Here are some highlights of our accomplishments:

• A large part of our initial efforts during Phase One focused on changing the way we approach engineering education. While much effort was placed on the freshman year, Gateway has also significantly addressed the sophomore and upper-division years. During the first five years, our faculty worked to totally revise the curriculum that entering students would experience. This new curriculum�which foregrounded engineering�was more integrated and interdisciplinary. Starting with small pilot programs, our curriculum reforms are now realized by thousands of freshmen each year in all our Partner Institutions. Similarly, at the sophomore level, the philosophies of curriculum integration, interdisciplinary approach and experiential learning have been carried forward and are now beginning to become part of the mainstream. At the upper-division level, the faculty involved with the Gateway program have developed innovative approaches to the study of materials engineering, engineering biotechnology, concurrent engineering and manufacturing, and environmental engineering as models. The resultant products are many, and some have begun to be distributed, often in multi-media electronic form.
• Curriculum reform was just one of several activities we focused on during the early years. Another key objective was to integrate the use of technology into the educational environment. Again, we have made great strides in accomplishing this objective. All of our institutions now offer students an array of technology-oriented educational enhancements such as new media course offerings, videoconferencing, and remote experimentation. Additionally, many of our institutions have made great investments in their technology infrastructures in order to provide students with state-of-the-art equipment to support their learning.
• During Year Six, we worked hard to advance our activity in the area of underrepresented student populations. In the past, we have piloted several successful programs that we believe, in the long term, will improve the educational environment for all students. This year we began a more aggressive program to establish formal linkages with minority institutions. Our hope is that these relationships, with proactive institutional support, will also become institutionalized and improve the learning environment for all.
• We realized, early on, that none of our efforts would reach full potential unless we provided faculty and students with professional development activities. As we look back on Year Six, professional development has become an integral part of the way that our institutions conduct their operations. Each of our Partner Institutions has regularly scheduled seminars and workshops on such educational issues as outcome assessment, learning styles, and instructional technologies.
• Lastly, we have come a long way in implementing and institutionalizing a comprehensive assessment program at each of our schools. During Year Six, all of our institutions have been working on identifying educational objectives and outcomes for the upcoming years. Over 50 engineering and non-engineering departments and faculty have participated in this process. We believe that this widespread planning activity will have a profound effect on all our institutions.

You can see that we have come a long way. And there is an exciting journey ahead. We look forward to traveling with all of you next year and beyond. ¨