Using Authentic Project-Based Learning in a First-Year Lab to Elevate Students' Perceptions of Engineering

Evidence suggests that some undergraduate engineering students drop out after their first year because they do not understand the nuances of the profession. Recommendations to alleviate this challenge include developing first-year experiences that provide more authentic contexts and emphasize the social benefits of engineering. The current study investigated a first-year undergraduate engineering lab module that used project-based learning and authentic customer interactions. Eighty-four students created unique prototypes for customers while recording personal reflections about their experiences. These reflections were analyzed using inductive qualitative methodology to determine how this experience affected students' perceptions of the field of engineering. Researchers discovered that the central phenomenon characterizing the experience for students was related to a growing awareness of the field of engineering and whether it was a viable career path. The characteristic of the module that most affected students' perceptions was its authenticity. Students' abilities to work in teams and successfully use problem-solving skills were also important factors that affected students' perceptions of the module. After the module, students felt they gained many 21st century skills including collaboration, communication, creativity, and confidence. Furthermore, the experience helped students discern if engineering was a career they wanted to pursue. Although there have been numerous studies about project-based learning and its effects on students' attitudes about academic material, this study provides insights into how a first-year experience can affect students' perceptions of the field of engineering as well as students' identities with the profession.