New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Last year, the College of Engineering and Applied Science at the University of Colorado Boulder inaugurated a flexible, customizable and design-focused multidisciplinary undergraduate engineering degree program, built on a common engineering core, with a hands-on engineering design focus throughout all four years. Predicated upon the belief that students know what is best to meet their own career and personal interest needs, the curriculum branches out so students choose many courses to pursue their individual passions. Different than the traditional restrictive engineering curricular models that act as barriers to student migration into engineering programs, the curricular flexibility and choice in the Engineering Plus (e+) program makes transferring into the program more navigable, without necessarily extending time to graduation and its corresponding cost. The academic pathways of individual students who have migrated into and out of the budding e+ program are explored to understand who a multidisciplinary, choice-enriched, design-focused program is drawing in and who is opting out. Early program findings, including results from two student focus groups, serve as an opportunity to learn from engineering students experiencing academic flexibility and customization, decipher the lessons they hold for engineering education policymakers and educators, and pose the creation of more curricular choice as another pathway to broaden participation and improve engineering educational outcomes.
Forbes, M. H., & Sullivan, J. F., & Myers, B. A., & Reamon, D. T. (2016, June), Exploring Student Impressions of and Navigations through a Flexible and Customizable Multidisciplinary Engineering Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26861
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