Multidisciplinary themes in a typical undergraduate engineering curriculum were identified through a curriculum concept mapping process. The identification of these themes guided the creation of a set of 24 educational videos with another 24 currently in production. Each 15-minute video highlighted one of these themes by connecting it to a pivotal concept or critical skill from the first three semesters of a traditional engineering curriculum. The content of the videos was carefully designed to highlight a concept that would reappear throughout the curriculum, but was rooted in concrete visual examples accessible to first- or second-year engineering students. The videos utilized animations, visualizations, demonstrations, and/or examples from a variety of engineering and science disciplines to further the intended learning outcomes. Times to pause the video were incorporated to allow for student interaction - providing opportunities for students to predict the result of demonstrations, engage in discussion of concepts, and perform classroom activities tied to the video's intended learning outcomes. In order to classify concepts into multidisciplinary themes, we used a "backward design" process beginning with what instructors from the foundational courses in engineering (i.e., chemistry, physics, mathematics) identified as their intended learning outcomes. From our own background in STEM teaching and learning, we then isolated the pivotal concepts and critical skills that supported these learning outcomes. We refined our list of those concepts and skills through a literature search on student misconceptions and integrated curricula. In the end, a concept or skill was identified as pivotal when it satisfied one of two criteria: (1) it was multidisciplinary; or (2) it was prerequisite for multiple concepts that would be taught in upper-level courses.
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