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Can Systemic Change Really Help Engineering Students from Under-represented Groups ?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Morgan, Jim Froyd, Jeff Rinehart, Jan Kenimer, Ann Lee Malavé, César O. Caso, Rita Clark, Carolyn W. |
| Copyright Year | 2002 |
| Abstract | 1 Jim Morgan, Texas A&M University, Department of Civil Engineering, College Station, TX 77843-3136, jim-morgan@tamu.edu 2 Jeff Froyd, Texas A&M University, Dwight Look College of Engineering, College Station, TX 77843-3128, froyd@ee.tamu.edu 3 Jan Rinehart, Texas A&M University, Engineering Academic Programs Office, College Station, TX 77843-3127, jan@tamu.edu 4 Ann Kenimer, Texas A&M University, Department of Biological and Agricultural Engineering, College Station, TX 77843-2117, a-kenimer@tamu.edu 5 Cesar Malave, Texas A&M University, Department of Industrial Engineering, College Station, YX 7843-3 , malave@tamu.edu 6 Rita Caso, Texas A&M University, Dwight Look College of Engineering, College Station, TX 77843-3128, dr-rita@tamu.edu 7 Carolyn Clark, Texas A&M University, Department of Educational Human Resource Development, College Station, TX 77843-3256, cclark@tamu.edu Abstract In 1998-99 academic year, A&M completed the first phase in the transition from pilot curricula to new first and second year engineering curricula for every student. Inclusive Learning Communities (ILC) form the foundation for new curricula. At A&M, an ILC is a group of students, faculty and industry that have common interests and work as partners to improve the engineering educational experience. These communities value diversity, are accessible to all interested individuals, and bring real world situations into the engineering classroom. The key components of an ILC at A&M are: (1) clustering of students in common courses (math, engineering, science); (2) teaming; (3) active/cooperative learning; (4) industry involvement in the classroom; (5) technology-enhanced classrooms; (6) undergraduate peer teachers; (7) curriculum integration; (8) faculty team teaching; and (9) assessment and evaluation. Based on the experience with its pilot curricula and the experiences since institutionalization in 1998-99, A&M believes that the new curricula based on the ILC concept offer a superior educational experience for engineering students. To demonstrate this conclusion, quantitative data on retention and progress toward graduation will be offered for all male and female students, as well as minority and non-minority students. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ineer.org/Events/ICEE2002/Proceedings/Papers/Index/O085-O088/O085.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
