The overall goal of any engineering program is to maximize the capacity of its graduates to succeed academically and professionally. We describe how a path can be designed for learners to proceed towards this goal and describe the rationale used to create its foundational steps. It begins with a summer bridge program for incoming students before entering university as first-year undergraduates. Since the prior knowledge of these learners is not uniform, the bridge program is designed to provide opportunities for them to become better prepared academically for first-year engineering. These students thus transition to university-level learning more smoothly. In their first year, students work in groups to tackle socially relevant projects through an integrated 13-unit course that is designed based on integrated learning, collaboration, problem-solving, community engagement, and communication. Since teaching and learning using this approach is unusual and challenging, the curriculum must be carefully designed and implemented with adequate resources in place, particularly for cohorts of more than 1000 students in our case who work in small four or five-member teams. In upper years, learning in chemical engineering is enriched by conducting discovery-based workshops where students work on engineering problems requiring the application of new mathematical concepts. Finally, we describe a hybrid method for testing and assessment, where learners take tests individually, following which they are also provided with the option to retake these tests in groups to promote collaborative learning. Retaking tests in teams enhances the ability of learners to reflect and learn from mistakes and promotes peer mentoring.

中文翻译：

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学习者获得化学工程学位的旅程

任何工程项目的总体目标都是最大限度地提高毕业生在学术和专业上取得成功的能力。我们描述了如何为学习者设计一条路径以实现这一目标，并描述用于创建其基本步骤的基本原理。在进入大学一年级本科生之前，它首先为新生提供暑期桥梁课程。由于这些学习者的先验知识并不统一，因此桥梁课程旨在为他们提供机会，让他们更好地为第一年的工程做好学术准备。这些学生因此更顺利地过渡到大学水平的学习。在第一年，学生通过基于综合学习、协作、解决问题、社区参与和沟通。由于使用这种方法的教学和学习不寻常且具有挑战性，因此必须精心设计和实施课程，并配备足够的资源，特别是对于我们案例中的 1000 多名学生，他们以四人或五人的小团队工作。在高年级，化学工程的学习通过举办以发现为基础的讲习班来丰富，学生在这些讲习班中解决需要应用新数学概念的工程问题。最后，我们描述了一种测试和评估的混合方法，学习者单独进行测试，然后他们还可以选择分组重新进行这些测试以促进协作学习。