(433b) Integrating Course Content through the Use of Concept Maps

In many engineering classes, it can be difficult for students to develop a perspective for how course content fits into the broader picture of their discipline. This is particularly true in larger service courses that cross several fields of study and that may be required as a part of the student's broader education. The introductory materials science and engineering courses at Kansas State University fit this description. They are larger service classes required by students in five different departments. Two common frustrations expressed by students are that they do not always see how the various topics tie together and that they do not see how the course fits into their discipline. Concept maps have been employed recently within one of these classes to facilitate student integration of specific course content. The implementation of and early experiences with this approach will be discussed. Preliminary data showing the impact of concept maps on student performance will be provided.