scholarly journals Multidisciplinary Student Experiences In A Liberal Arts Engineering Program

2020 ◽  
Author(s):  
James vanPutten ◽  
Brad Mulder ◽  
John Krupczak
Keyword(s):  
Liberal Arts ◽  
Student Experiences ◽  
Engineering Program

Materials and Mechanics

2017 ◽  
pp. 45-70
Author(s):  
Kyle G. Gipson ◽  
Robert J. Prins
Keyword(s):  
Liberal Arts ◽  
Materials Science ◽  
Sustainable Design ◽  
Engineering Science ◽  
James Madison ◽  
Disciplinary Boundaries ◽  
Engineering Program ◽  
Mechanics Of Materials ◽  
Engineering Department ◽  
The University

The Madison Engineering Department is an undergraduate non-discipline specific engineering program at James Madison University. The program acknowledges that future engineers should not be constrained by disciplinary boundaries but demonstrate the ability to adapt and work across disciplines within team atmospheres. The program blends engineering science fundamentals with sustainable design to integrate environmental, social, economic, and technical contexts plus systems thinking while maintaining the university-wide liberal arts core. Madison Engineering is dedicated to the development of engineering versatilists who can readily integrate knowledge from historically different fields of engineering. In support of this development, several courses within the curriculum integrate topics that are traditionally taught separately. This chapter described ENGR 314: Materials & Mechanics, a course that integrates concepts from the traditional content of stand-alone courses (materials science and mechanics of materials) via a semester long design project in which students must incorporate knowledge of both sets of content.

scholarly journals The Benefits of Good Teaching Extend Beyond Course Achievement

2015 ◽  
pp. 1-13 ◽  
Author(s):  
Chad N. Loes ◽  
Ernest T Pascarella
Keyword(s):  
Student Perceptions ◽  
Liberal Arts ◽  
Student Outcomes ◽  
Academic Motivation ◽  
Approaches To Learning ◽  
Bachelor's Degree ◽  
Student Experiences ◽  
National Study ◽  
Graduate Degree ◽  
Course Achievement

This paper synthesizes research from the Wabash National Study on Liberal Arts Education, the National Study on Student Learning, and the Research on Iowa Student Experiences study that estimates the influence of certain effective instructional practices on a range of student outcomes. Student perceptions of two specific teacher behaviors – instructor clarity and instructor organization – are associated with gains in a number of important student outcomes including critical thinking, propensity for lifelong learning, academic motivation, persistence to the second year of college, graduate degree plans, likelihood of obtaining a bachelor's degree, and student use of deep approaches to learning.

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