June 18, 2006
June 18, 2006
June 21, 2006
Educational Research and Methods
11.381.1 - 11.381.12
Curriculum Design for the Engineer of 2020: A University Community Creates a Public Affairs Curriculum for Engineering Undergraduates
Wendy J. Harrison, Ruth A. Streveler, Ronald L. Miller, and Arthur B. Sacks Colorado School of Mines Abstract
This paper describes the process by which the curriculum of the award-winning Guy T. McBride Honors Program in Public Affairs of the Colorado School of Mines (CSM) is being redesigned. Best practices in curriculum development have been followed (e.g., developing a clear mission statement with measurable outcomes; aligning course-level learning objectives with Program outcomes and expected attributes of CSM graduates; establishing an implementation matrix to organize topics and content into a logical course sequence; embedding assessment processes throughout; and engaging the broad participation of Program faculty) to design a new Program for review by its faculty governance committee and by the institution. The paper incorporates the results of assessing the curriculum process via interviews with faculty who have been engaged in the redesign effort.
Introduction and Background
The McBride Honors Program in Public Affairs at The Colorado School of Mines (CSM)1, instituted in 1978, is an award-winning exemplar in the liberal arts which “….provides a select number of CSM engineering students an opportunity to cross the boundaries of their technical expertise in engineering and applied science, and to gain the understanding and appreciation of the contexts in which engineering and applied science and all human systems reside, and specifically to explore and integrate the social, cultural, ethical and environmental implications of their future professional judgments and their roles as citizens in varied and complex settings.” . The 27 semester-hour program of seminars, courses, and off-campus activities features small seminars; a cross-disciplinary approach (faculty from engineering and science disciplines and faculty from the humanities and social sciences are regularly co-moderators of the seminars); and, opportunities for one-on-one faculty tutorials, instruction and practice in oral and written communication, a Washington, D.C. public policy seminar, a practicum experience (internship or foreign study), as well as participation in the McBride “community within a community” approach [2-5].
Circumstances external to the McBride Program itself, which include the on-campus enhancements of the Division of Liberal Arts and International Studies and the Division of ****************************************************************************** 1 The Colorado School of Mines (CSM) has successfully evolved from its mining history roots to a modern public technological institution which offers eight undergraduate ABET accredited engineering degrees, four science degrees, as well as a degree in economics and business, 27 graduate degrees at the masters and doctoral levels several of which are inherently cross- departmental and interdisciplinary in nature, and a highly active and growing research and sponsored programs portfolio in all areas of the institution’s expertise. The undergraduate body of approximately 4000 students ranks in the 90th percentile in quantitative skills and 80th percentile in verbal skills on SAT and ACT examinations. Entrance requirements are the highest among all Colorado institutions of higher education and among the highest for public institutions nationally.
Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition Copyright © 2006, American Society for Engineering Education
Harrison, W., & Streveler, R., & Miller, R., & Sacks, A. (2006, June), Curriculum Design For The Engineer Of 2020: A University Community Creates A Public Affairs Curriculum For Engineering Undergraduates Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/552
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