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The freshman engineering course sequence has been completely revised with support from an NSF CCLI grant. The mission of the curriculum is to instill the attributes of "The Engineer of 2020" in our students. We have structured the content timing and delivery so that the knowledge, skills and attitudes associated with each curriculum thread are buil...
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... the case of the pump project, while half the students are performing fabrication activities, the others work on developing a 3D model of the pump assembly using a 3D modeling tool such as SolidWorks. Both the pump and the solid model are shown in Figure 4 to provide the reader with an idea of the type of project completed in the course. The project in ENGR 121 is a fish tank project where students develop a system to control the temperature and salinity of a small volume of water. ...
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... The curriculum lasts three quarters spanning the undergraduate students' freshman year. Each quarter has a length of ten weeks, and classes meet twice a week for 110 minutes 6 . Using a microcontroller as a learning platform, general engineering fundamentals are taught. ...
... Using a microcontroller as a learning platform, general engineering fundamentals are taught. Seven themes, systems, electromechanical devices, fabrication and acquisition, software, fundamental engineering concepts, communication, and broadening activities, each interwoven throughout the three quarters of the first year experience are the course objectives 6,7 . The curriculum is aptly entitled "______ ____ ___ ___" because the microcontroller acts as a mobile lab for the students. ...
In the United States, a movement toward project-based freshman engineering curricula began in ngineering Education Coalitions. This movement continues at Universities across the country. At Louisiana Tech University, we began our own engineering curriculum reform in 1995. Through the support of the College and the National Science Foundation we have implemented and revised multiple Integrated Engineering Curricula. One obstacle to implementing an active-learning, laboratory experience at the freshman level is the required infrastructure and setup time. These barriers can lead to either poorly implemented projects with no connection to the curricula or to time-intensive preparations by the faculty and staff. Through multiple iterations of our freshman curriculum, we have developed an active, hands-on lab-type experience at the freshman level that is both tightly integrated to the course content and does not require extensive set up and tear down time by the faculty.
