First-year engineering courses effect on retention and workplace performance

Abstract

Due to a drop in the number of students enrolling and persisting in engineering programs, there is currently a lack of qualified engineering graduates, which jeopardizes both the health of the U.S. economy and the security of the nation. This issue has led to the development and implementation of a variety of pre-engineering and first-year engineering experiences designed to recruit more students to engineering and to retain them once they have chosen to pursue a degree in engineering. At the University of Cincinnati, three common first year engineering courses were introduced during the 2012-2013 school year to provide students with hands-on experiences in engineering and a link between engineering and the required mathematics and science courses. This paper builds on previously presented work, focusing on the impact of these courses on student performance and retention within engineering. A description of the first-year courses is provided as well as the lessons learned and changes made over the first 3 years of offerings. Data from course surveys will be discussed showing student perceptions of the courses and of the curricular modifications. The main focus of this paper is on retention data and on student performance data while on cooperative education (coop). Retention data from the first offering of these courses was presented previously. Retention data from the second offering of these courses will be added to the previous data to better show the effect of these courses on student persistence within engineering after the first year as well as retention from the second to third years. Student performance data was gathered from student and employer evaluations completed at the end of coop rotations. All students are required to participate in the coop program beginning their sophomore year. Results from the first cohort of students to participate in both these courses and completed their first coop rotation is analyzed to understand the effects of the first-year courses on student preparation and performance, particularly related to professional skills and problem solving abilities.