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The composition of first-year engineering curricula and its relationships to matriculation models and institutional characteristics.

机译：一年级工程课程的组成及其与入学模型和机构特征的关系。

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摘要

The preparation of technically excellent and innovative engineering graduates urges for a reform of the engineering curriculum to meet critical challenges in society (National Academy of Engineering, 2005). An examination of the current engineering curricula is needed to offer a baseline to further discuss if the curriculum reform meets the critical challenges. Meanwhile, concern about engineering retention prioritizes a review of the first-year engineering curricula. The existing literature does not include a nationwide examination of the first-year engineering curricula and introductory engineering courses. This study aspired to fill the gap by providing a detail description of the composition of first-year engineering curricula and introductory engineering courses of all ABET EAC-accredited programs. Furthermore, this study investigated the degree to which first-year engineering curricula and institutional characteristics varied by the matriculation policies of engineering programs.;To this end, this study analyzed the recommended first-year course sequences of 1,969 engineering programs and descriptions of 2,222 first-year engineering courses at all 408 U.S. institutions with ABET EAC-accredited programs. Keywords extracted from the engineering course descriptions were classified using a revised First-Year Engineering Course Classification Scheme (Reid, Reeping, & Spingola, 2013). In addition, institutional characteristics of 408 institutions grouped by matriculation models were examined.;There were five major findings. First, engineering courses took up 14-17% of total credit hours in the first year. Most first-year engineering courses were mandatory instead of elective or optional. Mathematics and science still formed the basis of the early engineering curriculum by accounting for more than half of the first-year credit hours. Second, the composition of first-year engineering curricula, the composition of first-year engineering courses, and the time when the first engineering course was required all varied by matriculation models. Third, topics related to engineering technologies and tools were listed most frequently in first-year engineering course descriptions, followed by topics related to design and the engineering profession. Topics related to global interest were seldom listed. Fourth, while first-year course composition varied by matriculation model, the most frequently listed topics were shared by programs with varied matriculation models, suggesting that content selection of first-year engineering courses was homogenous nationally. Lastly, institutions with different matriculation models had distinct characteristics, demonstrating the existence of relationships between institution-level and unit-level variables shown in the Model of Academic Plans in Context (Lattuca & Stark, 2009).;Findings of this study addressed fundamental questions of engineering education research, and had the potential to help program administrators and instructors with program and curriculum planning purposes.
机译：技术优秀和创新的工程专业毕业生的准备工作要求对工程课程进行改革，以应对社会中的严峻挑战（美国国家工程院，2005）。需要对当前的工程课程进行审查，以提供一个基准，以进一步讨论课程改革是否能够应对关键挑战。同时，对工程保留的关注使对第一年工程课程的审查成为重中之重。现有文献不包括对一年级工程课程和入门工程课程的全国性考试。这项研究旨在通过详细介绍所有获得ABET EAC认可的课程的一年级工程课程和入门工程课程的组成来填补空白。此外，本研究调查了工程课程的入学政策对一年级工程课程和机构特征的影响程度。为此，本研究分析了推荐的1969项工程课程的一年级课程顺序和2222项描述拥有ABET EAC认证计划的美国全部408家机构的一年工程课程。使用修订的“第一年工程课程分类方案”（Reid，Reeping和＆Spingola，2013年）对从工程课程说明中提取的关键字进行分类。此外，还对通过入学模式分组的408家机构的机构特征进行了研究。共有五个主要发现。首先，工程课程在第一年占总学时的14-17％。大多数第一年的工程课程都是必修课，而不是选修课或选修课。数学和科学仍然构成了早期工程课程的基础，占第一年学分时间的一半以上。其次，一年级工程课程的构成，一年级工程课程的构成以及需要第一年工程课程的时间都因入学模型而异。第三，在第一年的工程课程说明中，与工程技术和工具相关的主题最经常列出，其次是与设计和工程专业相关的主题。很少列出与全球兴趣相关的主题。第四，虽然一年级课程的组成因预科课程而异，但最频繁列出的主题却被具有不同预科课程的程序所共享，这表明一年级工程课程的内容选择在全国范围内是相同的。最后，具有不同入学模式的机构具有鲜明的特征，证明了在情境中的学术计划模型（Lattuca＆Stark，2009）中所显示的机构水平和单位水平变量之间的关系。工程教育研究领域的专家，有潜力帮助计划管理员和讲师实现计划和课程计划的目的。

著录项

  • 作者

    Chen, Xingyu.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Science education.;Higher education.;Higher education administration.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 234 p.
  • 总页数 234
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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