Problems, not courses, structure the curriculum. Credits are earned by solving problems rather than by completing isolated courses. Problems are selected for the curriculum because they are common and important in the FST field. General and technical competencies are integrated within problems. Students assume responsibility for their own education.
Faculty members become tutors, resources, and evaluators.
Students learn by using the same approach that professional technicians use to solve problems. As a result of this program graduates will acquire the higher-level thinking, problem solving, and communication skills needed not only in the workplace but also for engagement within their communities. A pilot was initiated during the Spring 1999 semester and received positive student, faculty, and industry feedback. Evaluation data for 1998-1999 are based on a matrix developed for the program. Survey and interview data were collected from students, faculty, and the project administrator.