This paper presents evidence-based practice in required first-year engineering curriculum at Northeastern University. It will outline the motivation to redesign the curriculum, and include review of engineering education practice that inspired and directed the change, along with evidence and assessment of the effectiveness of the new approach. In 2012, after a comprehensive curriculum review by a faculty committee at Northeastern University, the first-year engineering program decided to adopt the "cornerstone to capstone" curriculum design. The overarching goal of the cornerstone was the integration of design, programming, graphical communication, and engineering analysis through real world, hands-on design projects previously taught in two separate courses. This goal directly supports the interdisciplinary, student-centered approach recommended by the National Academy of Engineering's Educating the Engineer of '2020 report. Additional motivation for the cornerstone approach came from three areas; student feedback, the changing profile of first year students, and increased access to affordable technologies such as programmable microcontroller kits and 3D printing. Today's students are entering the university with more advanced placement credit and an increased level of experience with hands-on projects and technologies, such as electronics. This cohort of students are looking for more depth in exploring engineering and a sense of real world problems along with taking courses at an accelerated pace.
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