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This "Complete Paper - Evidence Based Practice" describes how a mid-sized private university in the Southeast has created an experimental first-year engineering course based on the Wright State Model for Engineering Mathematics Education. The course aims to increase student retention, motivation and success in engineering through an application-oriented, hands-on introduction to engineering mathematics. When compared to the traditional Wright State Model for Engineering Mathematics Education, the new course also focused on student communication (written, oral), teamwork, self-regulated learning and professionalism. The new experimental course also uses more frequent and formative assessment techniques. Faculty used Wright State's sample homework assignments to provide students with formative feedback and Wright State's sample exams to provide summative feedback. However, the format of the experimental course had faculty use more frequent and formative assessments to better understand what and how students learn the course content. Preliminary qualitative data was collected from students via one-minute papers, mid-term evaluations, exam wrappers, and final course evaluations. Preliminary quantitative data was gathered from student course grades and cumulative GPAs (CGPAs). Thus far, students taking the experimental first-year engineering course believe they gain confidence and skills such as problem-solving, time management, study habits, computer programming, as well as real-world applications of math and physics. Thus far, over 80% of students have earned a grade of C or better in the experimental first-year engineering course along with their pre-calculus or calculus class. More than 80% of students have also maintained a CGPA above a 2.0. This study is part of larger overall assessment of an experimental first-year engineering course based on the Wright State Model for Engineering Mathematics Education at a mid-sized private university in the Southeast. Preliminary quantitative and qualitative data have been collected from the experimental course, but this paper will focus on qualitative data that has come from formative assessment techniques. [ABSTRACT FROM AUTHOR]