Follow-up on a freshman engineering course experiment

In 1994-95 the authors conducted new Freshman Engineering courses at West Virginia University which integrated computers, math, and design while giving a more rigorous introduction to engineering. At the end of the first year, as we reported at the 1995 FIE, there was no difference in retention between the experimental course and the ''standard'' classes. This paper examines longer term effects. For this study, transcripts for engineering students from the previous study who remained in engineering after 2 In years were examined. It was found that the experimental sections had about 20% higher retention, bur this difference is not highly significant. During transcript analysis some interesting patterns in ''liberal arts'' were observed. It is concluded that more rigor in our freshman engineering courses certainly does nor hurt, and might help retention. The authors remain satisfied that they delivered a high quality experience, but the College has not chosen to adopt the approach.