Defragmentization strategies for pre-engineering curricula

The “traditional” preparatory curriculum for beginning engineering students has served several generations, but its demise may be imminent. First and second year courses such as calculus, physics, chemistry, electricity mechanics, etc., which have traditionally been assumed as essential for freshman and sophomore engineering students, are under serious scrutiny for possible modification or elimination. Perhaps the most dominant reason for this change in educational philosophy stems from the realization that many of the current “MTV Internet Surfing, raised-on-TV” generation appear to be insufficiently motivated by, or prepared for what has worked in the past. These tried-and-true static presentations of mathematical and technical material may offer too little direct interaction to the student accustomed to getting their information (and stimulation) from the high-tech communication media. These traditional presentations may simply be in need of updating and reconfiguring. There also appears to be significant fragmentation, either real or perceived by students, between these required math/science/engineering fundamental courses and subsequent advanced engineering courses. Sources of this fragmentation, and means of correcting it, are addressed in this paper