Improving first-year engineering education

Abstract

In September of 1998, the College of Engineering at the University of Massachusetts Dartmouth (UMD) piloted an innovative, integrated, first-year curriculum. It dramatically changed 31 credits across two semesters. The program was modeled after several previous successful undergraduate experiments at other universities such as those in the NSF Foundation Coalition and at Rensselaer Polytechnic Institute. The new program at UMD included q integrating the introductory sequences in physics, calculus, chemistry, English and engineering q teaching and using teamwork among students and faculty q using a specially designed technology oriented classroom q using active and cooperative learning methods q encouraging formation of a community of students by blockscheduling classes and grouping students in the dorms q using rigorous assessment to evaluate performance. This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. Significant improvements demonstrated after one year of operation include q the attrition rate of first-year engineering students more than halved q the percentage of students passing two semesters of physics on schedule nearly doubled q the percentage of students passing calculus on schedule increased by 40% q the performance of students on common final exams in both physics and calculus significantly increased.

Concepts Only Please! Innovating a First Year Engineering Course

“…Since students are more engaged when they see a clear link between all course concepts, this was attempted with practical and motivating projects [1]. All concepts were integrated for higher student performance [12]. Therefore, the course was designed in a holistic fashion with each of the following characteristics consciously discussed, debated and designed in consideration of all other parts.…”

Mentorship Techniques as they Relate to the Retention of First-year Traditional and Non-traditional Engineering Students

“…[14][15] Since the mentors from both the FEOC and TEOC are required to participate in this leadership training, the DLC mentor group works as a unit to make mentorship plans for each orientation class even if certain mentors don't participate in the execution of both plans.…”

Impacts of Engineering Engagement Activities for First-Year Students

“…10 Knowing engineering will give me a career advantage. 13 Understanding engineering will benefit me in my career.…”

“…Some universities have overhauled the entire first-year engineering curriculum to integrate engineering design in every course taken by freshman engineering students with promising results 9,10 , yet these articles also note the significant time requirement for faculty members in preparing the sweeping curriculum changes 11 . Researchers at other universities have investigated the effects of augmenting or modifying the traditional first-year engineering design course with extracurricular activities to engage students in the engineering profession.…”