Tracking Skills Development and Self-efficacy in a New First-year Engineering Design Course

Jessica Daniels, Sophia Santillan, Ann Saterbak
2018 ASEE Annual Conference & Exposition Proceedings   unpublished
Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017 and will work with the First Year Design experience for first-year engineering majors. As a STEM teacher and professor, she is interested in the effect of emerging technology and research on student learning and classroom practice. After earning her bachelor's, master's, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor. Recently, she worked at the
more » ... he worked at the high school level, where she taught across the four-year math curriculum, including advanced courses. She also designed, proposed, and taught two introductory engineering courses for high school students. Abstract This evidence-based practice paper describes the development and implementation of surveys and a focus group to understand the impact of a new first-year engineering design course. With the intent of adding a practical design experience for first-year students, the Engineering Design and Communication course was introduced as a pilot program in the fall of 2017 at Duke University. Over the course of a semester, students work in teams to learn and apply the engineering design process to a client-based problem drawn from a community partner. In the course, the students should learn to 1) apply the engineering design process to meet the needs of a client; 2) iteratively prototype a solution using appropriate tools and materials; 3) work collaboratively on a team; and 4) communicate the critical steps in the design process in written, oral, and visual formats. The course was created following many best practices in first-year engineering education.
doi:10.18260/1-2--31152 fatcat:b7r57epgcbghdhr6zltmu2n26a