USING RESEARCH AND BEST PRACTICE TO IDENTIFY PIVOTAL CONCEPTS AND CRITICAL SKILLS Chapter 4 provides a summary and acknowledges those who contributed to this project. Chapter 3 outlines how the Engineering Curriculum Map was used to create the concept vignettes and proposes ways in which the Map may be useful to other instructors and curriculum designers. Chapter 2 describes the Map itself in more detail, as well as secondary Central Concept Maps that more fully develop the ideas in the Engineering Curriculum Map. Chapter 1 of this paper discusses the current research into learning, as well as best practices in instructional design, that we called upon to identify the pivotal concepts and critical skills of an engineering and design curriculum. The Engineering Curriculum Map can be used by any instructor who is interested in designing courses that emphasize the concepts and skills needed to become an expert engineer, architect, or designer.
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The Map relates what can often seem to students as an arbitrary set of topics to the larger context of professional science, engineering, and design.Īfter the Engineering Curriculum Map was developed, it guided the creation of a set of 15minute videos narrated by MIT faculty and graduate students, called "concept vignettes." These videos teach pivotal concepts and critical skills by utilizing animations, visualizations, and/or demonstrations. The Map also visually represents the interdisciplinary connections among concepts that may otherwise appear to be from disparate disciplines (i.e. The result of this process was an Engineering Curriculum Map (the Map), which diagrams, for both faculty and students, the crucial ideas and capabilities SUTD students should master in their first three semesters.
The goal of identifying pivotal concepts and critical skills was to see how they supported learning throughout the SUTD curriculum, generally, and, specifically, how they were connected across disciplines.
MIT contributed to the development of SUTD's undergraduate curriculum, and, as part of that effort, MIT's Teaching and Learning Laboratory (TLL) identified pivotal concepts and critical skills from what is called SUTD's "freshmore year," which encompasses the first three semesters of the students' course of study. The Massachusetts Institute of Technology (MIT) has collaborated with the government of Singapore to create a new university, the Singapore University of Technology and Design (SUTD) the first SUTD students began classes in May 2012.
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