Is this project an undergraduate, graduate, or faculty project?
Undergraduate
Project Type
group
Campus
Daytona Beach
Authors' Class Standing
Nishith Shah - Sophomore Pujan Thaker - Senior
Lead Presenter's Name
Nishith Shah
Faculty Mentor Name
Dr. Kelsey Rodgers
Abstract
Background
To succeed in engineering careers, students must be able to create and apply models to certain problems. The different types of models include physical, mathematical, computational, graphical, and financial, which are used both in academics, research, and industry. However, many students struggle to define, create, and apply relevant models in their engineering courses.
Purpose (Research Questions)
The research questions investigated in this study are: (1) What types of models do engineering students identify before and after completing a first-year engineering course? (2) How do students’ responses compare across different courses (a graphical communications course - EGR 120 and a programming course - EGR 115), and sections?
Design/Methods
The data used for this study were collected in two introductory first-year engineering courses offered during Fall 2019, EGR 115 and EGR 120. Students’ responses to a survey about modeling were qualitatively analyzed. The survey was given at the beginning and the end of the courses. The data analyzed consisted of 560 pre and post surveys for EGR 115 and 384 pre and post surveys for EGR 120.
Results
Once the analysis is complete, we are hoping to find that the students can better define and apply models in their engineering courses after they have completed the EGR 115 and/or EGR 120 courses.
Did this research project receive funding support (Spark, SURF, Research Abroad, Student Internal Grants, Collaborative, Climbing, or Ignite Grants) from the Office of Undergraduate Research?
No
First Year Engineering Students’ Identification of Models in Engineering
Background
To succeed in engineering careers, students must be able to create and apply models to certain problems. The different types of models include physical, mathematical, computational, graphical, and financial, which are used both in academics, research, and industry. However, many students struggle to define, create, and apply relevant models in their engineering courses.
Purpose (Research Questions)
The research questions investigated in this study are: (1) What types of models do engineering students identify before and after completing a first-year engineering course? (2) How do students’ responses compare across different courses (a graphical communications course - EGR 120 and a programming course - EGR 115), and sections?
Design/Methods
The data used for this study were collected in two introductory first-year engineering courses offered during Fall 2019, EGR 115 and EGR 120. Students’ responses to a survey about modeling were qualitatively analyzed. The survey was given at the beginning and the end of the courses. The data analyzed consisted of 560 pre and post surveys for EGR 115 and 384 pre and post surveys for EGR 120.
Results
Once the analysis is complete, we are hoping to find that the students can better define and apply models in their engineering courses after they have completed the EGR 115 and/or EGR 120 courses.