Work-in-Progress: Instructor and Student Reflections on First-year Engineering Design.

This work-in-progress paper summarizes how engineering faculty tried to make the better learning environment for the first-year engineering students by minimizing instructor involvement. In the introductory first-year course, Introduction to Engineering, the engineering design process was introduced with small practical exercises at major design steps, and discussion. Then, two different design projects were assigned to apply the engineering design process that they had learned. The learning experience as a team of 2-3 students through these projects is emphasized in this paper. The instructor provided a guideline for the design process, however, the instructor's direct inputs towards the problem-solving in the projects were minimized to encourage self-learning and learning while working together. These first-year engineering students as a team independently navigated to complete these two engineering projects. The survey data showed that majority of students felt that their projects were successful and mentioned that they had learned while working with their peers. The students were most satisfied with the projects when they met their own project goals. Even with limited data from one semester as well things to improve, the overall reflections on active learning experience under minimal instructor involvement was encouraging, which will lead us to conduct further indepth research in the following upper-division engineering courses. [ABSTRACT FROM AUTHOR]