Page 129 - Educating the Engineer of 2020: Adapting Engineering Education to the New Century

Educating the Engineer of 2020: Adapting Engineering Education to the New Century
http://www.nap.edu/catalog/11338.html

112 EDUCATING THE ENGINEER OF 2020

Key Features of the Olin Curriculum
The Olin curriculum has a number of unique features that merit
repeating:

• Emphasis on engineering design, with substantial projects
(20 percent to 60 percent of a student’s time) every semes-
ter. A defining feature of the Olin curriculum, these projects
require that students apply math, science, and engineering prin-
ciples to real problems, consider engineering in a social con-
text, and develop entrepreneurial skills. Olin students will
graduate with extensive experience in applying theoretical
knowledge to real problems.
• Objective-driven education based on assessments. Olin’s cur-
riculum is based on institutionally defined learning objectives
that are assessed every year by the institution and by outside
evaluators—not just by the instructor for a given course. This
commitment is critical to Olin’s mission of innovation and im-
provement.
• Breaking of disciplinary boundaries. Through interdiscipli-
nary courses and projects, students learn the value of thinking
in non-traditional ways. Olin’s decision not to establish aca-
demic departments will further this goal.
• Emphasis on teamwork. Faculty members work on teams in
the cohort system and via other team-teaching opportunities.
Students learn “teaming” skills, both formally and through ex-
tensive teamwork on projects.
• Flexibility and accountability. The objective-driven cohort
system provides flexibility with accountability for instructors.
Students shape their educations through learning plans that
enable them to determine their short-term and long-term learn-
ing goals and to make sure they meet these goals. Students also
have choices in subject matter—in their passionate pursuits and
their projects.

In summary, the initial Olin curriculum was created in response to
calls for changes in engineering education. In the spirit of continuous
improvement, the initial curriculum is already undergoing change, and
this process will continue as the curriculum constantly evolves. The free-

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