Some pedagogical lessons learned from a program designed to reduce attrition rates in an engineering technology AAS program

It is noted that one of the pedagogical implications of metacognitive theory is that students need to learn heuristics if they are to solve problems. Many students entering engineering education are very weak in this skill. It was assumed that survival rates for entry-level engineering math courses could be improved if students were taught heuristics. The author reports the results of an effort to improve heuristic skills through the use of a math lab and skill-building course and modified placement procedures based on a new pretest. Some conclusions regarding pretesting, placement, and heuristic training are presented, and implications for other engineering (technology) courses are addressed