Development of a $\mathbf{\pi-}$ Shaped Undergraduate Curriculum Using a Curriculum Continuity Checkup Process Coupled with an Iterative Application of Kotter's Change Model

(WIP) Engineering education is rapidly changing, motivated by deep transformations in societies and economies, accelerating evolution of student mindsets, experiential components of student training, industry needs and the increase in the variety of engineering-related occupations, response to Industry 5.0 and Healthcare 4.0, and incorporation of modern pedagogy, advanced education technologies, and future engineering education trends into curricula. A comprehensive process is required to permit engineering programs to comprehensively redesign engineering curricula in response to these internal and external transformative motivators. This paper presents a faculty-driven, data-informed, and education development-supported curriculum continuity review coupled with an iterative application of a teleological approach to comprehensively redesign an undergraduate engineering curriculum. The comprehensive redesign of a 128-credit hour, nationally-ranked biomedical engineering undergraduate program at a tier 1 U.S. research university is used as an exemplar. Initial findings are based on five iterations of Kotter's change model applied over a three-year period. Results demonstrate a comprehensively redesigned curriculum informed by qualitative and quantitative data and buy-in from multiple stakeholders, including faculty and students. Gaps, redundancies, and bottlenecks in the curriculum were defined and comprehensively addressed by creating 23 curriculum competencies, installing a new pedagogical framework consisting of four pillars - design and translational thinking, creativity and innovation, discovery and exploration, and global citizenship - vertically integrating the curriculum, and transiting the curriculum from a T-shaped to
$\mathbf{\pi-}$
shaped education model.