Review of a First-Year Engineering Design Course
Lydia Prendergast, Eugenia Etkina
Abstract
Research shows that the first year experience affects retention and success of engineering students. Many studies document positive effects of interventions that involve active learning approaches. In this paper we summarize the factors affecting retention and satisfaction in engineering, provide an overview of active learning methodologies, and describe an intervention that combines three of such methodologies (project-based learning, inquiry-based learning, and collaborative learning) in a first-year introduction to engineering course at Rutgers -School of Engineering, a mid-sized engineering institution. The course had positive effects on retention and satisfaction of engineering students. Specifically we found that three-year retention increased by 19%; and students reported higher satisfaction with their experiences compared to the students enrolled in a traditionally taught introduction to engineering course. These findings support previous studies that an engaging first year experience can have dramatic effects on the future engineers and offer some practical recommendations for the institutions that consider similar reforms.