Conference proceeding
A framework for interpreting students' perceptions of an integrated curriculum
Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, pp.345-358
ASEE Annual Conference (Albuquerque, New Mexico, 06/24/2001 - 06/27/2001)
06/24/2001
Abstract
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.
Details
- Title: Subtitle
- A framework for interpreting students' perceptions of an integrated curriculum
- Creators
- Ann McKenna (Author) - University of Iowa, Engineering AdministrationFlora McMartin (Author) - University of California, BerkeleyYouki Terada (Author)Vanravi Sirivedhin (Author)Alice Agogino (Author) - University of California, Berkeley
- Resource Type
- Conference proceeding
- Publication Details
- Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, pp.345-358
- Conference
- ASEE Annual Conference (Albuquerque, New Mexico, 06/24/2001 - 06/27/2001)
- Language
- English
- Date published
- 06/24/2001
- Academic Unit
- Engineering Administration; Mechanical Engineering
- Record Identifier
- 9984582859802771
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