In response to the demand for enhanced design, problem-solving, and team skills in engineering graduates, Penn State has instituted a number of team-based, project-learning courses, including one taken by nearly everyfirst-year engineering student. To determine the impact of these experiences on our students we have begun a cross-sectional and longitudinal study of their intellectual development based upon the Perry model. In this paper, we describe the research methodology and results for the initial group of first-year students interviewed. The results of the study include the effects on intellectual development of the first-year design course, gender, honors status, and the students' academic ability as indicated by SAT scores and grade point average. Design experience was positively related to enhanced intellectual development. Honors status, gender, and academic ability were not significantly related to Perry rating. We discuss the implications of these findings for instruction and curricular reform.
|Original language||English (US)|
|Number of pages||7|
|Journal||Journal of Engineering Education|
|State||Published - Jan 2000|
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