Abstract:To assess the current status of first year programs, two surveys of first year programs in engineering were circulated through the ASEE Freshman Programs Division (FPD) listserv. The first survey was sponsored by the FPD, and the second survey was sponsored by the NAE Center for the Advancement of Scholarship on Engineering Education (CASEE). Participation in the surveys involved 91 institutions in the FPD survey and 49 institutions in the CASEE survey.The FPD survey focused on program structure, staffing, and… Show more
“…However, the students devote a tremendous amount of time to these activities and it is difficult to gauge whether or not this is detrimental to their grades. Examination of the literature regarding first year programs indicates that this activity is an essential part of an engineering education 10 .…”
There is a substantial amount of thought and insight that goes into the development and success of a one year engineering transfer program. As our program has grown from 33 students to over 200 students in 15 years, there have been considerable "growing pains" associated with this process. As a result, the program has evolved. This article speaks to the history and development of a one year engineering transfer program that prepares students to complete a Bachelor of Science in Engineering (B.Sc.) degree at a university that is located in the same city. During this time, our institution has also evolved from a community college to a university, which has had a huge impact on the engineering program as well.
“…However, the students devote a tremendous amount of time to these activities and it is difficult to gauge whether or not this is detrimental to their grades. Examination of the literature regarding first year programs indicates that this activity is an essential part of an engineering education 10 .…”
There is a substantial amount of thought and insight that goes into the development and success of a one year engineering transfer program. As our program has grown from 33 students to over 200 students in 15 years, there have been considerable "growing pains" associated with this process. As a result, the program has evolved. This article speaks to the history and development of a one year engineering transfer program that prepares students to complete a Bachelor of Science in Engineering (B.Sc.) degree at a university that is located in the same city. During this time, our institution has also evolved from a community college to a university, which has had a huge impact on the engineering program as well.
“…This need is well-established, and arises out of the need to satisfy student curiosity about the bioengineering discipline, to provide students with information about the department, and to instill in students the beginnings of much-needed technical survival skills. These first year courses can improve academic performance, stimulate interest and improve retention, and better prepare students for future coursework [1][2][3] . It is important that students acquire the qualities that prepare them to be successful engineers in the changing workplace, including the ability to work on and communicate with members of a multidisciplinary and professional team [4][5][6][7] .…”
Michele M Temple is a Postdoctoral Fellow in the Department of Bioengineering at UC San Diego. Her educational research interests include teaching evaluation, assessments, and course and curriculum improvement. Her teaching interests include physiology, tissue engineering, and introductory biomechanics.
“…As of 2013, the majority of incoming engineering students (either by freshman or transfer status) progress through First-Year Engineering (FYE) courses [1]. These FYE courses are intended to provide engineering students with the basic skills needed to succeed in higher level courses and an early introduction to the engineering discipline [2], [3]. Institutions with FYE courses or programs (i.e., multiple FYE courses in a sequence) create these courses in the way they best see fit to help their students succeed.…”
is currently a Ph.D. candidate in the Department of Engineering Education at The Ohio State University. She is currently advised by Dr. Rachel Kajfez, and is part of the RIME collaborative (https://u.osu.edu/rimetime). Her research interests include engineering identity development in K12 students, engineering education in informal settings, and women's experiences in the engineering field. Prior to coming to Ohio State, Abigail worked as a researcher at Battelle Memorial Institute in Columbus, OH. She holds a bachelor's degree in mechanical engineering from Ohio Northern University.
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