A novel approach for teaching statics

The Engineering School at Virginia Commonwealth University (USA) is brand new. They embody a "seamless" philosophy to enhance interdisciplinary teaching and research. In addition to the traditional emphasis upon the physical and the engineering sciences, they stress business, interdisciplinary training, communication skills and interpersonal skills, in every required engineering course. Engineering Concepts (EGR 102), taken by all engineering students during the second semester of their freshman year is an example of such a course. While studying statics, the students are exposed to the use of computer software, communication skills, teamwork, business and computer programming. These topics are therefore made relevant to engineering. In the beginning of the course, the students complete four open-ended laboratory assignments, which illustrate vector addition, 2-D equilibrium, friction and moments. The students develop a spreadsheet module as part of each laboratory experience, The students will complete a design project, where they will analyze a structure and explore design alternatives. At the end of the course, they will write a Windows-based computer program to analyze an engineering structure. Business issues are explored as the students complete the design project and develop their computer program. This paper discusses the structure of the course, the logistics required to organize the course, and evaluates the success of the "novel features". This paper discusses the first two iterations of this course.