Glassboro, New Jersey
July 24, 2018
July 24, 2018
July 26, 2018
Diversity and FYEE Conference Sessions
This work in progress describes the implementation of a two-quarter first-year engineering program and the course impact on women and underrepresented students. The first-year engineering course focused on team-based experiential learning and taught the concept of engineering design through two hands-on projects, where students acquired engineering skills in CAD, basic machining, fabrication, circuitry and microprocessor programming. In addition, the course provided instructions on project management and teamwork, and opportunities to interact with faculty and industry speakers from different engineering disciplines. A control group was solicited among students who were not enrolled in the course during their first-year. Self-assessed student surveys were administered to both groups evaluating their motivation in engineering at the beginning of Fall quarter, and at the end of Winter quarter during their freshmen and sophomore year respectively. Survey results were compared between the cohort enrolled in the first-year course and the control group, among women and underrepresented students, to examine the impact of the course on student motivation.
Wu, L. L., & Washington, G. N. (2018, July), Assessing the impact of a first-year experiential learning course on women and underrepresented students Paper presented at 2018 FYEE Conference, Glassboro, New Jersey. https://peer.asee.org/31387
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