Fries, R., & Krauss, R. W. (2014, June), An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20041

\bibitem{asee_peer_20041}
  Fries, R., \& Krauss, R. W. (2014, June), \emph{An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20041

Ryan Fries and Ryan W. Krauss.  "An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20041 Internet.  09 Mar, 2025

\bibitem{asee_peer_20041}
  Ryan Fries and Ryan W. Krauss.
  "An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20041 Internet.  09 Mar, 2025

@INPROCEEDINGS{asee_peer_20041
author = "Ryan Fries and Ryan W. Krauss"
title = "An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20041}
number = {10.18260/1-2--20041}
}

TY  - CPAPER
AB  - A vast body of literature is available to guide freshman engineering introductory courses. Thispaper builds on three key pillars within the literature that focus on 1) project-oriented learning, 2)team-based learning, and 3) freshman design experiences. Design experiences at the freshmanand sophomore level can help increase retention rates for engineering students and help studentsbetter appreciate what engineers actually do. These courses and experiences can also form acornerstone for the students’ learning and motivate students to learn engineering analysistechniques.The objective of the study was to determine the impacts of combining several best practices.Although each of these practices had been validated independently, the combinatory effects havenot been studied. The study herein evaluated approximately 75 students in an introductoryengineering problem solving courses during the fall 2012 semester.The methods included student survey data, test performance, and a text analysis of before andafter student writing. The student surveys were collected during the first day of class andfocused on measuring student’s definitions of 1) what an engineering does and 2) what is theengineering design process. Test performance data was measured on the final exam, based onstudent descriptions of these same two definitions. The responses to all questions were typedand text analysis software was used to evaluate the trends in student responses.As expected, students’ definitions improved in accuracy, but the most important findings relatedto which misconceptions were being corrected. The study found that as students refined theirdefinition of an engineer, they increased their use of terms such as product (+350%), problem(+315%), and efficient (300%); while reducing their use of build (-74%) and structure (-67%).The text analysis also revealed that student definitions of the engineering design processincreased their use of the term brainstorming by an astonishing 2500%.
AU  - Ryan Fries
AU  - Ryan W. Krauss
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - An Analysis of First-Year Students’ Changing Perceptions of Engineering Design and Practice
UR  - https://peer.asee.org/20041
DO  - 10.18260/1-2--20041
ER  -