Developing a new, online, modular Introduction to Engineering class – A student’s perspective

Introduction to Engineering sets the foundation of student success. We present a student’s eye-view of a modular Introduction to Engineering course designed to provide meticulous conceptual learning of fundamental engineering principles in a broad scope that demonstrates the overlap between various engineering disciplines. The modularity comes from the implementation of engaging lab projects where students design and build simple conceptual machines around which the course content is structured. The modules are self-contained and provide smooth transition from one module to any other. The lab exercises are augmented by course notes which cover a wide variety of topics specific to the exercises. The use of LON-CAPA allows instructors to code dynamic problem sets and the judicious use of fundamental MATLAB™ exercises emphasize algorithmic problem solving techniques. The use of the Arduino for some lab exercises provided further mastery of engineering tools. Examples of these modules and student work can be found online at rampages.us/vcuengineering.
The use of undergraduate engineering students in the design and implementation process of this course gives insight to what is perceived engaging and academically enriching under the supervision of the principal instructor. By directly engaging rising sophomores in the education of their peers, these students engage more fully and independently in their own education while providing important mentorship to first time freshmen. This engagement has a salutary effect on both sets of students, thus increasing student satisfaction and retention.
This poster will present the impact of the modular nature of the course on the students who took the course as well as helped redesign it. We will discuss the engagement factor of the course and how it relates to retention of students from the students’ perspective. Student motivation and dedication in post-requisite classes will also be discussed.

Author(s):

Umar Hasni    
Electrical and Computer Engineering
Virginia Commonwealth University
United States

Angelica Sunga    
Electrical and Computer Engineering
Virginia Commonwealth University
United States

Hiba Nabi    
Electrical and Computer Engineering
Virginia Commonwealth University
United States

Afroditi Filippas    
School of Engineering
Virginia Commonwealth University
United States

Georgios Bakirtzis    
Electrical and Computer Engineering
Virginia Commonwealth University
United States