Graphics Spring semester were given to incoporate design into the
Design II w/Lab ........................... 3 curriculum. Most of these design projects were developed
Physics I w/Lab ........................... 4 in the Summer of 1995 by an interdisciplinary team of
English II .................................... 3 engineering faculty. These projects were assigned in the
University Success course, the computer based graphics
Total 17 design courses, and the physics course. Particularly
significant has been the integration of English with the
Integration of course material started with a reports required from the students for each design
review of topics being covered in each class. Then, project. A standard format for writing technical reports
following the approach used at Rose-Hulman Institute of was adopted and used in the curriculum. In addition,
Technology to develop their first year integrated students wrote a technical research paper in the Spring
curriculum [5], course contents were reorganize and semester dealing with a topic in their major, as part of
revised based on three fundamental areas students need the English class. The introduction of design in the
to master by the end of the first year. These areas are integrated curriculum also comes in response to ABET
basic skills, thematic concepts, and problem solving Criteria 2000, that the Accreditation Board of
strategies and design. Basic skills being emphasize Engineering and Technology will use in the future to
include units, constants, variables, parameters, concept of accrediting engineering programs in the United States.
functions, vectors and scalars, two-dimensional and [6].
three-dimensional visualization, teaming, active
 While grades were primarily determined by are developing are a necessity for survival and in today’s
each instructor in his/her class, part of the grade in each highly technological workplace.
class came from integrated assignments and tests. This
practice emphasizes to the students the importance of Human Interface Development
every discipline in the curriculum. Standard textbooks
were used and it was up to the instructors to link the One of the primary roles human interface
material. An exception was the English class where development plays in the FC is to foster improved
instead of traditional English text, books like Flying student-student, student-faculty, and faculty-faculty
Buttresses, Entropy, and O-Rings: The World of an interactions. For this purpose, collaborative learning and
Engineer by James. A. Adams, The Culture of Science by teaming is an active component of this curriculum.
J. Hatton and Paul B. Plouffe, eds., and Researching and Collaborative learning in the classroom involves the use
Writing in the Sciences and Technology by Christine A. of carefully structured groups such that students are
Hult, were used. cognitively, physically, emotionally, and psychologically
actively involved in constructing their own knowledge. It
Technology Enabled Learning is a way to change the passive often impersonal
character of many college classrooms [8]. As such, it
The incorporation of technology in the provides an active learning environment, and carefully
curriculum was greatly facilitated by the design and used, promotes high levels of student-student, and
renovation of a high tech classroom located in the student-faculty interactions.
Physics building on campus. The design of the classroom
was done using input from faculty teaching in the In order to facilitate this aspect of the
curriculum, as well as computer hardware and software curriculum, three areas have been addressed. The first
experts. The classroom has twelve multimedia 486 based one deals with the incorporation of an environment
computers place around the periphery of the room for conducive to the use of active/collaborative learning and
student use, one faculty computer at the front with an teaming in the high tech classroom described previously.
LCD panel display, a laserjet printer, and a Pentium For this purpose, the classroom has six 4 feet diameter
based computer that controls the network. The classroom tables with padded chairs and rollers that allow students
is designed for up to 24 students (2 student per to work collaborative in class. The tables are placed in
computer). More details of this classroom can be the middle of the room surrounded by the computers so
obtained from reference #7. Software available for the students have easy access to the tables or computers as
curriculum included MAPLE, a mathematics software, needed. In general, the collaborative learning model
Microsoft Office (w/ WORD, EXCEL, and being used is the one described by Johnson et. al [8].
POWERPOINT); CADKEY, a computer aided Second, a collaborative learning/team training workshops
engineering drafting software; a C language compiler; have been organized for students and faculty. In addition,
ENCARTA, an electronic encyclopedia; and TELNET, collaborative learning training was planned at the
for access to E-mail and Internet. Students used these beginning of the Fall semester as part of the University
software packages throughout all classes. Faculty and Success course. Third, activities that improve faculty-
students were strongly encouraged to use E-mail as a faculty and student-faculty interactions have been
communication protocol. Early in the Spring semester, it supported. For example, students have been asked to
was decided to also use MATHEMATICA as a math organize outdoor social events that include FC faculty
software, since it can be easily integrated with C members. Also, at the beginning of the Fall semester,
programming. Solid modeling was taught using I- students were placed on base groups where they could
DEAS, an integrated design engineering analysis provide peer support for each other. As described by
software. However, this program is available only in the Johnson et. al [8], base groups should allow students to
Mechanical and Industrial Engineering Computer Lab provide support, encouragement, and assistance to keep
which is equipped with SUN workstations needed for this up with school, and hold each other accountable for
application. striving to make academic progress. Finally, high levels
of faculty-faculty interactions are being achieved since
This high tech classroom readily allowed for the only way to successfully implement this integrated
the integration of technology into the curriculum which curriculum is if faculty communicate with each other
students used to solve problems, write reports, make and develop a sense of a community and cooperation
presentations, communicate electronically, and explore among themselves.
the vast information network available. The skills they
Evaluation and Assessment entries/week) during the Fall semester. The purpose of
the journal is to motivate writing, provide a tool to see
The last major component in the design of this individual progress in academics, and a mechanism for
first year curriculum is the establishment of a continuous student reflection on the curriculum.
improvement process via evaluation, assessment, and
dissemination. The FC nationwide has chosen several Student Cohort for Integrated Curriculum
standardized tests that can be used in a pre and post test
fashion to evaluate and assess its efforts to modify A cohort of 24 students were invited to
engineering curricula. At TAMU-K, the California participate in the integrated curriculum for the 1995-96
Critical Thinking [9], and Myers -Briggs [10] tests are school year. Participation was on a voluntary basis, but
administered to FC students during the Fall semesters. subject to the following requirements: ACT greater than
The rationale for using pre and post testing is to see if 19 or SAT greater than 900 (with some exceptions), and
students show improvements as they progress in their freshmen status with a declared major in mechanical
education and complete the FC curriculum. With these engineering, industrial engineering, chemical
tests, changes in their critical thinking abilities and engineering, and civil engineering. These departments
personal attitudes and types are being measured. With agreed to allow their students to participate in the FC
respect to technical knowledge, Hestenes’ Force Concept curriculum. At the beginning of the Fall semester, the
Inventory & Mechanics Baseline tests have been selected. student profile was: 25 % White males, 12.5 % White
The Inventory test is given to determine student female, 37.5 % Hispanic males, 20.8 % Hispanic female,
preconceptions about mechanics while the Baseline is and 4.2 Asian male. Hispanic minority representation in
used to test actual knowledge of mechanics. Therefore, the integrated curriculum was similar to the overall
the Inventory is the pre-test, while the Baseline is used student profile in the College of Engineering at TAMU-
the post-test. These tests have been shown to be useful in K. However, the percent of women students in the FC
determining how well students learn mechanics, and was higher than the current enrollment of women in the
the effectiveness of methods used to teach this subject College.
(i.e., passive vs. active learning) [11,12]. Traditional
engineering students are also being tested to compared During the fifth week of class in the Fall
them with FC students. The FC is currently working on semester, 3 female students withdrew from the FC and
additional testing tools to assess student overall the University. Reasons cited for this withdrawals
performance once they graduate. Testing will be done in included dissatisfaction with grades, FC was not what
the junior and senior years as well. was expected, personal (family related) and health
reasons, and working 15-20 hr/week. At the beginning
Several other tools are being used continuously of the Spring semester, 13 students decided to continue
to assess the curriculum. These include student and participation in the program and 2 new students joined
faculty surveys, focus group interviews, plus/delta the program. Out of 21 students that completed the Fall
feedback, and student journals. Student surveys have semester, 8 dropped out of the program. Some of the
been designed to assess student attitudes towards reasons for not participating in the Spring semester
collaborative and team learning, to monitor individual included: change of major, moving out-of-state, low
skills needed to work in teams, and to evaluate the GPA, and decision not to commute. Another problem
effectiveness of teams in accomplishing tasks. Faculty with the curriculum was poor performance in Chemistry,
surveys across the FC are being planned to document which students attribute to their pwn weak Chemistry
faculty attitudes, problems, and changes as a result of background. However, this is not unique to the FC
participation in the program. Focus group interviews curriculum, but also a major problem at TAMUK.
with students during the semester have proved to be an
excellent way to provide student feedback to faculty The student profile in the Spring semester was
teaching the integrated courses, identify and resolve 33.3 % White male, 46.7 % Hispanic male, 13.3
various issues/problems and/or conflicts, and change the Hispanic female, and 6.7 % Asian male. Of the 15
curriculum when needed. FC students are helping fine students that started the Spring semester, 10 students will
tune the curriculum. Plus/delta sessions for student and joined the second year engineering curriculum being
faculty provide a way of highlighting the strengths of the planned for the Fall semester 1996. While all 15 students
program (plusses), and suggesting possible solutions to expressed their desire to remain the FC, 5 students can
problems (deltas). Finally, as part of the English class, not continue because of low GPA.
FC students are required to keep a personal journal (2-3
 Currently, more evaluation and assessment is References
being conducted to detail the deficiencies associated with
the curriculum, so that corrective actions can be taken 1.- “The Foundation Coalition, A Research Proposal to
for the next offering of the first year integrated the National Science Foundation.” The Texas
curriculum in the Fall of 1996. For example, due to the Engineering Experiment Station, College Station,
low performance in Chemistry, a 2 week Chemistry Texas, Fall 1993.
bridge program has been established for August 1996, 2.- C.G. Masi. “Re-Engineering Engineering
and supplemental instruction sessions with extensive Education,”IEEE Spectrum, September 1995,
problem solving using collaborative learning have been pp. 44-47.
planned for both the Fall and Spring semesters. Also, 3.- L. Geppert, “Educating the Renaissance Engineer,”
data is being collected and analysed to compare FC IEEE Spectrum, September 1995, pp. 30-43.
students performance in each class, compared to other 4.- F. R. Yeatts, and J. R. Hundhausen. “Calculus and
engineering students and non-engineering students. Physics: Challenges at theInterface,”Am. J. Phys.
While these results were not ready at the time this 60 (8), August 1992.
manuscript was due for printing, they will be presented at 5.- J. E. Froyd, “An Integrated, First-Year Curriculum in
the conference in November of this year. Finally, the Science, Engineering, and Mathematics:
national FC has appointed a team to study the high High-Context Curriculum via Low-Context Faculty,”
droppout rate of women throughout the coalition. 23rd UPADI Convention, 16th Panamerican
Congress on Engineering Education, Acapulco,
Mexico, 1994.
Acknowledgments 6.- ABET Criteria 2000, Draft 4, August 1, 1995.
7.- C. R. Corleto, R. A. McLauchlan, and P. V.
This curriculum is the result of the support Compton. “On the Design of aHigh-Tech Active
given to the Foundation Coalition by the Engineering Learning Classroom,” Proceedings of the 1996
Education Center of the National Science Foundation Annual Meeting of ASEE, Gulf-Southwest Section.
under Cooperative Agreement No. EEC-9221460. San Antonio, Texas, March 27-29, 1996.
Special thanks are extended to Dr. Jo A. Beran, Dr. 8.- D. W. Johnson, R. T. Johnson, and K. A. Smith,
Mark Purtill, Dr. Prasad Gavankar, Dr. D. Wayne Gunn, Active Learning: Cooperation in the College
Dr. Mark Brauer, Dr. Lionel Hewett, and Dr. John A. Classroom. Interaction Book Company, Edina, MN
Taylor, who taught in the curriculum this year. The 55435, 1991.
support of the College of Arts and Sciences, College of 9.- P. A. Facione and N. C. Facione. The California
Engineering and administration at Texas A&M Academic Press; Millbrae, California, 1992.
University-Kingsville are also acknowledged. Finally, 10.- K. C. Briggs and I. B. Myers. Myers-Briggs Type
thanks are also extended to the students for participating Indicator. Consulting Psychologists Press, Inc. 3803
in this endeavor. E. Bayshore Rd., Palo Alto CA 94303.
11.- D. Hestenes, M. Wells, and G.Swackhamer. “ Force
Concept Inventory,”The Physics Teacher, Vol. 30,
March 1992, pp. 141-153
12.- D. Hestenes and M. Wells. “A Mechanics Baseline
Test,” The Physics Teacher, Vol. 30, March 1992,
pp. 159-162.