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

Authors

Angelina Jay, Northeastern University

New York City, with the intent of helping students with less of a technical backgroundor fewer STEM-related hobbies feel a greater sense of belonging in the engineering classroom.OutcomesThemes that students chose in the first iteration of this assessment were fittingly varied. Table 1summarizes the distribution of themes chosen, where like themes were grouped together by theauthor to highlight which were the most common. Specific individual themes varied acrossTolkien novels, Pokémon, the North Pole, student’s country of origin, bottled water brands, andeven the setting of a fantasy short story that a student had written themselves in high school.Table 1. Summary of the most common map themes chosen by students.State Fantasy Literature Movie

Collection

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

Tagged Topics

Diversity

: Broadening Students’ Self-Knowledge and Self-Development in an Introductory Engineering Design CourseObjectives:1. To offer engineering students practical ideas and resources to improve their self-awareness, self- development, and overall academic achievement, introduce college students to various engineering opportunities available, and inspire them to explore and engage in these opportunities.2. To prepare students as future engineers ready to work in an increasingly diverse and inclusive society by introducing them to Diversity, Equity, Inclusion, and Belonging (DEIB) and Engineering Ethics Modules.Implementation: The concept of broadening students' self-knowledge and self-development is

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

Authors

Baker A. Martin, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee at Knoxville; Betsy Chesnutt, University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville

value they calculated.There are many processes and heuristics that have been developed to support problem solving.As instructors, we have focused on teaching our students PROCESS, which was developed byGrigg and Benson [1], [2]. This approach breaks problem solving into seven steps:(i) Problem Statement, (ii) Represent the Problem, (iii) Organize Information, (iv) Calculations,(v) Evaluate your Solution, (vi) Solution Communication, and (vii) Self-Evaluation.When demonstrating problem solving as instructors, we document our work in the PROCESSformat like we expect our students to document their work. This includes problems recorded foruse in the learning management system, problems solved during synchronous class time, andposted solutions to

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

Authors

Marsha Kowal, University of Houston; Alexandra Maley Landon, University of Houston

Collection

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

Authors

Kimberlyn Gray, West Virginia University Institute of Technology; John T. Hird, West Virginia University Institute of Technology

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

Authors

Alex Maley Landon, University of Houston

Tennessee in Knoxville, Tennessee Jul 30GIFTS: Metacognition reflection notecard - A 5-minute daily class activity to driveself-efficacy, classroom engagement, and communityIn the last five minutes of my first-year engineering class sessions, I hand out notecards and askeach student to write their responses to three simple but powerful questions:Question 1: What's the most important concept you learned today that you want to remember?Question 2: Is anything unclear to you after today's class? Are there any outstanding questionsstill on your mind?Question 3: What is one song you'd like to be added to our class playlist? Include your name ifyou want credit for your song choice.I review student responses at the

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

Authors

Haritha Malladi, University of Delaware

engineering students [1]. Most students in the coursehave declared an engineering major (12 different majors) but there are some students who areadmitted to engineering without a major—they need to declare their major before the end of theirfirst semester. Highlighting the different engineering disciplines in this class is particularlyimportant for the students who haven’t yet declared an engineering major. Typically, engineeringdepartment overviews are provided to the students in the form of weekly lectures from guestspeakers from each engineering department. While the weekly overviews provided informationon the expertise of that discipline, there was a need for students to have the opportunity to reflecton the interconnectedness of engineering

Collection

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

Authors

Brian Patrick O'Connell, Northeastern University

implementation tools theywill need in the following years. MATLAB is included due to its use in several upper-level labcourses across disciplines. The FYE curriculum focuses on introductory programming skills andMATLAB syntax. However, the learning activities, developing geometry calculators and gameslike Tic-Tac-Toe, do not directly apply to their future use cases in lab settings. Gamedevelopment differs significantly from the algorithm development and logic skills required tocreate scripts to assist with a complex, research focused experiments. In response to thatdisconnect, we developed hardware-enabled data collection MATLAB modules to integrate asituational learning experience[1]. These modules enable students to collect data individually andwork

Collection

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

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Benjamin Goldschneider, University of Virginia

semester or term allows instructors to provide formative feedback, through surveyquestions that prompt students to share their perceptions about what helped their learningprocess during and between class sessions, what could be improved, and what they actuallylearned.An argument exists that in-class surveys provide better formative student feedback abouteffective teaching and learning than a survey about one or two previous classes, becauseparticipants are in the middle of the learning activity that the instructor is attempting to assessrather than reflecting on it after the class before they respond [1] [2].On the other hand, post-class exit surveys provide opportunities for reflection, which isbeneficial for student well-being; offers relief

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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

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

Tagged Topics

Workshops

engineering education research culture, and applications of operations research in an education context. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30Workshop 1 – Making Patterns, Breaking Patterns – Ethnographic systems mapping and analysis ofengineering education groupsSystems thinking is an essential skill for engineers in an increasingly complex world. Engineers must beable to see beyond applied science and mathematics to the social, political, economic, ethical,environmental, and even interpersonal forces acting on any problem in order to arrive at optimalsolutions. As we endeavor to “expand student success” by helping

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

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

teaming. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Work-in-Progress: Opening the First-Year Design ProjectIntroductionDesign is a fundamental part of the typical engineering curriculum. As emphasized by theNational Academy of Engineers and ABET [1] – [3], the development of design skills is crucialfor engineering graduates. Design experiences are often components of introductory andcapstone engineering coursework [4]. These experiences are often in the context of coursesspecifically focused on design or upper-level engineering topics [5]. For introductoryengineering courses focused on design, the lack of

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

Tagged Topics

Full Papers

disciplines. This study aims to determine if adding additional freehand sketching toan introduction to design class is beneficial. A controlled trial was conducted with 85 students ina Control Section that were assigned just 6 freehand sketching assignments on paper. In contrast,an Intervention Section, consisting of 73 students, were assigned 146 sketching assignmentsusing software that automatically graded the sketches. Both sections covered CAD, hands-ontool use, and an open-ended design project. Pre- and post-course assessments of spatialvisualization ability were conducted using the PSVT:R standardized test. The results indicatedthat the average PSVT:R score increased by 1% in the Control Section, while it rose by 10% inthe Intervention Section

Conference Session

S2A: Workshop III

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

Authors

Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Xinyu Zhang, West Virginia University; Akua B. Oppong-Anane, West Virginia University

Tagged Topics

Workshops

the load• Learning Management System tools• Project development in team taught courses• Support for new team members• Now it’s your turn - team teaching breakout session• Share what you’ve learnedIntroductionTodd Hamrick Introduction● Definition: Team teaching means that multiple instructors teach the entirety of the course while coordinating schedules and materials. (AKA parallel teaching)● Who we are and what we do ○ West Virginia University, Statler College of Engineering and Mineral Resources ○ Fundamentals of Engineering Program ○ Common first year program for 9 departments ○ Primary teaching functions are Engineering Problem Solving 1 and 2 ■ 1st semester is professional skills and

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

Authors

Helen Yoonhee Jung P.E., California Baptist University; Jakob Yovanovich, California Baptist University

ASCE Concrete Canoe team leader. It is highly recommended that the team attendASCE concrete canoe meetings if there are any or have regular meetings with the ASCE ConcreteCanoe team leader. The deliverables from the team will be the miniature concrete canoe that isless than 2 feet and longer than 1 foot and must float when tested in the water for more than 30seconds. The canoe floatation must be demonstrated in real-time in class or recorded. The teammust turn in a brief report consisting of the mix-design table, mold design, calculation of thevolume of the canoe, buoyancy, pictures of the process, any difficulties encountered, andhighlights of the communication with the technical advisors. Grading on Aesthetics,Innovativeness (using

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

Authors

Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University; Daniel Augusto Kestering, West Virginia University; Kelly Stewart

likelyare you to use this product (NEXT STEPS), quality and professionalism of the presentation(DELIVERY), and the overall impression of the pitch and product (OVERALL RATE).Table 1. Criteria used to evaluate each elevator pitch submitted Criteria Compelling Informative Next Steps Delivery Overall ImpressionResultsThe final ideas presented by students included products that represented a re-design of anexisting product as well as some brand-new ideas. Table 2 summarizes some of the ideaspresented by students in class.Table 2. Students’ ideas for product Examples of products proposed by students Water bottle with a heating and cooling mechanism Smart light bulb Socks with extra padding and extra stitching for longer duration Re-sealable

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

Authors

Kathleen A Harper, Case Western Reserve University

with our sensors.) A TA records the order of finish.As the filtering phase is completed, students present their filtered samples to a TA who measuresthe turbidity of each in nephelometric turbidity units (NTUs). The two criteria are combined todetermine the best filter, using Equation 1, with the lowest score being the winner: 𝑆𝑐𝑜𝑟𝑒 = 𝑁𝑇𝑈𝑠 ∗ (1 + 0.2 ∗ (𝑡𝑖𝑚𝑒 𝑟𝑎𝑛𝑘 )) (1)Teams go through multiple design iterations in the time provided. Most tend to focus on effectivefiltration more than the speed, but there are some exceptions. A typical final design includeslayers of each available material, though students aiming for a fast filter tend to omit the cotton.Materials Science and

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

Authors

Brian Scott Krongold, University of Melbourne; Gavin Buskes, The University of Melbourne; Bagus Nugroho, The University of Melbourne

30 Work in Progress: A 3D-printed speaker and audio system project for teaching interdisciplinary engineering designIntroductionThis work-in-progress paper details an innovative and newly taught design project within thefirst-year course ENGR10006 Engineering Modelling & Design at The University of Melbourne.Through project-based learning (PBL), which has been widely embraced as an effective methodto better equip students for the real-world demands of the engineering industry [1], the course’sgoal is to develop students’ understanding of the modelling and design processes by taking themthrough the life cycle of a real-world engineering project, using a combination of lectures andintegrated hands-on workshop sessions

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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

students. To incorporate more focus on well-being and student success, thecourse credits were increased to allow for more contact with these students and dedicated time inthe classroom for a focus on well-being, introduction to resources on campus, and academicsuccess interventions.This work, conducted with support from an internal student success grant, has just completed thefirst year of data collection. Our goals for this project are to (1) develop increased confidence(self-efficacy) in ability to achieve in math and physics concepts and (2) understand howmindfulness can impact these students’ mental, physical, and emotional well-being and beincorporated into the classroom. To assess the impact of incorporating well-being measures intothe

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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

program.IntroductionThe average retention rate of first year students in engineering nationwide in 2014 was about80% [1]. Retention rates from Indiana universities reported by U.S. News & World reportrecords an average of 69.75% from 2017 to 2020 [2]. At the University of Indianapolis, the firstto second semester engineering retention rate in the 2021-2022 academic year was approximately64%. One theory for this low retention rate is the impact of COVID-19 on student performanceand community. The isolation necessary for COVID safety limited students forming connectionswith their peers and the broader campus community. To offset this, faculty designed a peermentoring program that would pair incoming students with upperclassmen who shared someinterests. The

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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

thedevelopment of this course sequence.As expectations of computational literacy in the engineering workplace continue to grow, there isincreasing interest in effective methods to help engineering students gain proficiency in computerprogramming and computational thinking. While the practices associated with computationalthinking are not restricted to computer programming [1], an introduction to computerprogramming is a common element of first-year engineering programs [2] and in many cases maybe the only context in which these skills are explicitly taught. Teaching programming, even to CSstudents who ostensibly are motivated to learn the skills involved, is a well documented challenge[3, 4]. Introducing core computing skills to general 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

Tagged Topics

Diversity

-disciplinary non-tenure track faculty collaborated on engineering education research.Introduction/BackgroundEngineering summer bridge programs exist to support students' success and broaden engineeringparticipation in the U.S.; but many such programs encounter challenges in underserved studentrecruitment. Few studies have assessed their recruitment strategies and resource allocations toreach underserved (women, minorities, first-generation, low income) students [1], providinglimited knowledge on how to recruit those students effectively into bridge programs, particularlywith legal, institutional, and financial constraints. Pipeline and targeted recruitment tactics usedin university recruitment to reach underserved students may not apply to engineering

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

Authors

Laura Albrant, Michigan Technological University; Pradnya Pendse; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

, an existing but under-development code critiquing system, called WebTA,will be put under the metaphorical microscope. While it may seem odd to analyze an unfinishedsystem, it is always an excellent choice to take a step back, observe the bigger picture, and usehuman factors (HF) principles to recommend improvements to a system.A Human Factors ApproachWebTA is a system emerging from numerous, simultaneous research efforts. It is intended tohouse a group of code critiquers under a single roof [1]. Currently, the three languages with adesignated room under that roof are Java [2], Python, and MATLAB [1]. The paper's primaryfocus will be on the MATLAB critiquer as it has the most up-to-date user interface and recentlyhad a pilot study conducted

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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

a growing emphasis on the development of professional skills for engineeringstudents [1]. ABET, the National Association of College and Employers (NACE), and theNational Academy of Engineering (NAE) all indicate the importance of teamwork,communication, problem-solving and critical thinking, project management skills, and ethicalimpact [2, 3].Many students develop teamwork and communication skills in the first-year engineering coursethrough hands-on, team-based semester long design projects [4]. However, several aspects ofprofessional development, including career development and project documentation for careerdevelopment, could still be further supported in the first-year. While more engineering schoolsare offering professional

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

Authors

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

resume preparation skills. This is importantbecause career development has been found to affect student retention and achievement,particularly for underrepresented and underserved student populations in engineering [1], [2].However, previous work related to skills and networking associated with professionaldevelopment in the engineering workforce has been limited. It is seen referenced as career, soft-skill, and employability development in literature but tends to focus on discipline-specific ornear-graduating students focusing on co-curricular engagement [3].Part of the skills developed includes engagement with student groups that support networking,industry engagement, and peer-to-peer mentorship. This engagement is critical to

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

Authors

Lee Kemp Rynearson, Campbell University

: Lifelong Learning in Perspective – An Activity for Student Understanding of an Engineer’s Need to Acquire and Apply New KnowledgeThis Great Ideas for Teaching, and Talking with, Students (GIFTS) paper outlines an activity tobring students to the realization (consistent with ABET criterion 7) that engineers will need toacquire and apply new knowledge throughout their careers [1]. Enhancing motivation tounderstand and apply methods for lifelong learning is likely to increase the impact of instructionon lifelong learning methods [2]. This activity is delivered in a first-year seminar at CampbellUniversity, but it could be useful anywhere a similar effect is desired. The seminar meets once aweek for eighty minutes and has learning outcomes in student

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

Authors

Madeline Fisher, Ohio Northern University ; Evan Budnik, Ohio Northern University ; Brady Harmon; Lauren H. Logan, Ohio Northern University

. Logan, PhDb,ca) Undergraduate student in the Department of Civil and Environmental Engineeringb) Assistant Professor of Civil and Environmental Engineeringc) Ohio Northern University, TJ Smull College of Engineering, Ada, OhioThe motivation for including LCA and sustainability in engineering education Today’s engineers must be aware of environmental impacts as a result of their work [1],with a cradle-to-grave mindset during the design, creation, use, and disposal of products andinfrastructure. Based on a thorough literature review of sustainability in engineering education1,we found that life cycle assessment (LCA) and/or sustainability is often missing across mostengineering disciplines, and/or only taught in specific programs or upper

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

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University; Shawn Fagan, Temple University

Department of Electrical and Computer Engineering. He has also taught a course ”Electric Vehicles and the Grid” at the University of Delaware. He employs innovative instructional methods such as problem based learning, flipping the classroom, and teaching through interactive games. He finds it rewarding to reach students with these methods who may not have been reached by traditional lectures. His research focuses on the transition to 100% renewable energy and effective engineering instruction/support using problem based learning, flipped classroom approaches, design thinking, and co-curricular supports such as mentoring. His main research focuses on two research questions: 1) What would our energy system look like if

Conference Session

S1B: Workshop II

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

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

Tagged Topics

Workshops

present example classroom activitiesdemonstrating how the toolbox can aid in understanding programming and general engineeringchallenges. The second part of the workshop gives participants experience interacting with therobots in some basic hands-on activities with the robots that allow participants a higherappreciation and retention of covered material. A demonstration on how participants can extendthe capabilities for their own unique usage is also provided. Part one is a prerequisite for parttwo, but participants can attend only part one.Learning activity schedule:Part One 1. System overview 2. Survey of workshop participants, background and goals 3. Robot Build - overview of standard Sphero and Raspberry Pi hardware 4. Software

Conference Session

S4C: Workshop VIII

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

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

Tagged Topics

Workshops

, and/or a computer scientist. The problems range from making graphs tocommunicate the results of a process, utilizing statistics to determine if an experiment wassignificant, or coding formulas to automate calculations.By participating in the workshop, attendees will gain the “student perspective”, as well as accessto a series of helpful teaching examples, and practice a process to develop additional examples.After the conference, we will use a Google Drive to disseminate the ideas generated during theworkshop.Learning Objectives for WorkshopBy the end of this workshop, attendees should be able to: 1. Explain how basic math and science are essential to engineering and computer science. 2. Understand the connection between basic