St. Louis, Missouri
June 18, 2000
June 18, 2000
June 21, 2000
5.305.1 - 5.305.6
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
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.
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
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2000 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015