[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589410-105":59,"doc-detail-589410-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reformulating-general-engineering-and-biological-systems-engineering-programs-at-virginia-tech-summer-2011","Reformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech - Summer 2011","","A Virginia Tech engineering education reform paper describes a 2004 NSF Department-Level Reform (DLR) project that used a spiral curriculum approach to rewrite general engineering (freshman engineering) and bioprocess engineering curricula. The work outlines a step-wise redevelopment process, explains how recursive learning strengthens prior understanding and corrects misconceptions, and presents assessment strategies and results for learning outcomes. It also discusses adaptation by other faculty, lessons learned, encountered challenges, and funding-related recommendations for NSF.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reformulating-general-engineering-and-biological-systems-engineering-programs-at-virginia-tech-summer-2011/589410/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reformulating-general-engineering-and-biological-systems-engineering-programs-at-virginia-tech-summer-2011/589410.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What triggered the curriculum reform at Virginia Tech?","Question",{"text":112,"@type":113},"In 2004, Virginia Tech engineering and education faculty received a major curriculum reform and engineering education research grant under the NSF department-level reform (DLR) program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the spiral curriculum approach work in this project?",{"text":117,"@type":113},"The approach emphasizes recursive learning, where students elaborate and strengthen earlier concepts, correct misconceptions, and gradually build a more holistic and self-sufficient understanding of their discipline.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of outcomes and evidence are presented?",{"text":121,"@type":113},"The paper presents assessment approaches and results to demonstrate the usefulness of the step-wise curriculum reform, along with examples of learning modules developed for the bioprocess and general engineering programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589410,1792171469,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2011  \nReformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech  \nVINOD K LOHANI  \nDepartment of Engineering Education  \nMARY LEIGH WOLFE  \nDepartment of Biological Systems Engineering  \nTERRY WILDMAN School of Education  \nKUMAR MALLIKARJUNAN  \nDepartment of Biological Systems Engineering  \nJEFFREY CONNOR  \nDepartment of Engineering Education  \nVIRGINIA TECH Blacksburg, VA  \nABSTRACT  \nIn 2004, a group of engineering and education faculty at Virginia Tech received a major curriculum reform and engineering education research grant under the department-level reform (DLR) program of the NSF. This DLR project laid the foundation of sponsored research in engineering education in the Department of Engineering Education. The DLR investigators adopted a spiral curriculum approach to reformulate curricula in general engineering (also called freshman engineering) and bioprocess engineering programs. The spiral curriculum concept recognizes the inherently recursive nature of learning. During this recursive process, students elaborate and strengthen earlier learning, correct misconceptions, develop a more holistic picture of their discipline, and become increasingly self-sufficient as learners. This paper documents the step-wise process that we developed and implemented to rewrite the bioprocess engineering curriculum using spiral theory. Specific examples of learning modules from bioprocess and general engineering are discussed. Assessment approaches and results are presented to highlight the usefulness of such efforts. Adaptation of our spiral curriculum efforts by faculty in other engineering programs to develop a nanotechnology option and ethics spirals is described. We describe lessons learned in three key words: (i) Patience – Reformulation results may take time to show up, (ii) Diligence – Assessment results are powerful, take these seriously, and (iii) Awareness – Students’ perceptions may be difficult to interpret. Finally, we discuss the challenges encountered in our unique cur—riculum reform and engineering education research project and also include a few funding related recommendations for the NSF.  \nSUMMER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nReformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech  \nKey Words: Spiral curriculum, freshman engineering, bioprocess engineering  \nINTRODUCTION  \nIn May 2004, the Department of Engineering Education (EngE) was created within the College of Engineering (CoE) at Virginia Tech (VT) to improve engineering pedagogy within the CoE and to initiate engineering education research activities. Freshmen in the CoE (~1600 every year) are required to complete a 1-year long General Engineering (GE) (also called freshman engineering) program before they can advance to one of 14 degree programs, offered by 12 degree-granting departments. The EngE faculty is responsible for conducting the GE program. Another primary mission of EngE faculty is to conduct rigorous research in the area of engineering education. Such research efforts in engineering education require collaboration between engineering and education faculty within and outside the university. A National Science Foundation (NSF) supported planning grant “Bridges for Engineering Education – Virginia Tech (BEEVT)” laid the foundation for such an engineering-education collaborative at Virginia Tech in 2003 [1] . One objective of BEEVT was to create a contemporary framework for undergraduate engineering pedagogy, beginning with freshman engineering experiences. Accordingly, BEEVT investigators, comprised of engineering and education faculty, proposed to reformulate the curriculum in one of the engineering programs, namely, Biological Systems Engineering (BSE), using a spiral curriculum approach proposed by Bruner [2] . The propo","cbCaif0VQ70CNsBz","https://ap.wps.com/l/cbCaif0VQ70CNsBz","pdf",3135278,"English","# Introduction\n## Traditional Curriculum Reform Approach\n# Spiral Curriculum Approach and Curriculum Development Process\n## Learning Modules from Bioprocess and General Engineering\n## Assessment Approaches and Results\n## Dissemination and Adaptation to Other Programs\n## Challenges and NSF Funding Recommendations","[{\"question\":\"What triggered the curriculum reform at Virginia Tech?\",\"answer\":\"In 2004, Virginia Tech engineering and education faculty received a major curriculum reform and engineering education research grant under the NSF department-level reform (DLR) program.\"},{\"question\":\"How does the spiral curriculum approach work in this project?\",\"answer\":\"The approach emphasizes recursive learning, where students elaborate and strengthen earlier concepts, correct misconceptions, and gradually build a more holistic and self-sufficient understanding of their discipline.\"},{\"question\":\"What kinds of outcomes and evidence are presented?\",\"answer\":\"The paper presents assessment approaches and results to demonstrate the usefulness of the step-wise curriculum reform, along with examples of learning modules developed for the bioprocess and general engineering programs.\"}]","Reformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech - Summer 2011 | PDF",1792067171,76]