Sixty-one sophomores were interviewed at six large public institutions to learn why they chose their institution and their engineering major. The institutions were categorized as either requiring a first-year engineering (FYE) program or allowing students to matriculate directly into a major. At these institutions, the first-year experience either required a common introduction to engineering course, required introduction to engineering courses that were not common to all majors or included an optional introduction to engineering course. The impact of the matriculation mode on selection of the institution and the presence or absence of a required first year course are studied. We find that cost of attendance is far more important than matriculation mode for most students choosing their institutions. Required and optional first-year courses, when taken, do tend to help students either affirm their prior choice of major or select an engineering major that suits their interests. CBSE Schools in Kumbakonam
A taxonomy has been created that categorizes the ABET accredited undergraduate engineering programs into nine distinct categories based on whether students are admitted directly to an engineering major concurrent with institutional admission or whether they must pass certain academic hurdles before being admitted to an engineering major and whether an introduction to engineering course is required or optional in the first term of enrollment for all majors .
Related work was undertaken using the Multiple Institution Database for Investigating Engineering Longitudinal Development. MIDFIELD contains student record data for The subjects were labelled according to their programme and gender and coded as XYnnn where X refers to the programme (biological or physical), Y refers to their gender followed by the number of the student arranged according to their matric number. For the study purpose, F refers to physical programme, H refers to biological programme, L refers to male and P refers to female.
From the analysis done using Rasch Model, it can be concluded that the instrument construct is valid and reliable. The study also suggests that the item model gives a good fit. The measurement also indicates that a number of students encounter significant difficulties in grasping some of the fundamental topics in physics. These findings provide valuable insights into the structure and functionality of the examination paper. In general terms, it provides useful information in ensuring quality delivery of teaching and learning at the matriculation or pre-University level.