Full Paper: What are we Teaching First Year Students? A Qualitative Analysis of Introductory Engineering Course Syllabi

An introductory engineering course can have positive and lasting impacts on students' attitudes and skills. However, introductory engineering courses vary widely. Reid et al. (2018) developed a taxonomy for mapping the terrain of introductory engineering courses which specifies the many topics that could be included in such a course. Our exploratory study extends this work with the goal of moving from what could be included towards what is included. Specifically, we address the research question: What do introductory engineering course syllabi communicate about what is valued in engineering? Our primary data source is syllabi of introductory engineering courses from 13 institutions across the US. Findings highlight the habits, mindsets, and technical skills being valued in introductory engineering courses. Technical skills were listed in greater detail, while personal and professional skills were often broadly addressed and listed in ways that did not clarify if they would be practiced independently or collaboratively.