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The Integrated Learning Initiative An Evolution Of A Pedagogical Paradigm

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

10

Page Numbers

6.1019.1 - 6.1019.10

Permanent URL

https://peer.asee.org/9406

Download Count

32

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Paper Authors

author page

Barrie Jackson

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

Session 2793

The Integrated Learning Initiative An Evolution of a Pedagogical Paradigm

Barrie W. Jackson Chemical Engineering Department Queen’s University

Abstract

Queen’s University, Kingston, Ontario has embarked on a new approach to engineering education in the faculty of Applied Science, known as the Integrated Learning Initiative. This new approach is to a large extent a result of two successful undergraduate programs. One course APSC100 is a first year engineering initiative, which introduces students directly into design and analysis exercises. APSC400, (Technology Engineering and Management, TEAM) is a fourth year engineering program. The Integrated Learning Initiative will extend the concepts developed in these two programs at opposite ends of an engineering student’s undergraduate career, to cover much of the intervening period, and accommodate more students in the first and fourth years.

Queen’s has traditionally had a common first year for engineering students. Some of the first year laboratories seemed to do more to dissuade students from pursuing an engineering career than to encourage them. Recognizing that students come to Queen’s to be engineers; the first year program was redesigned over a period of three years, starting with a pilot program known as QUYFAS, Queens University First Year Applied Science. This program provided the students with the opportunity to engage in group problem solving/design exercises. The results have been most encouraging and now all first year engineering students participate.

TEAM was an initiative that was first offered in 1994/5. The Department of Chemical Engineering and the School of Business jointly developed what was initially known as TIP, Technology Innovation Program, which is now known as TEAM Technology Engineering and Management. TEAM places multidisciplinary teams of students as consultants for an eclectic array of industries. These teams must negotiate contracts, waivers of liability, confidentiality agreements, and IP agreements with their clients.

The TEAM program has evolved over the years that it has been in operation. This has been a significant learning experience for not only the participants, but also the coordinators and our industrial clients. It has certainly been a success, having received the prestigious Medal for Distinction in Engineering Education (1998) from the Canadian Council of Professional Engineers.

The Faculty of Applied Science has embarked on an Integrated Learning Initiative built upon the success of these two programs. While it is clearly recognized that this active learning style may not be appropriate for all course work, it certainly is the medium of choice for much of engineering education. A significant part of the Integrated Learning Initiative will be the

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”

Jackson, B. (2001, June), The Integrated Learning Initiative An Evolution Of A Pedagogical Paradigm Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9406

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