A comprehensive integration of first year engineering education

Graduation date: 2009Retention of engineering students is a problem for many universities,\ud especially during the first year. The problem of introducing students to engineering\ud while increasing retention rates has recently been addressed by many different\ud universities. Implementing novel lab structures, adjusting the lecture to incorporate\ud more effective teaching techniques, and using orientation programs to build learning\ud communities are all different methods being used. In September 2006 a freshman\ud mentor program was started for Electrical and Computer Engineering (ECE) students\ud at Oregon State University (OSU) to improve retention rates by increasing selfefficacy\ud and developing learning communities. This mentoring program uses a trained\ud cohort of undergraduate freshman mentors to connect a Platform for Learning (PFL)\ud with three terms of lectures and labs during the first year of ECE education. This\ud approach changes a sequence of three distinct courses into a comprehensive\ud integration of technical experiences. Survey data collected throughout the program\ud tracks changes in learning self-efficacy and learning community development. Results\ud from the mentor program indicate a positive effect on students’ self perceived\ud communication, time management, resource location, problem solving, and stress\ud management skills. These improvements should translate into increased retention rates\ud as these students continue their engineering education