New Paradigm For Foundational Engineering Education

Abstract

In fall 2004, implementation of a significant redesign of the first semester introductory engineering course (EngE1024) required for all first-year engineering students at Virginia Tech, has occurred in support of a shift in paradigm: 1) the enhanced research mission of the new Department of Engineering Education and 2) administrative restructuring that led to inclusion of Computer Science students in the College of Engineering. This redesign resulted in changes to course curriculum and coordination and hiring/management of faculty.