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Numerous engineering concepts are based on foundational math and science topics and methods. Being well-versed with such fundamentals not only places students in a better position to learn new material but also allows them to readily adapt this knowledge to solve engineering problems. However, instructors frequently report that students do not recall these fundamental ideas or recognize when to apply them in later courses. As a part of a Revolutionizing Engineering Departments grant, we developed just-in-time “foundation modules” to bridge this gap between the fundamentals and more advanced engineering concepts in mechanical, aerospace and nuclear engineering (MANE) disciplines. Several course instructors were interviewed to corroborate the need for such materials and to identify the fundamental topics in their courses to target with these modules. Fifteen static foundation modules have been prepared on the identified topics and piloted in three courses that are common to all MANE disciplines. Results from a preliminary survey indicated that students found the foundation modules helpful in preparing them with the required fundamentals.
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This content will become publicly available on June 21, 2027
IUSE/PFE: RED A&I Curriculum Integration through Collaborative Teaching and Mentoring: Adapting an Integrated System for Engineering Formation
This wok provides an overview of progress made toward a transformation of the culture and curriculum of the Mechanical, Aerospace, and Nuclear Engineering (MANE) Department at Rensselaer Polytechnic Institute (RPI) to better equip our students to solve the challenging problems of our world. This work is an adaption and extension of a proven integrated engineering education model from Colorado State University’s NSF IUSE/PFE RED program, scaling up to a large department with four degree programs in a way that is sustainable. Motivated by longstanding challenges in traditional siloed engineering education—such as students’ challenges with connecting fundamental concepts across disciplines, applying abstract knowledge to real-world problems, and understanding professional pathways early in the curriculum—the project is addressing critical needs identified in the National Academy of Engineering’s Educating the Engineer of 2020 report and supported by extensive literature on STEM integration and organizational change. The work leverages evidence-based strategies grounded in engineering education research. The project focuses on enhancing engineering education through six key activities: developing modules to support the application of foundational knowledge, implementing knowledge integration (KI) activities linking discipline-specific courses, embedding vertically integrated projects (VIPs) into the curriculum, fostering student professional formation via Engineers-In-Residence (EIR), supporting faculty teaching development, and continuous programmatic assessment. These elements are designed to foster deeper interdisciplinary understanding, enhance hands-on learning, and improve professional identity formation for undergraduate students in MANE. New curriculum activities have included the successful creation and piloting of foundation modules that refreshed essential math and physics concepts with positive student feedback; effective KI activities in aerospace engineering and control systems that connected courses with related content; and implementation of a VIP centered on Luminescent Solar Concentrators across multiple courses to promote cumulative learning and systems-level understanding. Other supporting activities include initial but promising EIR engagement in career-related support for students; faculty development workshops that encouraged evidence-based teaching practices; and ongoing assessment revealing areas for improvement such as increasing examples in modules, better framing of assignments, and enhanced coordination among courses. Overall, the project is stimulating more collaborative teaching and is demonstrating the feasibility and value in integrating interdisciplinary learning experiences into a large, multi-program department, to better prepare engineering students for complex professional challenges.
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- Award ID(s):
- 2235345
- PAR ID:
- 10698317
- Publisher / Repository:
- American Society for Engineering Education
- Date Published:
- Subject(s) / Keyword(s):
- disciplinary integration collaborative teaching industry engagement
- Format(s):
- Medium: X
- Location:
- Charlotte, NC
- Sponsoring Org:
- National Science Foundation
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