Maximizing STEM Relevance Through Project-Based Learning for Freshman Engineers

This paper presents the results of a STEM Accelerator focused redesign of the ‘Foundation of Engineering’ course at University of Texas at El Paso (UTEP) towards a more handson, interactive, and project based effort while also providing them with the tools and lifestructure needed to be successful in Engineering study. As part of this effort, the following tools are highlighted: Winning The First Month; Math Stress Quests; and Semester Project. The above efforts assisted in changing the ‘Foundations of Engineering’ course from a teacher dominated instruction and philosophy course to a more student learning centered, engaging, hands-on, engineering problem solving course that improves student-faculty interaction and student motivation which will better prepare them to have a successful engineering education and career. A survey was conducted to assess the effectiveness of the course redesign. I. Background on Undergraduate Engineering Issues In recent decades engineering schools worldwide are focusing on the first year students due to many concerns about students dropping out during this introductory year. There is widespread industry concerns about decreasing levels of mathematical ability and a recognized need to develop the communication and other inter-personal skills needed to ensure lifelong learning aspirations for the students. Many researchers debate between the importance of professional training versus education and determine whether to teach first year students fundamentals of engineering first or help to inspire them to become motivated about an engineering career [1]. However, there is a consensus on the need for first year engineering students to learn how to approach their studies and degree in a meaningful manner without getting into bad habits or survival strategies. Since first year students receive their first impressions of what engineering, they need to be potential of engineering, they may drift into other career paths. The Institution of Engineers, Australia, prioritized an understanding of human, socio-economic, and environmental challenges that engineers face today during any systems development [2]. The Council for Industry and the Department for Education and Employment, UK, investigated that employers are now looking for transformative employees who can use their higher-level technical skills, such as analysis, critique, and synthesis along with multilayered communication skills to facilitate an innovative corporate culture [3]. As a result, universities would be required to teach graduates to be creative and innovative, communicate effectively, thrive in a multidisciplinary teams, solve novel problems, and be aware of the broader obligations of engineers to society. Many engineering schools have attempted to implement strategies for their first year to address these issues seen across the world by modifying legacy engineering education and implementing novel approaches to work effectively in realworld environments. Fleming et al (2006) found 1) lack of faculty guidance/advisement, 2) lack of community engagement, 3) scholarship/financial dilemmas, and 4) difficulty in mathematics courses as the main reasons for students leaving engineering majors. Particularly intriguing was the fact that even students that were awarded competitive academic scholarships (top grades and very high SAT scores) left their respective engineering programs after their first year, expressing anxiety with core engineering course (calculus) affecting their ability to maintain their required GPA and thus result in loss of their scholarship [4]. Consequently, there is a need to develop a first-year engineering curriculum that takes into consideration the diverse academic, social, cultural, and economic backgrounds of an incoming class of students. Although academically well prepared, today’s student lack the discipline to be individually responsible for the largely self-directed study required in college [5]. Today’s successful programs need to address the consciousness or understanding of faculty and implement innovative programs for first-year engineering students. Thus, programs need to implement effective advising techniques, creative learning communities, exposure to advanced technologies, and understand needs of students from diverse backgrounds. I