Student attitudes surveyed in an introductory environmental resources engineering course

Abstract

An undergraduate engineering survey course has been redesigned to improve Environmental Resources Engineering and Environmental Sciences student retention and recruitment. A student survey, containing Likert scale and open-response questions, was developed to measure attitudes and beliefs about the course, major, profession, and abilities. We report results from postcourse and paired pre-and post-course surveys. Multivariate analysis of variance on Likert scale items and qualitative analysis of open-response questions were conducted. Results indicate that the course positively impacted students technical and math skills, and confidence in writing and critiquing skills. Program year appears to impact student's perceptions. First year students, more than non-first year students, indicated greater interest in major's topics beyond coursework, and the course positively impacted their decision to choose their major. By semesters end, students had an increased perception that professionals in their field are innovative and respected. This paper discusses the design of the study and results gathered to date. This work is supported by a NSF CCLI Adaptation Grant.

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