2025 ASEE Annual Conference & Exposition

This Evidence-based Practice paper will describe the implementation and student perception of five mini projects in Introduction to Engineering course sequence offered at the University of Arkansas.
All first-year engineering students at the University of Arkansas’ College of Engineering take common curriculum during their first academic year and declare their engineering major in mid-spring semester. Thus, it is imperative for students to survey different types of engineering before mid-spring to make an informed decision when choosing a major. First-Year Engineering Program (FEP) creates opportunities to help students get exposed to different engineering disciplines by 1) hosting departmental sessions where representatives from each engineering department are invited to class to introduce their department and engineering field, 2) including hands-on projects in class to demonstrate the real-world problems that require problem solving skills from various engineering disciplines.
The delivery method of hands-on projects in the Introduction to Engineering course sequence has evolved over the years. In 2012, the content of the Introduction to Engineering course sequence was restructured to include a series of hands-on, team-based projects aimed at improving student engagement within the course and helping students get exposed to different engineering disciplines. The sections of the course were divided into four themes: biomechanical, computing, robotics, and structures. Students spent about half the semester working on activities and assignments associated with engineering skills, and the remainder of the semester was spent on two hands-on, theme-based projects. Students would choose one themed section in Introduction to Engineering I in the fall and a different themed section in Introduction to Engineering II in the spring.
During the summer of 2023, significant improvements were made to the first-year curriculum after all FEP faculty gained certification in Effective Teaching Practices Framework from the Association of College and University Educators (ACUE). These updates aim to better equip students with the skills to solve engineering problems, communicate solutions, and appreciate the interdisciplinary nature of the engineering fields, while also allowing them to make a more informed decision when declaring their major in the spring semester. Since fall 2023, the Introduction to Engineering I course features five mini projects (inspired by the original themes and expanded), which not only diversify students’ experiences but also offer varied assessment methods. During the Introduction to Engineering II course in the spring, students take on a larger, open-ended project in the Introduction to Engineering II course, which offers students the opportunity to work in diverse teams, develop critical-thinking skills, and gain presentation and project management skills.
The goal of this paper is to share the details of the mini projects with the first-year programs community and to investigate student perception of the five mini projects. Student perception data was collected through a survey at the end of the Fall 2023 and Fall 2024 semesters. The survey utilized Likert questions, and the data was treated as Likert-type items by analyzing the frequency of responses. Open response feedback was also collected and was explored for common themes.
The survey results for Fall 2023 and Fall 2024 had largely consistent results, despite some limitations, such the Fall 2023 survey being voluntary and the reliance on Likert scale and short open-ended responses. In both semesters, the projects were ranked in the same order of enjoyment, with the balsa wood tower project rated highest and the Excel Solver project ranked lowest. Notably, the Excel Solver project experienced a significant drop in positive response from 53.3% in Fall 2023 to 39.4% in Fall 2024, with students expressing general dissatisfaction with Excel. Course goals were largely achieved, with positive responses above 80% for most statements, though only 46.2% of students in Fall 2023 and 40.5% in Fall 2024 agreed/strongly agreed they would have enjoyed projects more if they had chosen their own teammates. Open response feedback indicated students appreciated the opportunity to work with new people. To address areas for improvement, future surveys will be mandatory, and a Spring 2025 survey will specifically examine the Excel Solver project issues. Discussions are also underway to allow students to choose teammates for one project, offering more autonomy in the course.
The results of this study will be used to refine the mini projects to better meet the needs of first-year engineering students. By continuously evaluating student responses, the course will be adapted to better meet the learning needs of first year engineering students, ensuring that the mini projects remain both effective and relevant in preparing them for their chosen engineering disciplines.