Defragmentization Strategies for Pre-Engineering Curricula

摘要

The "traditional" preparatory curriculum for beginning engineering students has served several generations, but its demise may be imminent. First and second year courses such as calculus, physics, chemistry, electricity, mechanics, etc., which have traditionally been assumed as essential for freshman and sophomore engineering students, are under serious scrutiny for possible modification or elimination. Perhaps the most dominant reason for this change in educational philosophy stems from the realization that many of the current "MTV, Internet Surfing, raised-on-TV" generation appear to be insufficiently motivated by, or prepared for, what has worked in the past. These tried-and-true static presentations of mathematical and technical material may offer too little direct interaction to the student accustomed to getting their information (and stimulation) from the high-tech communication media. These traditional presentations may simply be in need of updating and reconfiguring. But there also appears to be significant fragmentation, either real or perceived by students, between these required math/science/engineering fundamentals courses and subsequent advanced engineering courses. Sources of this fragmentation, and means of correcting it, are addressed in this paper.In a referenced paper an innovative approach and an associated curriculum structure through the sophomore year is proffered. This new Pre-Engineering curriculum of two years is constructed around a thorough mathematical foundation. However, in this new approach, this mathematical foundation is addressed in a systematic format which simultaneously integrates fundamental engineering principles and concepts, problem solving skills, and technologically-advanced computation/visualization tools to provide a stimulating interaction which should better motivate the students of the "Internet Surfing..." generation. To accomplish this, faculty from several disciplines must interact in innovative ways. This paper addresses some of the background, barriers to, and solutions for faculty/faculty; faculty/topic; and faculty/students interaction if such anapproach is to have any chance of working.Faculty from the Departments of Mathematics, Physics, and Aerospace, Electrical, and Mechanical Engineering form the nucleus for developing and carrying out the instruction of this new curriculum. The curriculum (and concomitant experiences) are structured in such a way to provide a dynamic interdisciplinary approach to early engineering education.