First-year Engineering Courses' Effect on Retention and Workplace Performance

Abstract

Due to a drop in the number of students enrolling and persisting in engineering programs, there is currently a lack of qualified engineering graduates, which jeopardizes both the health of the U.S. economy and the security of the nation. This issue has led to the development and implementation of a variety of pre-engineering and first-year engineering experiences designed to recruit more students to engineering and to retain them once they have chosen to pursue a degree in engineering. At the University of Cincinnati, three common first year engineering courses were introduced during the 2012-2013 school year to provide students with hands-on experiences in engineering and a link between engineering and the required mathematics and science courses. This paper builds on previously presented work, focusing on the impact of these courses on student performance and retention within engineering. A description of the first-year courses is provided as well as the lessons learned and changes made over the first 3 years of offerings. Data from course surveys will be discussed showing student perceptions of the courses and of the curricular modifications.The main focus of this paper is on retention data and on student performance data while on cooperative education (coop). Retention data from the first offering of these courses was presented previously. Retention data from the second offering of these courses will be added to the previous data to better show the effect of these courses on student persistence within engineering after the first year as well as retention from the second to third years. Student performance data was gathered from student and employer evaluations completed at the end of coop rotations. All students are required to participate in the coop program beginning their sophomore year. Results from the first cohort of students to participate in both these courses and completed their first coop rotation is analyzed to understand the effects of the first-year courses on student preparation and performance, particularly related to professional skills and problem solving abilities.

Addressing First-Year Interest in Engineering via a Maker-Space-Based Introduction to Engineering Course

“…If structured properly, certain first-year engineering courses can have a significant positive impact on first-year retention [53]. Makerspaces present an opportunity to transform countless engineering programs by providing an educational means of student engagement via hands-on projects and further development of a large range of fundamental engineering skills that are currently being underdeveloped [54].…”

“…Dougherty [66] declares that the term "maker" is universal and essential to human identity, "describing each one of us, no matter how we live our lives or what our goals might be". A common reason students pursue engineering is because they enjoy the process of creation and the ability to work with their hands [53], and such practices are certainly prevalent throughout ENGR 111. The structure of ENGR 111 provides a context and potential for addressing motivational barriers in a manner that traditional classroom testing cannot do.…”

Evaluating the Impact of a Revised Introductory Engineering Course: Student Retention and Success as an Indicator

“…Some have suggested that strategies to improve retention in the first year include hands-on engineering projects 10,11 and real-world experience 12 . Participation in co-ops increases self-efficacy which is reported to improve retention; albeit co-op experiences do not usually occur until after the first year 8 .…”

Improving Student Retention Through a Redesigned First-Year Engineering Class

“…These course are becoming prevalent at many engineering programs and vary widely in implementation. Common approaches include providing students with hands-on experiences 8 , introducing students to industry professionals 10 , and focusing on under-performing demographics 5 .…”