Central State University & ATK’s Pre-Engineering Program, Research Paper Example

Introduction

Any pre-engineering course should target high school students who require developing specific knowledge and skills before being transferred to specialized engineering courses. The goals of the newly designed pre-engineering course will include (a) to assist incoming students in their transition to specialized engineering courses; (a) to provide a diverse learning environment; (c) to master skills for further engineering learning; (d) to lay the foundation for the development of critical thinking skills; and (e) to educate high school students about engineering design as a preparation to careers in science, engineering, or related fields.

Pre-Engineering Course: The Basic Disciplines to Cover

The current curriculum is designed to cover ten summer weeks before high school students enter specific engineering, science, or related technical courses. It is expected that after completing the current Pre-Engineering course, the students will have sufficient knowledge of mathematics, physics, and pre-calculus – the disciplines that will help them integrate their skills with their course requirements. The curriculum is shaped in a way that balances practical lab assignments with theoretical knowledge sessions. The set of disciplines studied and learnt throughout the Pre-Engineering course includes principles of engineering, engineering math, engineering physics, chemistry, the basics of computer engineering, electrical engineering, mechanical engineering, and civil engineering. Each discipline and concept implies the need for re-visiting and checking the knowledge and skills students already have in mathematics, physics, and chemistry.

• Principles of Engineering – 1 credit hour

The goal is to introduce students to the principles and concepts in engineering, and to prepare them to the course. A detailed discussion of the major engineering disciplines must take place. The basics of problem solving techniques in engineering are to be discussed.

• Engineering math – 5 credit hours

Pre-calculus and calculus with analytic geometry followed by differential equations. The goal is to develop mathematical skills necessary to enter an engineering course at CSU. Evaluation is based on student success in resolving problem sets.

• Pre-engineering physics – 5 credit hours

Includes foundations of engineering physics, mechanics, electricity, and optics. The goal is to provide high school students with the basic knowledge of physics, the laws of mechanics, electricity, and optics. Evaluation is based on the way students resolve problem sets, as well as their achievements in laboratory assignments.

• Pre-engineering chemistry – 3 credit hours

The goal is to teach high school students the basic chemistry skills, as well as to make them aware of the basic principles of inorganic and physical chemistry. Evaluation is based on laboratory assignments and written exam.

• The basics of Computer Engineering – 10 credit hours

The goal is to learn the basic skills and principles of Computer Engineering. Students will learn the principles of flow charts, programming, CAD and HTML design. Evaluation is based on laboratory assignments and homework assignments.

• The basics of Electrical Engineering

The goal is to learn the basic electrical engineering skills prior to entering a specialized engineering course. The concepts covered include digital fundamentals, analog fundamentals, number systems and circuit designs. Evaluation is based on laboratory assignments and written project exam.

• The basics of Civil Engineering – 5 credit hours

The goal is to learn the basic principles and standards of civil engineering. Concepts covered include civil planning, project planning, project design, and building design. Evaluation is based on laboratory assignments.

• The basics of Mechanical Engineering – 10 credit hours

The goal is to prepare high school students to learning mechanical engineering in specialized CSU courses. The concepts covered include simple mechanics, introductory graphics, mechanics of materials, and mechanical engineering projects. Evaluation is based on laboratory assignments and written exam.

• Pre-engineering competition

CSU & ATK are to participate in the organization and implementation of a pre-engineering competition among students attending pre-engineering courses at CSU. The number of participants is unlimited. CSU & ATK are responsible for developing the competition framework and providing student participants with access to computer equipment. The competition is web-based. Competition tasks will comprise math and technology assignments. Estimated timeline: 4 days of competition + 3 one-day-breaks between the missions. CSU & ATK are responsible for the organization of space and classrooms necessary to realize the idea.

Implementation and Responsibilities

It is expected that students who enter this course will continue their professional education by joining any of the current engineering courses at CSU. At the beginning of the course, students will have to complete a written survey to specify their interests, education preferences, as well as their career visions and expectations. A balanced combination of theoretical sessions and practical laboratory and project assignments will work to implement the course. Laboratory experiments will require extensive analytical and writing skills. In their scientific research and analysis, students will learn to access and use Internet sources of information. At the same time, the course will be strongly project-oriented. Regardless of the concept or topic students are required to learn, they will work with real practical materials in laboratory environments. Students will develop extensive graphic skills, to be later used in the process of creating real-life engineering projects. The program is developed to lead students from simpler to more complex concepts in engineering, making them better prepared to take a specialized engineering course at CSU.

CSU & ATK are responsible and must support the implementation of the discussed pre-engineering course by making equipment and necessary laboratory supplies available to educational personnel and high school students. This is particularly relevant for chemistry classes. Education professionals and instructional designers are responsible for creating and designing laboratory experiments that require minimal or simple equipment and avoid using sophisticated materials (especially, in chemistry classes). Access to computer and Internet must be free and unlimited. For computer engineering classes, CSU & ATK should provide the necessary word processing, presentation, CAD, and spreadsheet software.

Students must have access to hand tools, which will assist them in their studies. For a successful implementation of the course, teachers and education professionals should be trained and certified to create projects and use hand tools and equipment in class. CSU & ATK are responsible for purchasing the tools that are absent in the science lab but are required for use during the Pre-Engineering course. The use of recyclables is compulsory. Teachers are responsible for the safety of all laboratory operations in classroom. The course is aimed to target the students seeking professional preparation and continuation of their engineering studies at the University.