Web Resources on Curriculum Integration in
Framework for Interpreting Students' Perceptions of an Integrated
Curriculum by Ann McKenna, Flora McMartin, Youki Terada, Vanravi
Sirivedhin, Alice Agogino Undergraduate engineering reform efforts
to better integrate math, science and engineering courses have recently
been conducted at the University of California at Berkeley. Since
1998, faculty from the mathematics, physics, and engineering departments
at Berkeley have collaborated to restructure first year and lower
division courses. Several changes were made to specific courses
to improve students' integrative understanding of calculus and the
physical sciences, and to emphasize applications to engineering.
Various data have been collected to investigate the impact the reforms
had on student learning, as well as to gain insight into students'
experiences during their undergraduate engineering career. Interviews
were conducted with engineering students and faculty to garner feedback
about integration efforts and students perceptions of the curriculum.
This paper describes the interview project and outlines the interpretive
framework we established for the analysis of the interview data.
Initial analysis suggests that students have difficulty understanding
lower division math and physics courses because of the following
reasons; 1) the pedagogical approach is inadequate for properly
integrating and reinforcing the material, and 2) student perceptions
and beliefs about the disciplines conflict with the goals of integration.
The University of Alabama - College of Engineering TIDE
Freshman Program (Teaming, Integration, Design, Engineering)
TIDE is a freshman program offered for engineering and computer
science students. Students participating in TIDE will work side-by-side
with other students, teaching assistants and faculty to learn five
core subjects: Chemistry, Engineering, English, Mathematics, and
The University of Wisconsin Madison - College of Engineering LINKS
Foundation Coalition Publications
Resources on Interesting Integration Examples
Example #1: Bianconi and Barabási demonstrated
that, under fairly general assumptions, the growth of scale-free
networks and development of Bose-Einstein
condensates are governed by the same mathematical relationships.
Publications for Further Reference
- Brazee, E.N. and Capelluti, J. (1995). Dissolving
boundaries: Toward an integrative curriculum. National Middle
States Association. Columbus OH.