Preparing The Engineering Student For Success With Ideas: A Second Year Experiential Learning Activity For Large-Size Classes

This study describes and summarizes the effects of introducing a semester long experiential learning project named IDEAS on class effectiveness, second and third year retention, graduation rates, class engagement, and students\u27 perception of instruction. The investigation was conducted at the University of Central Florida (UCF) on the Engineering Analysis - Statics course, which is commonly taken by a large number of second year students from nearly all of the engineering disciplines. The research presented herein took place in two stages: an initial study on twelve sections during Fall 2013 and Spring 2014 and a replication during Fall 2014, Spring 2015, and Fall 2015 (nineteen sections). Some of the students participated in the IDEAS project and others did not (control). To certify the research\u27s legitimacy, demographic data consisting of gender, ethnicity, average GPA, grade distribution, and classification were collected and compared for both the initial study and the replication. The same type of comparison was performed between the groups of participants and non-participants as well. The statistical analysis showed no significant difference regarding the initial characteristics of the participants and non-participants however, results from the study indicated that the students belonging to the IDEAS participants group performed better in the class. In addition, statistics regarding the retention (persistence) rates for two consecutive years after the intervention showed a positive difference of more than ten percent positive points for the IDEAS participants over the non-participants. Graduation rates for IDEAS participants were also higher. Students\u27 perception of instruction and opinions of the project are summarized and discussed