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The University of Massachusetts Dartmouth (UMD) began a successful, integrated, first year engineering curriculum in September 1998. This new program dramatically changed the freshman year and was initially very successful. Data from the first year pilot program was very positive. Assessment showed that it • more than halved the attrition rate of first-year engineering students • nearly doubled the percentage of students passing two semesters of physics on schedule • increased the percentage of students passing calculus on schedule by 40% • increased performance of students on common final exams in calculus by more than a grade point and a half, despite having a significantly higher percentage of students actually take the final. By September 1999, the new curriculum had become the required program for approximately 80% of first-year engineering majors at UMD. Expansion produced some unexpected challenges and the paper will show assessment data indicating both positive and negative changes in performance in various aspects of the program. We will give insight into the problems and opportunities that developed as the program grew. We will also describe how assessment provided feedback to help decision making.

Can An Integrated First Year Program Continue To Work As Well After The Novelty Has Worn Off?