Evolution and evaluation of an integrated, first-year curriculum

Abstract

Rose-Hulman Institute of Technology, USA, is planning to offer a new first-year program for all entering students in the 1998-99 academic year. The new first-year program will build on seven years of experience with the Integrated, First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM). In IFYCSEM, faculty integrate topics in calculus, physics, chemistry, computer science, engineering design, engineering statics and engineering graphics into a year-long curriculum which emphasizes links among topics, problem solving and teams. These faculty have pioneered innovations in the areas of curriculum integration, technology-enabled education, cooperative learning and continuous improvement through assessment and evaluation. Rose-Hulman's experience has helped encourage other institutions to offer prototype first-year curricula modeled upon IFYCSEM. These institutions include Rose-Hulman's partners in the Foundation Coalition: Arizona State University, Maricopa Community College District, Texas A&M University, Texas A&M University at Kingsville, Texas Woman's University and the University of Alabama. The paper summarizes the goals of the curriculum, the structure of the curriculum, significant innovations, student perceptions of the curriculum, summative assessment data, evolution of the program through formative assessment and continuous improvement, impact of IFYCSEM beyond Rose-Hulman and the development of an Institute-wide first-year program.