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Introductory Maximizing Engineering Potential Course

Christopher L. Caenepeel

California State Polytechnic University, Pomona

abstract An introductory engineering course has been designed and successfully implemented to introduce underrepresented minority students to a systematic strategy of problem solving. A faculty/MEP staff team reinforces the lecture by facilitating a creative problem solving recitation. The course uses a strategy of systematically question answering to challenge fundamental mathematics and physics problems. The course also introduces the students to college success skills. The course culminates in a heterogeneous team based project. The students are introduced to a generic project planning strategy that focuses on goals, methodology, timelines and work distribution among personnel. Team building exercises are used to establish team norms and to demonstrate the synergistic advantages of a collaborative project. An inexpensive project, which involves engineering measurements and estimation, is selected to challenge the student’s creative skills. The project culminates in a final written report. The course utilizes a combination of instructor (50%) and peer based(50%) evaluations that provide feedback and stimulate individual performance. Peers are asked to identify results achieved by all team members. In addition a continuous improvement format is used to quantitatively evaluate an individual in four performance areas. Explanations must be provided for all ratings, i.e., why is a rating high and if a rating is low a suggestion for how to improve must be provided.

background Engineering Orientation (EGR110) was developed as the introductory course for Cal Poly Pomona students participating in the Maximizing Engineering Potential (MEP) program. The course focuses on problem and engineering analysis and success skills for first time university students. The MEP program was initiated in 1983 as “an academic enhancement program for over 650 African American, Latino, and Native American students in Engineering and Computer Science. The program’s purpose is to increase the number of students who graduate from these technical disciplines.”(1)

Although this paper will describe the EGR110 course, particular emphasis will be pl aced on the use of pedagogical strategies for problem analysis and a group project.

description of course The EGR110 course is required of all first year MEP students at Cal Poly Pomona. It is a 3 unit course that is taught in an academic quarter. During the fall quarter of 2000 a student population of approximately 110 participated in a weekly 75 -minute lecture

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ©2002, American Society for Engineering Education

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Caenepeel, C. (2002, June), Introductory Maximizing Engineering Potential Course Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10802