| Abstract: | In 1988, Drexel began a project which involves a comprehensive restructuring of the lower division engineering curriculum. The program provides an early introduction to the central body of knowledge forming the fabric of engineering, the unifying rather than parochial aspects of engineering, experimental methods, the computer as a flexible, powerful professional and intellectual tool, the importance of personal communications skills, and the imperative for continuous, vigorous, life-long learning. The subject matter is organized in four major components replacing and/or integrating material in thirty-seven existing courses in the traditional curriculum. The theme of all activities is a central focus on the students as emerging professional engineers and the faculty as their mentors from the very beginning of their education. To date, 500 students and 50 faculty have participated in the project. Preliminary results of evaluations are encouraging. Retention rates and achievement levels are high. Performance tests indicate that most students develop excellent levels of computer and laboratory skills. Their written and oral presentations demonstrate achievement of superior levels of communication skills. Personal interviews and evaluations indicate that student response is quite positive and they place a high value on faculty participation in a team effort. Both faculty and students indicate that this different experience has given them an insight into the importance and scope of the engineering profession and a sense that its practice can be exciting, rewarding and enjoyable. |
