Abstract
Engineering students develop competencies in fundamental engineering courses (FECs) that are critical for success later in more advanced courses and in engineering practice. Literature on the student learning experience, however, associates these courses with challenging educational environments (e.g., large class sizes) and low student success rates. To address this concerns, we are studying why students are not succeeding in large foundational engineering courses by collecting data on the reasons students give for choosing to withdraw from FECs. Findings point to unsatisfactory grades, not understanding the professor, and finding the course challenging among the top reasons cited. We provide analysis by different departments and across specific courses.
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