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AN ANALYSIS OF FIRST YEAR ENGINEERING STUDENTS’ COURSE PERCEPTIONS IN TWO INTRODUCTORY ENGINEERING COURSES

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Conference

2017 FYEE Conference

Location

Daytona Beach, Florida

Publication Date

August 6, 2017

Start Date

August 6, 2017

End Date

August 8, 2017

Conference Session

Issues in the First Year - Focus on Self-Efficacy

Tagged Topic

FYEE Division - Paper Submission

Page Count

7

Permanent URL

https://peer.asee.org/29394

Download Count

26

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Paper Authors

biography

Lilianny Virguez Virginia Polytechnic Institute and State University

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Lilianny Virguez is a Ph.D. candidate in Engineering Education at Virginia Tech. She has work experience in engineering and has taught engineering courses at the first-year level.Her research interests include motivation to succeed in engineering with a focus on first-year students.

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biography

Kenneth Reid Virginia Tech

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Kenneth Reid is the Assistant Department Head for Undergraduate Programs in Engineering Education at Virginia Tech. He is active in engineering within K-12, serving on the TSA Board of Directors. He and his coauthors were awarded the William Elgin Wickenden award for 2014, recognizing the best paper in the Journal of Engineering Education. He was awarded an IEEE-USA Professional Achievement Award in 2013 for designing the nation's first BS degree in Engineering Education. He was named NETI Faculty Fellow for 2013-2014, and the Herbert F. Alter Chair of Engineering (Ohio Northern University) in 2010. His research interests include success in first-year engineering, engineering in K-12, introducing entrepreneurship into engineering, and international service and engineering. He has written two texts in Digital Electronics, including the text used by Project Lead the Way.

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Abstract

As a national initiative to support engineering students’ retention, engineering programs have seen a wave of revisions in their first-year programs in the last years. These program modifications are intended to enhance student success in engineering, including both students’ achievement and students’ motivation to persist in an engineering degree. This paper will look at students’ perceptions as it compares Traditional versus Revised versions of an introductory engineering course taught in a general first year engineering program. The purpose of this paper is to examine students’ course perceptions from a Traditional versus Revised version of an introductory engineering course. Students’ perceptions of the class are measured using the MUSIC model of motivation. Using a quantitative approach, descriptive comparisons will be analyzed between students’ perceptions of the introductory engineering course. Statistical tests will be conducted comparing the motivation constructs in the two different course types. Motivation constructs included in surveys presented at the end of the semester in the two versions of the course are the measures of students’ perceptions used in this study. By measuring students’ perceptions using the MUSIC model of motivation, practical implications will be suggested. This information will be especially useful for the instructors and developers of course content and pedagogy.

Virguez, L., & Reid, K. (2017, August), AN ANALYSIS OF FIRST YEAR ENGINEERING STUDENTS’ COURSE PERCEPTIONS IN TWO INTRODUCTORY ENGINEERING COURSES Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29394

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