Prior Educational Experience and Gender Influences on Perceptions of a First-Year Engineering Design Project.

The purpose of this study was to assess the experiences of all students enrolled in a First-Year Engineering Course that conforms to educational best practices such as project-based learning with a clear benefit to society and a "real" customer within the community. A mult-method study that applied both closed form and free response types of survey questions to students on-line, multiple times throughout a design project was implemented. The data from over 200 students was analyzed statistically and based on the quantitative results; the free response questions were quantised and frequencies and relevant student excerpts are presented. Results indicate that more experienced students (those that have completed 3 or more semesters of college) suggest the design project is of lower relevance and express a less optimistic attitude regarding participation in the project than less experienced students (that have completed less than 2 semesters of college). Women and men viewed the project with similar levels of optimism and interest during the first two survey administrations; but women were much more negative about the team experience at the conclusion of the project. Engineering educators should reexamine grouping more experienced, transfer, and / or non-traditional students with First-Year Engineering students in courses and / or project teams. Instructors should also consider implications of experience and gender balance on project team formation, progress, and outcomes. [ABSTRACT FROM AUTHOR]