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Establishing An Integrated Math, Engineering, And Science Curriculum: Lessons Learned

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

21

Page Numbers

6.466.1 - 6.466.21

Permanent URL

https://peer.asee.org/9232

Download Count

21

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Paper Authors

author page

James Nelson

author page

Bernd Schroder

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

Abstract 1299

Establishing an Integrated Mathematics, Engineering, and Science Curriculum: Lessons Learned James D. Nelson, Bernd Schröder College of Engineering and Science Louisiana Tech University Ruston, LA 71272

Abstract

This paper presents successes, failures, and lessons learned from implementing a fully integrated mathematics, science, and engineering curriculum at the freshman and sophomore level. In the academic year 2000-2001 the program is in its second year of full implementation. The pilot program was begun in the fall of 1997 so that the first integrated curriculum students will graduate in the spring of 2001. Improvements in student performance and increased retention have been realized as a result of this program.

The following topics will be addressed.

• Approaches to increase administrative support and faculty participation • Transition from traditional curricula to integrated curricula • Funding needs for the transition • Assessment techniques to measure impact of curriculum reform • Methods to enhance integration between courses • Impact on curriculum improvement at the junior/senior level

Assessment data will be presented to quantify the impact of the new curriculum. We also present mistakes that were made and "mid-course" corrections that were used to get the program refocused when necessary.

I. Introduction

Louisiana Tech University is a state university in north Louisiana with an engineering college of about 1,600 students and about 110 faculty. About 5% of the in-coming engineering students are ready for calculus, 50% are ready for pre-calculus and 45% start below pre-calculus in College Algebra. Learning from recent developments in engineering coalitions such as the Foundation Coalition1,2, Louisiana Tech has implemented an integrated curriculum for the first two years of study in engineering (cf. Tables 1 and 2).

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”

Nelson, J., & Schroder, B. (2001, June), Establishing An Integrated Math, Engineering, And Science Curriculum: Lessons Learned Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9232

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