First-year engineering students enter our university with differing experiences using computers and technology. This affects the classroom dynamic especially with large differences between students. With this in mind, faculty must address the following questions when planning their course: Where should the faculty focus their time? Do they focus on bringing everyone to a specific level? Do they teach to the average student and hope the less experienced keep up and the more experienced are not bored? The first step to answering these questions is to determine the distribution of experience. To assess this, first-year engineering students at Michigan Technological University were given the National Assessment of Education Progress (NAEP) Computer Access and Familiarity Survey (Grade 12) during their first week of classes. The NAEP survey measures access to and familiarity with technology. The survey was modified to measure the familiarity with computing tasks students use in their first engineering courses. This paper will focus on determining: how much exposure to computers and technology have our students had, what exactly is the depth and breadth of the skills they enter the university with, and are there any factors within access or familiarity that impact success in the first-year engineering courses?
['Amber Kemppainen', 'Mary Fraley', 'Amy J. Hamlin', 'Gretchen Hein']
How important is high-school computing experience for first-year engineering student success?