Abstract
With the aim of improving rates of degree completion and entry into the workforce, this work in progress research investigates whether integrating Project-Based Learning (PBL) into a first-year electrical and computer engineering course affects students' self-efficacy and intentions to persist in the field. Using a pre-post survey design comparing four baseline lecture-based sections (Fall 2023) with six PBL-enhanced sections (offered Spring 2024 and Fall 2024), we measured self-efficacy with validated Likert-scale items and future goals using a 0-10 agreement scale. While PBL self-efficacy scores were slightly higher (at both times of semester), the effect was not significant. However, students in PBL sections demonstrated significantly higher intent to continue in engineering compared to baseline students. Furthermore, a significant interaction effect indicated that while intent to continue scores decreased over the semester in baseline courses, they remained stable in PBL sections. Our results add to evidence for positive outcomes with PBL and may encourage others to implement similar changes.