Currently, students who are not exposed to engineering in K-12 often have no hands-on experience in the design, fabrication, testing and repair of a technological device, and have only limited contact with engineering faculty in their first year as the freshman year comprises courses almost entirely in other Schools – Physical Sciences, Humanities, etc. This is a serious weakness in our curriculum that can cause lack of motivation, discouragement and dissatisfaction. The fear is that we may lose talented students because of this deficit. Of particular concern are students from underrepresented backgrounds who have little understanding of engineering and who may feel isolated and lost. It is necessary to develop an integrative and interdisciplinary first-year engineering program providing students with a firm foundation and initial understanding of engineering principles and profession. The first-year engineering program shall also shape the students’ view of engineering and expose them to its multi-faceted elements. However, we face many challenges today in support, growth and resources while trying to sustain a first-rate educational experiences to more and diverse engineering graduates.
So what is the best practice of teaching a first year engineering course? Join us for a day of conversations on innovative first year engineering programs to help the students become future leaders who will shape the engineering profession and society.
Topics include:
- The impact of first-year engineering programs on retention
- Best practices of first-year programs
- Innovative experiential learning
- Outcomes for underrepresented groups
- Integration of first-year programs into four year curriculum