Engineering Education Reform: UNHSEAS Case

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Engineering Education Reform UNH-SEAS Case

• Zulma R. Toro-Ramos, Ph.D.
• School of Engineering and Applied Science, Dean
• March 5, 2004

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Agenda

• University and Engineering Programs Role
• Areas of Responsibility for Engineering Programs
• Engineering Education Challenges
• What Should Characterize Undergraduate
• Engineering Education
• Proposed Undergraduate Engineering
• Education Model
• MEE Implementation
• Vision of Educational Leadership

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University and Engineering Programs Role

• Key player in economic development in the state
  and the country
• Responsible for
• the development of the human resources required
  by the state and the country
• the development of new knowledge, technology, and
  products
• the transfer of technology
• Collaborator in the design and development of the
  state and country social infrastructure

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Areas of Responsibility for Engineering Programs
K-12 Education (Outreach Programs)
Undergraduate Education
Graduate Education
Continuous Education
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Engineering Education Challenges

• A changing world of engineering demands a new way
  to educate future engineers

More effective use of computers tools
Greater variety of organizational work contexts
Rapid changes in engineering practices
Engineering Curricula
Increase interaction among professions
Diverse evolving careers opportunities
Globalization of businesses
Greater breath in engineering and science
fundamentals
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What Should Characterize Undergraduate
Engineering Education

• Interdisciplinary or joint programs
• International collaborations
• Diversified student body
• Student performance continuous follow-up
• Frequent curriculum revisions
• Delivery of academic programs centered on the
  learning process
• Academic programs designed to comply with
  requirements from multiple constituents
• Innovative teaching-learning methodologies

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• Proposed Undergraduate Engineering
• Education Model (MEE)

Study Abroad Program
Real-World Industrial Experience
SEAS Multidisciplinary Engineering Education
Multidisciplinary Engineering Education
Outreach Programs
Career Ready Engineers Scientists
Flexible Academic Programs
Integrated Laboratory Experiences
Outcome Assessment Process
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Alliances Required inthe Implementation of the
MEE
Academia
Industry
Government
Industrial Advisory Boards
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MEE Implementation
Goal To prepare our graduates to be the
engineering leaders of tomorrow
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MEE Implementation

• Some details

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Traits of Graduates from UNH-SEAS

• Strong background in basic science math
• Multidisciplinary engineering foundation
• Competent with current computer tools
• Effective team member/team leader
• Skilled in written and oral communications
• Trained in project management techniques
• Aware of new technological advances
• Deep understanding of chosen discipline

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MEE Components

Internship
Interdisciplinary Electives
Interdisciplinary Design Activity
Discipline Depth Courses
Engineering Discipline Courses
Math Science Foundation Courses
Engineering Foundation Courses
Social Sciences Humanities
Basic Math
Intro Engr Analysis
Basic Science
English
Intro Engr Design
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Change Process for Transport Courses (fluid
mechanics, heat mass transfer)

Chemical Depth
Chemical
LAB
Interdisciplinary Transport LAB
Civil Depth
Civil
Change
LAB
Transport Foundation
Process
Mechanical Depth
Mechanical
LAB
Interdisciplinary Electives
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Spiral Curriculum
A pedagogical construct proposed by Jerome Bruner
in which concepts are first introduced in a
relatively simple way, then revised again to
provide deeper understanding, perhaps several
times
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Teaching-Learning Methodologies

• Interdisciplinary work groups
• Hands-on experience
• Project-based learning
• Cooperative learning
• Design courses since first year
• Just-in-time education
• Experts in the classroom
• Team-teaching
• Block scheduling
• Spiral curriculum

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First Year Objectives

• Develop in the students the following skills
• awareness of the various engineering disciplines
• understanding of the math/science/engineering
  relationship
• appreciation of industrial perspectives
• understanding of the need for methods of
  life-long learning
• math / science background(incl. life sci)
• use of analysis design methods
• study, communication, time-management teamwork

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Features of First Year

• Early exposure to engineering analysis design
• Hands-on, project-based problem-driven
• Multidisciplinary perspectives
• Horizontal integration of topics
• Industrial tours speakers program
• Content flexible to respond to evolving needs
• Maintain currency relevance via continuous
  assessment process by First Year Team

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Sophomore Year Objectives

• Provide practical knowledge skills for
  engineering practice
• Provide a common understanding of basic
  engineering topics for all engineers (FE exam)
• Introduce terminology and applications from major
  engineering disciplines
• Begin to build identity in chosen discipline
• Provide background for further study of some
  topics in disciplinary courses

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Features of Sophomore Year

• Practical knowledge and industrial applications
  from many disciplines
• Integrate topics with science and math courses
• Topical layering used in courses to provide
  overview of many topics and foundation to build
  depth in later discipline-specific courses
• Most courses include some hands-on activities,
  team projects and other active/cooperative
  learning methods

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Features of Junior and Senior Level Courses

• Develop depth in areas of chosen discipline
• Senior design experience with multidisciplinary
  aspects
• Industrial experience internship or co-op
• Elective courses in areas of emerging technology

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New Courses for First Year

• Introduction to Engineering Design
• Project based approach to the design process
• Project Planning Development
• Computer tools, team-work, project management
• Methods of Engineering Analysis
• Spreadsheet programming driven by engineering
  
• problems
• Laboratory Science for Engineers
• Life science chemistry relevant to engineering

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New Courses for Sophomore Year

• Introduction Modeling of Engineering Systems
• General concept of balance
• Materials in Engineering Systems
• All types of properties of materials, behavior
  and applications
• Fundamentals of Mechanics Materials
• Behavior of mechanical and structural systems
  under load

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New Courses for Sophomore Year (cont.)

• Fluid-Thermal Systems
• Thermodynamics, fluid flow and heat transfer
• Fundamentals Applications of Analog Devices
• Sensors, transformers, motors, and transmissions
  lines
• Project Management Engineering Economics
• Economic analysis with emphasis on project
  management related concepts

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Vision for Educational Leadership

• Curriculum dynamic, innovative and relevant
• Faculty knowledgeable, current active in the
  practice of their discipline, research or
  creative work and educational methods

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Vision for Educational Leadership

• Teaching methods based on latest pedagogical
  research
• Educational experience enriched by effective
  integration of technology, meaningful real world
  experience and extracurricular activities

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Vision for Educational Leadership

• Student development personal attention
  mentoring
• Graduates prepared for future leadership roles
  in society and their profession

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• I look for what needs to be done . . .
• After all, thats how the universe designs
  itself.
• R. Buckminster Fuller
• Engineer, designer, and architect