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Many freshman-engineering students have little or no idea of exactly what an engineer does. In addition, these students often lack even the most basic technical skills that will be required throughout their careers. These skills are often are taken for granted by instructors, e.g., use of hand tools and identifying basic components. These problems are compounded by the traditional approach to engineering education, which delays the introduction of "real" engineering work until at least two years into the curriculum. Students quickly lose focus amongst the large

This paper presents qualitative and quantitative assessment and evaluation results for an introduction to electrical and computer engineering (ECE) course sponsored by the National Science Foundation (NSF) 1. This class is centered on construction of a walking robot 2. Initial results suggest that the following course goals are being met: (1) improving student design and problem solving skills; (2) motivating students and fostering confidence; (3) instilling an appreciation for the importance of prerequisite courses; (4) developing effective team players; (5) improving basic instrumentation and construction skills needed for the practice of ECE; (6) developing a physical intuition for electrical and mechanical systems; (7) clarifying career choices by learning if ECE is a good fit; (8) making students feel like part of the ECE department; and (9) forming long-lasting peer support structures. Assessment results also reinforce the benefits of close instructor involvement, hands-on learning, and project-based courses. Additional details of the course are provided. Note This paper is based upon work supported by the National Science Foundation under Grant No. 0088158 1. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.