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Integrated Curricula In The Succeed Coalition

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Curricular Change Issues

Page Count


Page Numbers

8.718.1 - 8.718.19



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Paper Authors

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Tim Anderson

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Marc Hoit

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Richard M. Felder

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Guili Zhang

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

Session 2630

Integrated Curricula in the SUCCEED Coalition

Matthew W. Ohland, Richard M. Felder, Marc I. Hoit, Guili Zhang, Timothy J. Anderson

General Engineering, Clemson University / Chemical Engineering, NC State University / College of Engineering, Educational Statistics, Chemical Engineering University of Florida

I. Abstract

The SUCCEED Coalition supported two attempts at developing and implementing integrated curricula. The first of these was the Integrated Mathematics, Physics, Engineering, and Chemistry (IMPEC) program at NC State, which used a fully-integrated team-taught set of courses. A second program piloted at the University of Florida retained traditional courses with department control, but the faculty from Mathematics, Physics, Chemistry, and Engineering collaborated to coordinate their curricula so that concepts or topics could span more than one class. Both programs included other aspects of skill development. This paper summarizes the assessment data from both programs and recommends a path forward for integrated curricula in engineering education.

II. Objectives of SUCCEED integrated curricula

Traditional engineering curricula are highly compartmentalized. Fundamental mathematics and science courses and engineering courses are generally self-contained, with few connections being made to related courses in other disciplines or even the same discipline. Real engineering problems, on the other hand, invariably involve information and skills associated with a variety of engineering, mathematics, and physical science courses. When students do not understand the interrelations between different subjects, they tend to be less motivated to learn new subject matter and consequently less able to solve realistic problems. Recognizing this problem, the past decade has seen several universities develop first-year engineering curricula that include multidisciplinary integration.1,2 A previous paper from a multi-coalition collaboration provides a comprehensive review of the pros and cons of curriculum integration.3

The NSF-funded Southeastern University and College Coalition for Engineering Education (SUCCEED) was formed in 1992 by eight prominent and diverse southeastern colleges of engineering with a shared vision of creating sustainable engineering education reform having national impact. This vision was articulated through the definition of a curriculum model based on the desired attributes of engineering graduates. It was desired that the graduates of this curriculum be technically competent, critical and creative thinkers, life-long learners, effective communicators, team players, and globally aware. They should understand process and systems design and integration, display high ethical standards, and appreciate the social context of engineering and industry business practices. The curriculum model was designed to develop these qualities through changes in the curriculum content, structure, delivery, and management. A key change element in the curriculum content and structure was subject integration (knowledge

Anderson, T., & Hoit, M., & Felder, R. M., & Ohland, M., & Zhang, G. (2003, June), Integrated Curricula In The Succeed Coalition Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12620

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