2025 ASEE Annual Conference & Exposition

Improving Major Selection and Academic Trajectories: The Impact of a Common First-Year Engineering Orientation Course

Presented at First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

This Complete Evidence-Based Practice paper studies the impact of Kennesaw State University’s new, 1 credit hour engineering orientation course, ENGR 1000, in increasing first-semester students’ confidence in their major choice. This course is part of the Southern Polytechnic College of Engineering and Engineering Technology's new first-year common core curriculum, aimed at addressing the challenges faced by students who enter the university unsure of their major and precluding the challenges faced by students who later decide to change majors. ENGR 1000 introduces students to the various programs offered by the college and the resources available to support their academic journey. This is followed by a second semester, major-specific 1 credit hour laboratory course. ENGR 1000 is a 15-week course that is structured to provide both an introduction to the ten different engineering and engineering technology disciplines offered at the college and a roadmap for succeeding as a student in the college.

Each section of ENGR 1000 is taught by an instructor-of-record, who is responsible for guiding the students through the course material, managing grades via the university’s learning management system, shepherding student progress and communication, and addressing student issues. Note that students are not grouped together by their intended major, nor specifically placed with ENGR 1000 instructors in their intended major. During the first and last weeks of the semester, the instructor-of-record meets directly with the students, setting the tone for the course and helping them reflect on what they have learned. During week six, academic advisors join the class and the instructor-of-record to help students understand their degree plans, select appropriate courses for the following semester, and plan their academic trajectory. The active involvement of academic advisors ensures that students receive timely and relevant guidance, which is particularly important for those still uncertain about their major.

One of the course’s unique features is its integration of faculty presentations from across the six departments within the Southern Polytechnic College of Engineering and Engineering Technology without an increase in the effective workload of any faculty member. During the remaining twelve weeks of the course, students see presentations about the programs offered within the college’s six departments, with instructors rotating between the various sections. Each department is allocated two weeks to introduce students to key concepts, career paths, and challenges specific to their discipline. These presentations aim not only to inform students about the various options available but also to inspire them through the faculty member’s passion for their field. This exposure helps students make more informed decisions about their academic and career paths, reducing the chances of major changes later that could delay graduation and increase costs due to untransferable credits. Students are assessed via attendance and the following six assignments: a virtual scavenger hunt, time management, resume building, professional licensing, engineering ethics, and an engagement assignment where they attend a college club meeting or seek college tutoring.

To evaluate the impact of the ENGR 1000 course, more than 1,500 students were administered brief surveys three times during the semester. The surveys focus on students' self-reported confidence and satisfaction with their chosen major, and their reflections on the course content and structure. Topics included demographics (age, race/ethnicity, gender, first-generation college student status, current math course, etc.), major choice, confidence in major choice (beginning and end of course), and impact of the orientation course on major choice and confidence at the end of the semester. Survey responses were de-identified prior to analysis. Methods of analysis include descriptive statistics and hypothesis testing to identify differences between student perceptions at different times in the semester.

Results yield insights into students’ confidence in selecting their major, and their expectations of what they hope to gain from the course. Additionally, potential obstacles are identified that may affect students’ progression toward graduation. The findings from this study will provide valuable insights into the effectiveness of a common first-year engineering orientation course in supporting student success. By evaluating both student perceptions and academic outcomes, the Southern Polytechnic College of Engineering and Engineering Technology at Kennesaw State University aims to continuously refine its curriculum to better serve its diverse student body and achieve its long-term goals of improving retention and graduation rates.

Authors

Dr. Laura Ruhala http://orcid.org/https://0000-0002-0394-3456 Kennesaw State University [biography]

Laura Ruhala, PhD, is an Assistant Department Chair and Associate Professor of Mechanical Engineering at Kennesaw State University in suburban Atlanta, Georgia.
Dr. Turaj Ashuri Kennesaw State University
Prof. Lance Crimm Kennesaw State University [biography]

Lance Crimm was the founding department chair in the Electrical and Mechatronics
Engineering department since its inception until 2020, and was instrumental in bringing both of
these exciting and relatively new engineering degree programs to Southern Polytechnic in
2007 and 2008. Crimm has been a professor at Southern Polytechnic since 1997, serving
in a multitude of roles as he continually seeks to savor the joys of teaching and learning
from faculty, staff, and students. Crimm earned his undergraduate and graduate degrees
in Electrical Engineering from Georgia Institute of Technology and is also a registered
Professional Engineer in the State of Georgia having been recognized by this GSPE organization
in 2019 as the overall "Engineer of the Year" among the several highly competitive categories such
as Education, Private Practice, Industry, Government, etc.
Charles Richard Kennedy Kennesaw State University [biography]

Charles (Richard) Kennedy is a Senior Lecturer of Mechanical Engineering Technology and 3D Center Director at Kennesaw State University, Southern Polytechnic College of Engineering and Engineering Technology. Richard’s wide-ranging and successful Industrial experience spans 35+ years and includes engineering, engineering management, executive management, and business ownership. His experience is integral to his teaching approach—appropriately melding engineering with business and entrepreneurship. Richard teaches classes in advanced graphics, manufacturing, additive manufacturing, and computer aided engineering (CAE).
Dr. Margaret "Lori" L Lowder Kennesaw State University [biography]

M. Loraine Lowder is the Assistant Dean of Accreditation and Assessment at Kennesaw State University. She received her B.S. in Mechanical Engineering, M.S. in Mechanical Engineering, and Ph.D. in Bioengineering from the Georgia Institute of Technology.

D
Dr. Matthew Quincy Marshall Kennesaw State University [biography]

Dr. Matthew Marshall earned degrees in mechanical engineering from the University of Florida and the Georgia Institute of Technology, performing research in the areas of robot kinematics and control. He also has several years of industry experience in design and fabrication of mechanical systems. During his time at Kennesaw State University, Dr. Marshall has developed and delivered lecture material and lab exercises pertaining to the design and control of robotic and embedded electromechanical systems. He has also led numerous student teams in grant-funded projects to design such systems for automation and sensing tasks.
Dr. Christina R Scherrer Kennesaw State University [biography]

Christina Scherrer is a professor of Industrial and Systems Engineering and the Senior Associate Dean of the Southern Polytechnic College of Engineering at Kennesaw State University. Her research interests are in the application of operations research and economic decision analysis to public health, as well as in engineering education. Her research has been funded by NIH, NSF and the CDC. She has advised and published with more than two dozen undergraduate researchers and is committed to development of the STEM pipeline.
Dr. Gregory L. Wiles PE Kennesaw State University [biography]

An Associate Professor of Industrial and Systems Engineering at Kennesaw State University, a four-year R2 comprehensive university in Georgia. He has a BS degree in Industrial Engineering at the University of Tennessee, an MS degree in Industrial and Systems Engineering at Georgia Tech, and a PhD in Information Systems Management.
Dr. Roneisha Wynette Worthy http://orcid.org/0000-0002-8093-8570 Kennesaw State University [biography]

Dr. Roneisha Worthy, Ph.D. is currently the Assistant Chair and tenured Associate Professor for the Civil and Environmental Engineering Department at Kennesaw State University. In addition to her administrative role, she remains actively engaged in teaching and conducts research with a focus on increasing the representation of minorities in Engineering. Before joining the university, Dr. Worthy served as a Research Assistant at Vanderbilt University, contributing to a group funded by the Department of Energy. Her primary research focused on the long-term evaluation of near-surface waste disposal under climate change impacts at nuclear waste sites. With a background as an environmental engineer/planner at Gresham, Smith, and Partners, as well as General Motors Corporation, Dr. Worthy brings a wealth of industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to sustainability and innovative engineering practices.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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1st Generation
Broadening Participation in Engineering and Engineering Technology
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