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Team Teaching: A Freshman Engineering Rhetoric & Laboratory

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Conference

1996 Annual Conference

Location

Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996

ISSN

2153-5965

Page Count

9

Page Numbers

1.435.1 - 1.435.9

Permanent URL

https://peer.asee.org/6340

Download Count

12

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Paper Authors

author page

David F. Ollis

author page

Ann Brown

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

Session 1 2 6 1

Team Teaching: A Freshman Engineering Rhetoric and Laboratory

Ann B r o w n ( C o l l e g e o f E n g i n e e r i n g W r i t i n g A s s i s t a n c e P r o g r a m ) and David F. Ollis (Chemical Engineering) North Carolina State University, Raleigh, NC 27695

Abstract

Team teaching usually involves the back-and-forth trading of lecturing between two instructors. The present example illustrates a looser side- by-side collaboration consisting of a first year rhetoric, based upon readings, poetry, and videos in technology, literature and history, and a “hands-on” laboratory centered around consumer electronics. The effect achieved is a bridging of the “two cultures” by viewing technology through alternating sets of glasses.

Introduction

Directors of university engineering curricula are besieged by ever noisier clamour for more and earlier “hands-on” experience, and for more exposure to, and practice in, reading and writing “across the curriculum” in course-centered formats. The freshman year is a logical target for new course innovation, e x c e p t f o r t h e o b v i o u s p r o b l e m t h a t t h e f i r s t engineering year often has few, if any, elective spaces for new, widely available experiments in engineering education. Therefore, new first y e a r c o u r s e s a r e e x p e c t e d t o p a t t e r n themselves after existing requirements, in order to satisfy the argument of the type “please accept new course X in lieu of current Y“. A new example from our NCSU College of Engineering is an integrated version of mathematics, physics, and chemistry, known as IMPEC and described in the preceding paper (l); here the challenge is largely curricular integration to give physics or chemistry a “just-in- time” mathematics component, all spiced with design examples from

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Ollis, D. F., & Brown, A. (1996, June), Team Teaching: A Freshman Engineering Rhetoric & Laboratory Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/6340

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