This presentation will provide 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 [1], 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 [2]. The work leverages evidence-based strategies grounded in engineering education research [3]. 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.
[1] Maciejewski, A.A., Chen, T.W., Byrne, Z.S., De Miranda, M.A., McMeeking, L.B.S.,Notaros, B.M., Pezeshki, A., Roy, S., Leland, A.M., Reese, M.D., Rosales, A.H., Siller, T.J., Toftness, R.F., and Notaros, O.. (2017). A Holistic Approach to Transforming Undergraduate Electrical Engineering Education, IEEE Access 5:8148-8161.
[2] Educating the Engineer of 2020 Adapting Engineering Education to the New Century, National Academy of Engineering, National Academy Press, 2020.
[3] Borrego, M., and Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220-252.
Acknowledgement: This material is based upon work supported by the National Science Foundation under Award No. EEC-2235345.
http://orcid.org/0000-0002-5652-2380
Rensselaer Polytechnic Institute
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