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Managing a Major Curriculum Reform Effort in a Large Research University

[+] Author Affiliations
Philip S. Schmidt, Joseph J. Beaman

University of Texas at Austin, Austin, TX

Paper No. IMECE2003-43515, pp. 117-125; 9 pages
  • ASME 2003 International Mechanical Engineering Congress and Exposition
  • Engineering/Technology Management: Safety Engineering and Risk Analysis, Technology and Society, Engineering Business Management, and Homeland Security
  • Washington, DC, USA, November 15–21, 2003
  • Conference Sponsors: Engineering and Technology Management Group
  • ISBN: 0-7918-3728-9 | eISBN: 0-7918-4663-6, 0-7918-4664-4, 0-7918-4665-2
  • Copyright © 2003 by ASME


This paper describes a substantive undergraduate curriculum reform effort being undertaken over a five year period at the University of Texas at Austin, with special consideration to the management issues that are being addressed. The initiative, called Project PROCEED (for Project-Centered Education), grew out of a desire to strengthen our student’s understanding of fundamental engineering theory by continuously tying it to tangible objects and systems, to strengthen our Department’s connections with its industrial stakeholders by actively involving them in the development and delivery of curriculum content, and to provide our students with a broad range of team-based experiences which will better prepare them for growth and leadership in the corporate and professional world. The rationale for PROCEED and key program elements are described. Management issues, such as logistics, promoting faculty and student buy-in, financing, industrial interaction, and program evaluation are discussed.

Copyright © 2003 by ASME



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