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"Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education"
 

Summary: "Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright
2001, American Society for Engineering Education"
Session 1330
A Framework for Interpreting Students' Perceptions of an Integrated
Curriculum
Ann McKenna1
, Flora McMartin, Youki Terada, Vanravi Sirivedhin,
Alice Agogino
Northwestern University1
/University of California at Berkeley
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

  

Source: Agogino, Alice M. - Department of Mechanical Engineering, University of California at Berkeley

 

Collections: Engineering