Identifying and Mapping Pivotal Concepts and Critical Skills Concept Mapping a “Freshmore” Engineering Curriculum J. French Postdoctoral Associate, Teaching and Learning Laboratory* jfrench@mit.edu D. Shah Associate Director, Teaching and Learning Laboratory* dnshah@mit.edu J. Rankin Senior Associate Director, Teaching and Learning Laboratory* jrankin@mit.edu A. Bagiati Postdoctoral Associate, MIT—SUTD Collaboration* abagiati@mit.edu L. Breslow 1 Director, Teaching and Learning Laboratory* lrb@mit.edu *Massachusetts Institute of Technology, Cambridge, MA, USA Conference Topic: Curriculum Development Keywords: educational video, concept map, curriculum development, interdisciplinary engineering concepts INTRODUCTION The Massachusetts Institute of Technology (MIT) has collaborated with the government of Singapore to create a new university, the Singapore University of Technology and Design (SUTD); the first SUTD students began classes in May 2012. MIT contributed to the development of SUTD’s undergraduate curriculum, and, as part of that effort, MIT’s Teaching and Learning Laboratory (TLL) identified pivotal concepts and critical skills from what is called SUTD’s “freshmore year,” which encompasses the first three semesters of the students’ course of study. The goal of identifying pivotal concepts and critical skills was to see how they supported learning throughout the SUTD curriculum, generally, and, specifically, how they were connected across disciplines. 1 Corresponding Author L. Breslow, lrb@mit.edu