Curriculum integration

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Curriculum integration is also a strategy of the Collaboratory, to institutionalize engagement learning within the credit bearing academic programs of the College. In the summer of 2006 The Collaboratory recieved a 3-year $300,000 grant from the W. M. Keck Foundation to integrate Collaboratory programming into academic curricula in the MEB School. Curriculum integration can be a component of a course, a course in a the curriculum of a major, or a sequence of courses.


The Integrated Projects Curriculum (IPC) in the Engineering Department integrates cognitive, affective, and behavioral education through a seminar series and project courses. It imbeds the organizational structure, educational vision, and program strategies of the Collaboratory into a series of courses that both draw from and serve the rest of the curriculum. Traditional course work continues as the essential backbone of the curriculum, providing specialization that narrows students’ attention to foster depth of inquiry, and focuses their time and work to develop professional competencies. The IPC helps students learn how to use special knowledge to tackle real problems. Seminar discussions run parallel to project engagement, both informing the work of project teams and drawing on them for reflection. This curriculum builds on service-learning pedagogy, and it embodies the three modes of learning required for service-learning: content, engagement, and reflection. Organized under these headings the IPC seminar and project courses include the following elements:

Academic Content

  • Philosophical, cultural and faith perspectives on engineering and technology.
  • Recognizing and understanding the role of culture in engineering design.
  • Approaches to work and vocation.
  • Engineering design process, teamwork, leadership, planning, and project management.
  • Historical, methodological, and content orientation to an IPC Group.


  • Express disciplinary knowledge and value commitments in an authentic setting.
  • Develop deep understanding by relating to people in the client organization or community.
  • Make decisions that reflect a service ethic, concern for justice, and desire for reconciliation.
  • Contribute to a long-term effort that achieves tangible results.


  • Assess values and ethical traditions in light of the biblical witness.
  • Consider the role of faith in valuing and transforming culture.
  • Practice engineering as service and stewardship of the Earth.
  • Explore faith and vocation in tension with popular American culture.
  • Foster vocational vision, direction, and commitment.
  • Nurture courage to act on conviction.

Collaboratory Groups

Collaboratory Groups affiliated with the IPC are:

  1. Energy Group
  2. Communication Group
  3. Disability Resources Group
  4. Transportation Group
  5. Water Group

W. M. Keck Proposal

Read the proposal funded by the W. M. Keck Foundation to learn more about curriculum integration and the Integrated Projects Curriclum.

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