Abstract
The Foundation Coalition which is composed of seven educational institutions, is in the process of developing an engineering curriculum that incorporates the integration of courses, the use of active and cooperative learning in the classroom, and the use of technology in the classroom to enhance the level and sophistication of content and problems approach. This paper describes several conflicts which the integrated approach creates for students in special programs in the College of Engineering, such as those Honors, Minority, Women, and Transfer students. These conflicts are described and some of the initial strategies for resolving the conflicts are presented, as well as plans for assuring that these programs work together effectively as the integrated program expands and becomes institutionalized.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings - Frontiers in Education Conference |
| Publisher | IEEE |
| Pages | 770-776 |
| Number of pages | 7 |
| Volume | 2 |
| State | Published - 1995 |
| Externally published | Yes |
| Event | Proceedings of the 1995 25th Annual Conference on Frontiers in Education. Part 1 (of 2) - Atlanta, GA, USA Duration: Nov 1 1995 → Nov 4 1995 |
Other
| Other | Proceedings of the 1995 25th Annual Conference on Frontiers in Education. Part 1 (of 2) |
|---|---|
| City | Atlanta, GA, USA |
| Period | 11/1/95 → 11/4/95 |
ASJC Scopus subject areas
- Engineering(all)
- Industrial and Manufacturing Engineering