Examination of Student Self-assessed Learning in a Project-based Freshman Robotics Course

Abstract

This innovative practice full research paper offers insight into a course instructor's use of three varied projects within a first-year engineering course and the students' self-reported learning surrounding these projects. First-year courses are designed to both excite students about engineering and increase retention and thus have become a staple at many engineering institutions. However, there is space to gain a deeper understanding of how students perceive their own learning as gained from these first-year projects and how they could be impacted by different problem contexts.