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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Brian Patrick O'Connell, Northeastern University

with a class-level dataset for their MATLAB education. In addition, the assignmentsinclude significant scaffolding but also gaps to fill with their introductory MATLAB knowledge,situating that experience in a more complex but recognizable experimental setting.ImplementationThe initial implementation of the curriculum took place in a Fall 2022 Honors-level first-yearengineering course of 26 students. It only utilized the UV Level and Human Reaction Timemodules, the introductory 2 of the 4 available. The 3 MATLAB assignments were not 100%new, including some previous content, but each had a large part that used the modules. Duringthese assignments, students collected 1295 data points. Unfortunately, the system does not yettrack the number of

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Haritha Malladi, University of Delaware

disciplines.Sustainability and resilience are important goals in engineering. The theme of sustainability is anintegral part of the National Academy of Engineering’s 14 Grand Challenges for Engineering inthe 21st Century [2]. Consideration of environmental factors in engineering design is a part ofthe student outcomes required by Accreditation Board for Engineering and Technology (ABET)for all engineering programs [3]. Student feedback surveys have shown the author that studentsacross all disciplines are interested in the topic of sustainability [4]. Given that students acrossdisciplines are interested in sustainability, the author recognized an opportunity to engagestudents with the important topic of climate change.In Fall 2022, a climate change module was

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

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, University of Oklahoma Dr. Jude A. Okolie is an Assistant Professor of Engineering Pathways at the University of Oklahoma.Dr. Javeed Kittur, The University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly College of Engineering at The University of Okla- homa. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in 2011 and 2014 respectively. He has worked with Tata Con- sultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the department of Electrical and

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Lee Kemp Rynearson, Campbell University

motivating students to learnhow to learn is frequently an important topic in first-year seminars and other first-yearscoursework, or first-year academic support environments [3]. This activity is short but highlyeffective in putting the need to be able to learn new skills into perspective for Engineeringstudents as the scope of technological change across the working lifetime of an engineerbecomes clear. A shortened version of the activity will be delivered during the presentation ofthe paper and all activity materials, which are licensed with Creative Commons, will be madeavailable to conference participants.References[1] ABET, “Criteria for Accrediting Engineering Programs, 2022 – 2023.” abet.org https://www.abet.org/accreditation

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Victoria Bill, New York University Tandon School of Engineering; Rui Li, New York University; Jack Bringardner, Colorado School of Mines; Ingrid Paredes, New York University Tandon School of Engineering

technical presentation and writing skills,the engineering design process and design thinking, ethics and stakeholder impact,undergraduate and graduate opportunities, and more. Students will also present on their weeklylab activities or project milestone updates and receive feedback. Faculty provide guidance on theenhanced career development assignments, which now include a resume, cover letter, LinkedInprofile, and a digital portfolio. The cover letter and portfolio assignments are new for the 2022-2023 academic year and the design and implementation are described below.Module Creation and ImplementationImplementation of these new career development and professional skill modules is part of alarge-scale effort driven by faculty and administrators

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

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designed coursestructure to in-person Face-To-Face instruction to Freshmen and Sophomore level chemistrycourses that included both the lecture & lab components at University of Texas Rio GrandeValley (UTRGV) for the Fall 2021 - Spring 2022 semesters.2.2 Participation InformationAlthough the course structure was applied to several Freshmen and Sophomore level chemistrycourses at University of Texas Rio Grande Valley (UTRGV) shown in Table 1, the present studyonly focuses only on one course to discuss and disseminate the findings.Table 1: UTRGV courses taught with modes of instruction from Fall 2021 – Spring 2022 Courses Mode of Instruction

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

confusion and frustration for the students [5], [9] andlogistical challenges for the instructors. There is considerable tension with respect to creatingauthentic, realistic, open challenges while also ensuring that each team moves in a direction thatworks to reinforce course content. Similarly, this creates a challenge with providing sufficientguidance to each team to draw connections between past experiences, present experiences, andcourse content in a way that will make the learning truly meaningful [11], [12].References[1] ABET, “Criteria for Accrediting Engineering Programs, 2022–2023,” Baltimore, MD: ABET,2022.[2] NAE, The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC:The National Academies Press, 2004.[3] NAE

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Erin J. McCave, University of Tennessee at Knoxville; Darren K Maczka, University of Tennessee at Knoxville

physics course and the computing and modeling course and incorporate student successmeasures to help these students adapt more readily to college life and the rigors of engineering.The two-course sequence was piloted in the 2021-2022 academic year and was taught 3 days aweek. Through our first implementation, we saw the need for increased self-efficacy andconfidence and ways to help students manage high stress levels in their first year of theengineering curriculum. We believe that a focused effort on well-being and academic supportwill have a positive impact on students’ beliefs about their ability to succeed in engineering aswell as their ability to manage high course workloads in courses, thus impacting retention of thisspecific population of

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joseph B Herzog, University of Indianapolis; Joan Matutes, University of Indianapolis; Shelby Hacker; Stephen J Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis

to student success and mental health.To combat this impact on students, upperclassmen were paired with all first-year students basedon common interests in order to meet outside of the classroom in social environments. Initialimpact of this program was studied through university retention rate, program attendance,program continuation, and peer mentor performance. This program ran in the 2022-2023academic year, and impact was monitored each semester. Initial results are promising, assemester I to semester II first-year student retention improved by over 20%, however, moreanalysis is needed to investigate all factors that may have contributed to this rise. Future workwill continue to monitor these factors and look at ways to improve the

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Howard L Richards, School of Engineering, University of Central Oklahoma

Paper ID #40611Engineering Education after ChatGPTDr. Howard L Richards, School of Engineering, University of Central Oklahoma Academic Background • 1990: B.S. in Physics and Applied Math, Minor in Computer-Based Honors, University of Alabama. • 1994: M.S. in Physics, Florida State University • 1996: Ph.D. in Physics, Florida State University • 2012: M.S. in Software Engineering, West Virginia University Work History • 2000- 2007: Assistant Professor, Texas A&M University-Commerce, Commerce, TX • 2007-2021: Assistant Professor, Marshall University, Huntington, WV • 2022-present: Instructor and First-Year Engineering

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Xinyu Zhang Ph.D, P.E., West Virginia University; Li Wang; Lynette Michaluk, West Virginia University; Robin A.M. Hensel, West Virginia University; Isabel Perez, West Virginia University; Clayton Scott Hammond, West Virginia University; Ian Bush; Ryan George Cao

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Diversity

encountered challenges in student awareness and underservedstudent recruitment. This study assessed AcES recruitment communication channels and studentawareness via three research questions: How many Engineering students surveyed knew aboutAcES? Of those who said they knew about AcES, how did they learn about AcES? Of thosesurveyed, what communication channels did they suggest best to distribute AcES information?MethodologyCross-disciplinary collaborationNon-tenure track (NTT) faculty in engineering, business, and social science collaborated in thisresearch. Key barriers for Engineering NTT teaching faculty to conduct education research arefunding and time. In Fall 2022, AcES engineering faculty collaborated with business facultyfamiliar with

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Miosotis Hernandez, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

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Diversity

also developed and co-teaches the Fundamen- tals of Engineering Design course that includes a wide spectra of activities to teach general engineering students the basics of engineering design using a hands-on approach which is also engaging and fun. He is an Institute for Teaching Excellence Fellow at NJIT and the recipient of NJIT’s 2022 Excellence in Teaching Award - Lower Division Undergraduate Instruction, 2022 Newark College of Engineering Excellence in Teaching Award, and 2018 Saul K. Fenster Innovation in Engineering Education Award. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 GIFTS

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston

-facilitated workshop.To address the question and test the hypotheses above, the project focus is to develop: 1. a virtual, open-access peer-facilitated workshop experience, and 2. asynchronous, interactive material that is part of a virtual community of learners.For this work, interactive is defined as the ability for the user (student) to receive feedback ontheir work and ask questions. Figure 1 outlines the logic model for developing an open-accessand interactive peer-facilitated workshop in the context of a first-year engineering course. Thetarget population for the proposed intervention is first-year students enrolled in the second-semester first-year engineering course for Fall 2022 and Spring 2023. While the opportunity toparticipate will

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

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content. This paper focuses on the impacts of the academiccoaching components that were offered as graded activities in the first-year engineering courses.We also investigated any effects of a pilot 8-week course offered and taught by academiccoaches in spring 2022 for students placed on probation after their first semester.Our results show more than half of the students appreciated the use of class time for academiccoaching activities. Some subjects, such as time management and test preparation, were morepopular than the others. More than 60% of the students agreed that they learned a new tool tohelp their academic success in future. The results of the academic intervention course showed apositive impact on the probation students; however, the

Conference Session

S5C: Workshop XI

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

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Workshops

, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Founda- tion CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.Lorna Treffert, University at Buffalo Lorna Treffert is a 1st year Ph.D. student in the engineering education department at the University at Buffalo . She holds both a BS and MS in Industrial and Systems Engineering. Her research interests include facilitating diversity and inclusion within engineering education, epistemologies in

Conference Session

S2B: Workshop IV

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Laura Knight, University of Tennessee at Knoxville

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Workshops

opportunities during the fall of 2022. Two of these opportunities were at Tickle College of Engineering and incorporated lab tours with instruction on using the engineering design process to teach about biomimetics/build biomimetic robots. The third was a collaboration with the University of Tennessee Space Institute, where teachers and 4- H agents learned about hypersonics and toured different UTSI lab facilities. These opportunities were funded by a grant from the Office of Naval Research; similar opportunities will be offered this fall at UTSI and virtually.Workshop Facilitators and Qualifications: ● Betsy Chesnutt - Lecturer in Engineering Fundamentals at the University of Tennessee- Knoxville, member

Conference Session

S5B: Workshop X

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Rachel McCord Ellestad, University of Tennessee at Knoxville; Kevin Kit, University of Tennessee at Knoxville; Richard M. Bennett P.E., University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville; Andrey A. Puretskiy, University of Tennessee, Knoxville

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Workshops

AssociateProfessor of Materials Science and Engineering. He has been co-teaching the honors versions ofthe EF physics courses (EF 157/158) for 10 years and worked to fully flip these courses in the2021-2022 academic year.Dr. Erin McCave is a Lecturer and Research Assistant Professor in the EngineeringFundamentals Program. Erin currently coordinates the EF141/142 course sequence for non-calculus ready students. This course sequence implements the flipped classroom modelestablished in the program to focus on problem solving methodology and processes to help betterstructure learning time and incorporate more support for students that need the extra help.Dr. Andrey Puretskiy is a Lecturer in the Engineering Fundamentals Program. Andreycurrently coordinates EF

Conference Session

S1A: Workshop I

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Lisa Lampe, University of Virginia

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Workshops

Paper ID #40652Workshop on Engineering First-Year Holistic Support to Succeed ModelDr. Lisa Lampe, University of Virginia Lisa Lampe is the Assistant Dean for Undergraduate Affairs in the University of Virginia’s School of Engineering and Applied Science, joining UVA in January 2014. Prior to that, she served in many roles, bridging student affairs and academic affairs including Residence Dean at Stanford University, Hall Di- rector and Interim Area Coordinator for residential programs at the University of Colorado-Boulder. She earned her Ph.D. in Higher Education at the University of Virginia in 2022 and B.S. in Applied Math

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Gloria Ma, Wentworth Institute of Technology; Abhishek Kumar, Wentworth Institute of Technology; John Peter Voccio

laboratories in providing students with hands-onexperiences that complement theoretical learning has been explored in [1]. These first-yearengineering labs can effectively acquaint students with the captivating and demanding field ofengineering, while also preparing them for further studies and careers in the discipline.As part of the first-year engineering curriculum, a Mechanical Engineering Laboratory coursewas developed and offered in the Fall of 2022. This course aims to cultivate fundamentaltechnical skills and exposure through a series of practical laboratory sessions. It is a 2-creditcourse consisting of a 1-hour lecture and a 2-hour lab session each week. The course introducesstudents to various concepts including laboratory safety

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Darren K Maczka, University of Tennessee at Knoxville; Erin J. McCave, University of Tennessee at Knoxville

-credit hour sequence with a pilotduring the 2022-2023 academic year.Organizing FrameworkCurzon and colleagues [9] organize a framework for course design around computational thinkingdefined as “...the thought processes involved in formulating problems and their solutions so thatthe solutions are represented in a form that can be effectively carried out by aninformation-processing agent”. They divide CT into the following: • algorithmic thinking: determining a sequence of steps that can be taken to solve a given problem • evaluation: determining whether a particular solution is viable, or particular algorithm does what it is expected to do • abstraction: reducing complexity by eliminating information that is not directly

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston; Janice Quiroz Perez, University of Houston

Engineering Education, vol. 99, no. 4, pp. 319–336, Oct. 2010, doi: https://doi.org/10.1002/j.2168-9830.2010.tb01066.x.[2] D. Wilson et al., “Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study. (cover story),” Res High Educ, vol. 56, no. 7, pp. 750–776, Nov. 2015, [Online]. Available: http://ezproxy.lib.uh.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d b=eue&AN=110401404&site=ehost-live[3] R. McHenry and S. Krishnan, “A conceptual professional practice framework for embedding employability skills development in engineering education programs,” European Journal of Engineering Education, vol. 47, no. 6, pp. 1296–1314, Nov. 2022

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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part of the initialproposal/design team.Prior to this pilot, undergraduate assistants (UAs) that supported first-year introduction toengineering courses were traditionally used only as graders. UAs interactions were limited toproviding feedback on objective assignments, with little, to no, face-to-face interaction orclass-time required or encouraged.Embedding UTA in the two-semester sequence first-year introduction to engineering course waspiloted in Fall 2022 and Spring 2023 with a total of three UTAs and three instructional faculty.Two faculty taught the first course in sequence, and one taught the second. UTAs were embeddedinto six sections: two sections for each instructor.Embedded UTAs were expected to foster an engaging and inclusive

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Alex Campbell, P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

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://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2023-2024/ (accessed May 22, 2023).[2] I. Izenberg, S. Marra, T. Mackesey, L. Kendrick, and J. Bernstein, “Industry Assessment of Multidisciplinary Teamwork Skills,” Paper presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, MN.[3] R. Marino, M. Cross, D. Feinaur, J. McCusker, and J. Casale, “Including multi-disciplinary project awareness in first year introduction to engineering courses,” Paper presented at 2021 First-Year Engineering Experience, Virtual.[4] B. McPheron, W. Troy, and C. Baker, “Allowing Freshman Engineering students to encounter multiple disciplines: Discipline oriented labs in the

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

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Full Papers

Plagiarism Machine: So why do administrators have their heads in the sand?,” The Chronicle of Higher Education, May 23, 2023. [Online]. https://www.chronicle.com. [Accessed May 30, 2023].[4] M. Cardona, R. Rodriguez, and K. Ishmael, “Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations,” U.S. Department of Education, Office of Educational Technology, Washington, DC, Tech. Report, 2023. https://tech.ed.gov/. [Accessed May 30, 2023][5] J. Qadir, “Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education,” TechRxiv. Preprint. https://doi.org/10.36227/techrxiv.21789434.v1, 2022.[6] A. B. Kocaballi, "Conversational AI-Powered Design: ChatGPT as Designer, User

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Katherine A Grover, Utah State University; Kristina T Glaittli, Utah State University; Christian R. Bolander, Utah State University Department of Engineering Education ; Thomas H Fronk, Utah State University

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Engineering where his research centered on supersonic civilian aircraft and bio-inspired flight. He has taught, or will teach courses, in Compressible Fluid Mechanics, Statics, and Dynamics, two of which are first-year engineering courses at Utah State. He is also the director of the Engineering Tutoring Center and Engineering Math Resource Center, which he founded in 2022 under the direction of the College of Engineering. He is passionate about teaching and mentoring students of all disciplines and walks of life and strives to create an atmosphere of respect and curiosity in his classrooms and in the resource centers of the Utah State College of Engineering.Dr. Thomas H Fronk, Utah State University Associate Professor of

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program; Forrest Milner; Sophie Roberts-Weigert

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Full Papers

is attributed to the factthat machine learning requires in-depth knowledge of numerous math, statistics, andprogramming concepts [1]. Also, the existing requirements and packed schedules for first yearengineering students leave little room for additional topics [1]. As such, there have been veryfew attempts to introduce first-year engineering students across all majors to ML to date.The University of Maryland’s engineering school started planning a Machine Learning for Allinitiative in 2022, which aims to give every engineering student skills in ML. Theimplementation of ML in Introduction to Engineering Design (ENES100) has been deemed apossible foundation for this initiative. ENES100 is a required course for all first-year