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Framework For Instructional Modules For The Msip Project "Working In Teams To Enhance Pre Engineering Curriculum"

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

6

Page Numbers

5.305.1 - 5.305.6

Permanent URL

https://peer.asee.org/8390

Download Count

6

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Paper Authors

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Richard Gilbert

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Wayne E. Wells

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Marilyn Barger Hillsborough Community College

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

Session 1486

Framework for Instructional Modules for the MSIP “Working in Teams to Enhance Pre-Engineering Curriculum Project” or WITEPEC Project

Marilyn Barger, P.E., Richard Gilbert, Wayne E. Wells Hillsborough Community College-University of South Florida/ University of South Florida/University of Texas at Brownsville

Abstract

The goals of the Minority in Science Program Project, “Working in Teams to Enhance Pre- Engineering Curriculum” are encompassed in the overall objective of increasing the success of minority students in gatekeeper engineering and science courses. The mechanisms proposed to obtain this goal include the development of a number of instructional modules for pre- engineering and science courses that will specifically address many of the barriers encountered by minority students in these courses.

A number of instructional modules are being developed for each of the following college level courses, that have been identified as gatekeeper courses for minority students: Calculus, pre- Calculus I, Physics, Chemistry, and four of the introductory engineering courses, Statics, Dynamics, Engineering Graphics, and Introduction to Engineering. Most of these courses are offered in community colleges that have pre-engineering and/or pre-engineering technology programs and serve a large number of minority students.

This paper presents the conceptual design of the module format and the rationale behind this design. There are several unique aspects to the conceptual design of the modules that will be presented and explored in detail in this paper and presentation. Finally, examples from some of our first modules will be shared.

Introduction

The development of the skill set and background knowledge required to complete an ABET engineering degree is a demanding activity for most students. This is a particularly true statement for students that enter a pre-engineering program of study with some deficiencies in their high school educational experience. Such students find the pace and expectations of the engineering oriented science and mathematics courses difficult to maintain. These same students may also encounter difficulties in remedial courses designed to facilitate students that encounter this situation. Minority students are often caught in this almost impossible catch up situation. This is specifically the case with minorities for whom English is their second language.

One approach to helping students avoid this descending cyclic path is being developed by educators under the guidelines set forth by the US Department of Education Minority in Science Program, MISP. This effort is focused on students whose first language is Spanish. Teams of educators primarily from two-year institutions which are members of the National Hispanic Bilingual Engineering Program (NHBEP) Consortium are creating a set of modules that address

Gilbert, R., & Wells, W. E., & Barger, M. (2000, June), Framework For Instructional Modules For The Msip Project "Working In Teams To Enhance Pre Engineering Curriculum" Paper presented at 2000 Annual Conference, St. Louis, Missouri. https://peer.asee.org/8390

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