TY - GEN
T1 - Participation in a freshman design sequence and its influence on students' attitudes towards engineering
AU - Malik, Qaiser
AU - Koehler, Mathew J.
AU - Mishra, Punya
AU - Buch, Neeraj
AU - Shanblatt, Michael
AU - Pierce, Steven J.
PY - 2009/12/1
Y1 - 2009/12/1
N2 - This study focuses on freshman attitudes and beliefs about engineering in a newly introduced engineering curriculum that emphasizes holistic design experiences to portray the discipline of engineering. To precisely measure these constructs, a well documented survey instrument (PFEAS) was employed. The two comparison groups were: the new design-based sequence (DS) and the previous traditional sequence (TS). The study was conducted at a time when both the sequences were available for direct comparison. Data were collected twice (pre- and post-), and changes in groups' attitudes were examined with repeated measures analysis of covariance models. We have found that freshmen join the program with positive perceptions about engineering. Students in the DS group have higher ACT scores, enjoy math and science the most, do not believe engineering to be an exact science, and have stronger parental influence in selecting engineering as a major. We did not observe appreciable group differences in how attitudes changed over time; perhaps one semester of engineering experience was not enough to effect an appreciable change in freshman attitudes. Our study forms the foundation for a longitudinal study to track attitudinal changes for the complete cycle of the design sequence. This formative evaluation will help to further understand and improve the curriculum design efforts.
AB - This study focuses on freshman attitudes and beliefs about engineering in a newly introduced engineering curriculum that emphasizes holistic design experiences to portray the discipline of engineering. To precisely measure these constructs, a well documented survey instrument (PFEAS) was employed. The two comparison groups were: the new design-based sequence (DS) and the previous traditional sequence (TS). The study was conducted at a time when both the sequences were available for direct comparison. Data were collected twice (pre- and post-), and changes in groups' attitudes were examined with repeated measures analysis of covariance models. We have found that freshmen join the program with positive perceptions about engineering. Students in the DS group have higher ACT scores, enjoy math and science the most, do not believe engineering to be an exact science, and have stronger parental influence in selecting engineering as a major. We did not observe appreciable group differences in how attitudes changed over time; perhaps one semester of engineering experience was not enough to effect an appreciable change in freshman attitudes. Our study forms the foundation for a longitudinal study to track attitudinal changes for the complete cycle of the design sequence. This formative evaluation will help to further understand and improve the curriculum design efforts.
KW - Design sequence
KW - Formative evaluation
KW - Freshman attitude
KW - Group differences over time
KW - Repeated measures analysis of covariance
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U2 - 10.1109/FIE.2009.5350850
DO - 10.1109/FIE.2009.5350850
M3 - Conference contribution
AN - SCOPUS:77951488648
SN - 9781424447152
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 39th Annual Frontiers in Education Conference
T2 - 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009
Y2 - 18 October 2009 through 21 October 2009
ER -