Research to practice: Using research findings to inform the first-year engineering experience

Abstract

Meaningful experiences in the first year of an engineering curriculum are known to motivate students and help student retention in engineering. On-going research in the School of Engineering is aimed at understanding the formation of an engineering identity in students, as well as classifying and assessing problem-based learning practices embodied throughout the curriculum. Investigations were conducted with the inaugural freshman engineering class using interviews, surveys, and focus groups. Analyses of the collected data provided beneficial insight into students' formative exposure to engineering, attitudes toward engineering, and learning experiences with the Introduction to Engineering course. Key findings from this data were then used to implement enhancements to the freshman engineering experience for our students. This paper describes how results of these research activities have been incorporated into practices within the engineering program. More specifically, how the findings were used to incorporate a focus on the profession in the Introduction to Engineering course, guide the creation of a new engineering seminar course, and supplement the freshman advising process. The types of changes implemented herein are relevant to introductory freshman engineering courses nationwide and across specific disciplines.