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In an effort to improve the student experience and increase the efficiency with which faculty resources are used, the process of integrating engineering design curricula was initiated five years ago at the University of Arizona. Much progress has been made, but the fact that more work remains is indicative of the organizational dynamics at a large university. While many national and university-level factors encouraged the integration of redundant, disciplinary courses into multidisciplinary experiences, strong local opposition to change was encountered. Results and data from the integration process highlight the local nature of change through surges in enrollment in certain courses resulting from changes in departmental policies. Additionally, results indicate that progress towards an integrated design experience has reduced the net workload on faculty without compromising a high quality student experience.

Integrating Curricula For Senior Design Classes Across Multiple Disciplines