Asee peer logo

Case Study Based Course A Tool For Teaching Engineering Principles In A Non Engineering Program

Download Paper |

Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Multimedia Engineering Education,Distance, Service, & Internet-Based Approaches

Page Count

7

Page Numbers

8.288.1 - 8.288.7

Permanent URL

https://peer.asee.org/12221

Download Count

20

Request a correction

Paper Authors

author page

Prince Anyalebechi

author page

Okechi Egekwu

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2506

Case-Study Based Course - A Tool for Teaching Engineering Principles in a Non-Engineering Program

O. Geoffrey Egekwu#, Prince N. Anyalebechi*

#College of Integrated Science & Technology James Madison University

*Padnos School of Engineering Grand Valley State University

Abstract

In the early 1990's, James Madison University developed a unique baccalaureate degree program. Called Integrated Science and Technology, the program was in response to industry need for university graduates with a broad knowledge of science and technology in conjunction with excellent computer, analytical and problem solving skills. These are well- trained undergraduates with the unique ability to manage a broad range of technologies and solve science, technology, and engineering related problems and the wherewithal to make an immediate contribution to industry. Accomplishing this goal from a teaching viewpoint required a paradigm shift in the way science and engineering courses are traditionally taught in universities. It required the design of courses with sufficient breadth, depth, technical rigor, and relevance to industry and real life. Five years ago, the authors developed a course solely based on real-life engineering problems designed to accomplish these seemingly mutually exclusive goals. In this paper, we discuss our experiences, students' reactions to the course, and some of the issues and dangers associated with this approach in a non- engineering program.

1. Introduction

In response to a call for reform in the teaching of science and technology, James Madison University started a unique baccalaureate degree program in the fall of 1993. [1,2,3] Aptly named Integrated Science and Technology (ISAT), the program is an integration of the study of science, mathematics, technology, engineering principles, information and knowledge management. The goal of the program is to produce graduates with excellent problem-solving and communication skills, and the technical wherewithal to effectively deal with the potpourri of interdisciplinary and constantly changing science, technology, and management related problems in industry. Their knowledge of science, engineering, and

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education

Anyalebechi, P., & Egekwu, O. (2003, June), Case Study Based Course A Tool For Teaching Engineering Principles In A Non Engineering Program Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12221

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015