June 24, 2017
June 24, 2017
June 28, 2017
This paper presents the results of collaborative efforts between a large research university in the U.S. and a university in India to develop and integrate a first-year engineering program at the university in India. It is well known that the first two years in an engineering program are crucial to student retention and success. As such, a first-year course was developed to provide students with active and collaborative hands-on learning experiences in order to improve student engagement and learning during their first-year. Classroom modules included hands-on problem solving activities that covered methods and topics, such as mechatronics and watershed monitoring, that can be integrated throughout a 4-year engineering program via a spiral curriculum approach. The first-year course was piloted in the Fall 2015 semester and is ongoing in the Fall 2016 semester, each with an enrollment of approximately 500 engineering students. Student learning and motivation were assessed using a mixed-methods post-test survey that included quantitative and qualitative questions. Results from the pilot course implementation reveal that 95% of the students felt that hands-on activities improved their ability to learn in the class and that what they were learning in the course was useful for their short- and long-term goals. Course implementation in the Fall 2016 semester is ongoing, but results will be included within the final paper.
McDonald, W., & Brogan, D. S., & Lohani, V. K., & Joshi, G. H. (2017, June), Implementation of a First-Year Engineering Course and Active Learning Strategies at a University in India Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28476
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