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Distributed across Oklahoma State University’s Electrical and Computer Engineering curriculum, the effort used engaging graduate students, infrastructure for developmental scaffolding, and structured self-reflection. Four course case studies illustrate evolving changes, with preliminary evaluation results and formative assessment guiding project direction. 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Spread across the Electrical and Computer Engineering (ECE) curriculum at Oklahoma State University, these courses were supported by engaging graduate students, building infrastructure to scaffold student development, and self-reflection on what it means to develop as an engineer. Four case studies from the spectrum of courses illustrate the on-going changes. While the project is still in the process of measuring changes in student learning and attitudes, preliminary project evaluation results are presented along with how formative evaluation has changed the project direction. From participants’ experiences, both expected and unexpected, some of the factors that contribute to project successes and failures are outlined. A key finding is that the journey of reforming undergraduate programs needs to be guided by knowledge of both current location and destination. A taxonomy developed under this project to guide, discuss, and measure reform efforts is introduced that helps faculty map pathways to meaningful reform.  \nKeywords: department level reform, student development, engineering taxonomy  \nINTRODUCTION  \n“...there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.  \nSUMMER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nEngineering Students for the 21st Century: Student Development Through the Curriculum  \nBecause the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new.”  \n—Nicolo Machiavelli, The Prince, chapter VI  \nDecades of research on how engineering students learn has resulted in breakthroughs; there is consensus by experts on effective pedagogy. Although this consensus presents engineering educators with unprecedented opportunities to improve student learning, effective pedagogy has entered the classroom at a glacial pace. Widely read reports of expert panels (National Research Council 2004, 2005, 2007, 2009 Hyperlink to these resources) have found that despite the progress in research on how engineering students learn, engineering enrollments are lagging, women are not significantly better represented, and under-represented groups have made little progress. In addition, the ballooning cost of higher education, which puts college out of reach for an increasing number of students, is primarily supporting administration and research rather than education (Wellmanet al. 2009) . There is increasing concern that a proportionally decreasing number of technologically innovative graduates will result in a future decline in economic competitiveness.  \nNSF’s Department Level Reform (DLR) program explored means of fostering effective and sustainable change in university programs to better and more efficiently educate engineers. Unlike many current efforts in engineering education, the DLR program recognized that difficulties in reforming engineering education may be structural as well as pedagogical. Department-level reform created experimental test-beds of alternative educational structures and methods that addressed pervasive problems involving a broad array of stakeholders. To succeed in this undertaking, reform projects attempted to change entrenched departmental cultures. As the Machiavelli quote at the start of this section implies, cu","cbCaieIGMc9cNAtq","https://ap.wps.com/l/cbCaieIGMc9cNAtq","pdf",2582254,37,"English","# Abstract\n# Introduction\n## Background and challenges in engineering education\n## Department-level reform approach\n# Reform goals and project structure\n## Curriculum reform as a dynamic, negotiated process\n## Rationale for case-study perspective and evaluation","[{\"question\":\"What was the main purpose of the ES21C project?\",\"answer\":\"ES21C aimed to help engineering students develop into engineers through a ten-course sequence implemented under NSF’s Department Level Reform program.\"},{\"question\":\"How did the program support student development across the curriculum?\",\"answer\":\"It integrated engaging graduate students, built infrastructure to scaffold student development, and used self-reflection to support what it means to develop as an engineer.\"},{\"question\":\"What kinds of evaluation results does the paper report?\",\"answer\":\"The paper presents preliminary project evaluation results and explains how formative evaluation changed the project’s direction.\"}]","Engineering Students for the 21st Century - Student Development Through the Curriculum | PDF",1792067226,93]