Abstract
Engineering problems can always be solved via more than one method. However, there is often an advantage in choosing a particular method, depending on the specific parameters and constraints. The ability to choose the most appropriate approach to solving a particular problem is a critical skill that needs to be cultivated over time. Starting from lower level courses, students should learn how to approach each problem from various angles, rather than to solve specific types of problems in a cookbook fashion. This paper aims to emphasize the importance of integrative learning in cultivating such critical thinking skills in undergraduate students. Integrative learning enables students to establish connections between different topics covered in a course, and link concepts across the curriculum. Two batches of undergraduate students are compared in this paper. Lower level courses were taught in a prescriptive process-oriented method for the first batch. In contrast, the second batch acquired the skills needed to link knowledge across the curriculum, in order to determine the most suitable approach to solving a problem. Assessment data indicates that the latter batch of students were able to consider different approaches and to develop more efficient problem solutions in upper level courses.
Published Version
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