Feldhausen, T. A., & Babin, B. R., & Dringenberg, E. (2017, June), Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28068

\bibitem{asee_peer_28068}
  Feldhausen, T. A., \& Babin, B. R., \& Dringenberg, E. (2017, June), \emph{Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28068

Thomas A. Feldhausen, Bruce R. Babin, and Emily Dringenberg.  "Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28068 Internet.  15 Apr, 2024

\bibitem{asee_peer_28068}
  Thomas A. Feldhausen, Bruce R. Babin, and Emily Dringenberg.
  "Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28068 Internet.  15 Apr, 2024

@INPROCEEDINGS{asee_peer_28068
author = "Thomas A. Feldhausen, Bruce R. Babin, and Emily Dringenberg"
title = "Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28068}
number = {10.18260/1-2--28068}
}

TY  - CPAPER
AB  - To keep students engaged in learning, educational engineering institutions need to enhance their curricula.  Courses within curricula need to be connected in a way that is meaningful and promotes student engagement through hands on learning.  With courses designed like silos of knowledge, there must be a realistic and practical tie between them.  Prior exploratory work identifies that curriculum integration is beneficial to all students involved.

Using the methodologies from previous course integrations, the researchers have developed a fundamental learning integration platform (FLIP) that uses a physical object to integrate an entire mechanical engineering curriculum.  This learning platform has three desired outcomes: 1) it connects the entire curriculum through spiral learning, 2) it creates a physical connection between theoretical and practical engineering through hands on learning, and 3) it engages and includes every student in the learning process.  

Using experts to identify key course concepts in a mechanical engineering curriculum, a single physical object was developed that is applicable to each course.  This physical object acts as the FLIP.  With the curriculum centered around it, the platform ties each course together.  As identified in relevant research, course integration will result in: 1) higher retention rates of all students involved, 2) increased critical thinking ability with integrated problems and 3) increased inclusion of students in the classroom setting.

The results of this FLIP curriculum will be used to help advance progress towards a fully integrated curriculum in mechanical engineering benefiting both students and educational institutions through applied hands on learning.

AU  - Thomas A. Feldhausen
AU  - Bruce R. Babin
AU  - Emily Dringenberg
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform
UR  - https://peer.asee.org/28068
DO  - 10.18260/1-2--28068
ER  -