Longitudinal and cross-sectional study of engineering student intellectual development as measured by the Perry model

Results are presented of the initial phase of longitudinal and cross-sectional study of intellectual development of engineering students. In the first year of a four-year data collection plan (1996-97), semi-structured interviews have been conducted with a randomly selected cohort of 53 entering first-year students. The results presented covers the first round of interviews with the freshman cohort of 53 students.