2024 ASEE Annual Conference & Exposition

(Complete Evidence-based Practice)
For nearly 20 years, the first-year introductory engineering course at XXX University followed a seminar-based format. This course was successful, but opportunities for improvement were apparent in recent years. The desired outcomes and associated characteristics were reconsidered with the solicitation of the College of Engineering in 2020 and a three-year redesign was undertaken and completed in Fall 2023 with its third iteration.

This paper assesses how the redesign achieved the initial goals and how its delivery reflects the desired characteristics. Four course outcomes were adopted: 1) Develop creative solutions by applying engineering design, math, science, and data analysis, 2) Construct an effective prototype or model using technology and tools, 3) Demonstrate improved power skills (communication, teamwork, information literacy, professionalism), and 4) Employ NSPE Code of Ethics to examine case studies and extrapolate for other situations. In terms of the course outcomes, this paper describes how students self-assessed their achievement of these course outcomes through course evaluation surveys over three years. The appropriateness of the selected outcomes is evaluated by constituents of the program (students, faculty, staff, and expo attendees) to inform future direction of the course.

In addition to the course outcomes, the coordinators identified several desired characteristics of the redesigned course based on feedback from colleagues throughout the process. The College of Engineering colleagues desired a course that incorporated a focus on design, hands-on projects, transferable power skills, transferable technical skills, and an ethical grounding. It was also desired that the redesigned course reflect XXX’s engineering identity, excitement for the profession of engineering, create an inclusive community, and develop professionalism in the first-year students. After three iterations of the course (with small additions/improvements incorporated annually), a survey was administered to all engineering students who experienced the redesigned course to determine if the course delivery and student experience achieved these desired characteristics.

The results of the survey are analyzed and indicate that the achievement of course outcomes has improved over the three iterations of the course. The effectiveness of specific activities and aspects of course delivery in achieving the desired course characteristics are also assessed. Finally, the authors reflect on the process of redesigning a college-wide course and coordinating efforts across multiple sections.