No abstract

No abstract

No abstract

This paper discusses the authors' experiences with a newly implemented freshman experience sequence in the EECS department at SDSU. Implementation of this experience was motivated by low retention rates for electrical engineering students. Students who failed to remain in EECS for their sophomore year apparently were handicapped by a lack of an intuitive feel for electrical engineering and a lack of understanding of how and why the various required courses would fit together to form a well-rounded curriculum.To address these issues, EECS at SDSU is implementing a new FOCUSED (Focused Ongoing Concentrated Undergraduate Sequence in Engineering Design) in the Electrical Engineering program. Three years of our department-wide (both EE and CS) freshman robotics experience and two years of our EE specific EE 102 class have now been completed. Retention going into the sophomore year has dramatically improved and students appear to be better motivated. This paper discusses the motivation for the freshman experience, the design and implementation of the freshman experience, the increased retention numbers, the results of student surveys (after the freshman year and at the conclusion of the sophomore year), as well as future plans for this sequence.

No abstract