Integration of Design Experience in a First-Year Engineering Course

This research paper describes the integration of design experience in a first-year engineering course at University of Michigan-Flint. To develop knowledge and skills within first-year engineering students, the integration of design curriculum in introductory engineering courses is important. A study was conducted among the firstyear students who worked in teams with senior students on engineering capstone projects. The primary objective was to provide a comprehensive experience in product design and development processes such as teamwork, design, analysis, manufacturing, etc. Another objective was to develop a peer-mentor relationship between these students to improve their understanding of the curriculum, profession and successful attributes of an engineer. A survey was developed to assess the effectiveness of the integration of design experience into first-year engineering curriculum. The control group consisted of 44 high school students who are dual-enrolled in university courses and did not experience the design process exposure. The experimental group consisted of 50 university students who were exposed to the design experience. Both groups of students were enrolled in the same introductory engineering course taught by the same instructor. Statistical analysis of data showed a significant difference in knowledge and experience among the first-year students with design experience compared to the control group. Individual student feedback also demonstrated the development of peer and mentor relationships as a result of teamwork throughout the semester. The learning experience in this course is expected to motivate the first-year students towards engineering and prepare them for future engineering design projects.