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15th Annual First-Year Engineering Experience Conference (FYEE)

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Cory Budischak, Temple University; Haritha Malladi, University of Delaware; Brian Patrick O'Connell, Northeastern University

Paper ID #45069Panel Discussion: Rethinking First-Year Engineering: Management, Collaboration,and Curriculum AlignmentProf. Cory Budischak, Temple University Dr. Cory Budischak, Associate Professor of Instruction at Temple University, focuses on transitioning to 100% renewable energy and advocacy for policy implementation at state and national levels. He’s part of Delaware’s GEAC, aiming to halve emissions by 2030 and eliminate them by 2050. Budischak champions a holistic view of energy systems in order to most effectively transition to a low carbon economy. A proponent of innovative teaching methods like flipped

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15th Annual First-Year Engineering Experience Conference (FYEE)

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David M. Feinauer P.E., Virginia Military Institute; Michael Cross, Norwich University; Ali Al Bataineh, Norwich University; Toluwani Collins Olukanni; Majd Khalaf, Norwich University

prepare students for their future as engineers [4]. Thoseefforts focused on using embedded systems in an introductory electrical and computerengineering (ECE) laboratory class to address real-world problems of human import. In line withthis previous effort and the call to enhance education by helping students develop future-readyskills, the authors have developed a project that is real-world relevant with respect to thetechnical problem to be solved, the professional skills employed, and the tools and processesused for team collaboration throughout the project.In this paper, the development of and approach to a multi-week project involving first-year ECEstudents from two institutions is discussed. The skills learned by the students at the

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

students in the STEAM content areas, he focuses his investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning.Mehek Kunal Vora, Tufts University Mehek Vora is an undergraduate student at Tufts University majoring in Psychology and Economics. Through her positions at the Tufts Institute for Research on Learning and Instruction (IRLI) and at the Tufts Center for Engineering Education and Outreach (CEEO), her research spans across educational methodologies, learning strategies and integration of technologies. She has recently developed a deep appreciation for the potential and capacity of generative AI’s impact on educational environments and is

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

STEAM content areas, he focuses his investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning.Miss Mehek Kunal Vora, Tufts University Mehek Vora is a rising sophomore at Tufts University, originally from Mumbai, India. She is pursuing a Bachelor’s degree in Psychology and Economics, maintaining a place on the Dean’s Honour List. She is currently a summer research intern at the Tufts Institute for Research on Learning and Instruction and student researcher at the Tufts Center for Engineering Education and Outreach. She has recently developed a deep appreciation for the potential and capacity of generative AI in the learning environment and is

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Mary L Bowden, University of Maryland, College Park

of values that include: 1) active recognition that everyone is welcome, no matter howmuch or how little experience they bring, no matter what their personal background is, and, perhapsmost importantly, no matter how they want to participate on the team or how much time they haveto contribute; 2) respect for the engineering work done by the team, which is technicallychallenging and which requires many different skills and many different people working togetherto accomplish not just building experiments, but also actually launching them, tracking themsuccessfully, and recovering them safely; and 3) appreciation of the fact that every experiment orevent that is not successful is an educational experience which is at least as valuable

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Jeffrey Harris, York University; Tania Bakshi, York University

Toronto and a M.Ed. from York University. He is a fellow of the Canadian Engineering Education Association-l’Association ´ Canadienne de l’Education en G´enie.Tania Bakshi, York University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Work in Progress: Pilot of Block Model Delivery of First-Year EngineeringAbstractYork University’s Lassonde School of Engineering, in collaboration with the Faculty of Science,piloted a transformative block model for delivering first-year engineering curricula. Studentswho opted-in experienced a modular structure, blended course delivery, and active learningstrategies. In Fall 2023, the block model pilot was offered in parallel

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Michael William Butler, Case Western Reserve University

First-year Engineering Experience at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Michael William Butler, Case Western Reserve University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Work in Progress: Increasing Maker Space Participation through First-Year EngineeringIntroductionWe added an additional component to a design module in the First-Year Engineering course atCase Western Reserve University with the goals of increasing utilization of the campusmaker

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Micah Lande, South Dakota School of Mines and Technology

Paper ID #45096GIFTS: Designing and Making an Olympic Cauldron: A First-Year MechanicalEngineering Design ChallengeDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Learning Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Nicole Alexandra Batrouny, Northeastern Univeristy; Daria A Kotys-Schwartz, University of Colorado Boulder; Micah Lande, South Dakota School of Mines and Technology

Paper ID #45056Design Signatures in the Wild: Making the Invisible Visible (in First YearEngineering) WORKSHOPDr. Nicole Alexandra Batrouny, Northeastern Univeristy Nicole Batrouny is an Assistant Teaching Professor of First Year Engineering at Northeastern University. Her engineering education research interests include novice engineering education (K12- first year), reflective engineering design process, metacognition, collaboration in engineering, and decision making.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Angela Jin Sadlowski, The Johns Hopkins University; Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

involved in various teaching activities, such as serving as a teaching assistant in many BME and undergraduate courses, leading a peer group-problem solving session, and serving as a student leader in Tutorial Project.Meera R Bhat, The Johns Hopkins University Meera R. Bhat is an undergraduate student studying Biomedical Engineering at Johns Hopkins University. Her research interests include engineering education, senescence, cellular aging, adipose tissue, and neonatal health. At Johns Hopkins University, she currently serves as an undergraduate teaching assistant for several biomedical engineering courses where she develops engineering curriculum for underclassmen students. 15th Annual First-Year Engineering

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

Paper ID #45078Assessing transformative learning outcomes of a First-Year Engineering Programusing TROPOS (Full Paper)Ms. Sukeerti Shandliya, University of Cincinnati Sukeerti Shandliya is a doctoral student in Engineering and Computing Education and a GRA in the Department of Engineering and Computing Education at the University of Cincinnati. Her research interests include engineering workforce development, DEI in STEM, experiential learning, development of global competencies and cultural competencies in higher education and the workforce. She has completed her bachelor’s in Electronics and Communications Engineering from

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Cassie Wallwey, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

Paper ID #45041Students’ Self-Reported Self-Regulated Learning Skills Across a First-YearEngineering Program (Full Paper)Dr. Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective feedback in engineering and mathematics courses, improving engineering student motivation and success, and improving inclusion in engineering to fight its weed-out culture. Cassie has her Ph.D. in Engineering Education from Ohio State University a B.S. and M.S. in

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

Wetzel, Pennsylvania State University Denise A. Wetzel joined Florida State University Libraries in January 2018. She holds a B.H. in Interdisciplinary Studies from the Pennsylvania State University and a Masters in Library and Information Studies from the University of Alabama. Currently, Denise is pursuing a Masters in Aquatic Environmental Science with Florida State University’s Department of Earth, Ocean, and Atmospheric Science. She is a member of Atmospheric Science Librarians International (ASLI), the American Meteorological Society (AMS), the American Society of Engineering Education/Engineering Libraries Division (ELD), the International Association of Aquatic and Marine Science Libraries and Information

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

Paper ID #45019A new procedural laboratory to demonstrate tool utilization for first-yearengineering studentsDr. Adithya Jayakumar, The Ohio State University Dr. Adithya Jayakumar is currently a Senior Lecturer in the Department of Engineering Education at The Ohio State University (OSU). He received his Masters and PhD in Electrical and Computer Engineering from OSU.Mr. Raymond Smith Brooks Laboratory Supervisor 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: A new procedural laboratory to demonstrate tool utilization for first-year engineering

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15th Annual First-Year Engineering Experience Conference (FYEE)

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

Tagged Topics

Diversity

Students grouped by math placement, Common first-year courses, and access to Peer Mentoring and Academic Coaches Learning Communities Engineering fraternity/STEM sorority Collaborative Assignments and Projects Open-ended, real-world, class-based projects Undergraduate Research Honors Research and Innovation Experience and Symposium Diversity/Global Learning Project-based learning and Drill seminars ePortfolios Honors Research Experience Course Internships Drill seminarsHIPs not in FEP (Capstone, Writing Intensive Courses and Service Learning) have been excluded from Table

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Kapil Gangwar, Wentworth Institute of Technology

enablestudents to visualize and experiment with complex engineering concepts, conduct experimentsremotely, access interactive learning materials, collaborate with peers, analyze and interpret data,and develop programming skills. Through the integration of digital tools and technologies, first-year engineering students can benefit from hands-on learning experiences, gain opportunities forcollaborative learning and communication, and prepare themselves for the digitally focusedmodern engineering industrial world.1. Introduction:Over the past decade, there has been a significant evolution in technology, engineeringtextbooks, examples, and practice problems. This transformation has fundamentally altered ourapproach to thinking, analyzing, and solving

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Micah Lande, South Dakota School of Mines and Technology

educational philosophy supporting hands-on learning and tinkering in engineering educationis rooted in the belief that making and design provide collaborative, student-centered, andprogressive educational opportunities. By integrating these practices within mechanicalengineering education, students are not only engaged in theoretical knowledge but also inpractical, real-world applications from the very beginning. This approach helps students persistthrough their academic journey, from the first to the second year, from sophomore to junior year,and ultimately to graduation. However, the implementation of project-based learning can bechallenging for both instructors and students [2]. Unlike traditional engineering courses, teachingengineering design

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

proven to nurture learning via practical projects,promoting collaboration, communication, safety consciousness, and critical thinking. Guidelinesof the Accreditation Board for Engineering and Technology (ABET) and the High-QualityProblem-Based Learning Organization (HQPBL), which include, but are not limited to:“Intellectual Challenges and Accomplishments”, “Authenticity”, “Public Product”,“Collaboration”, “Project Management”, and “Reflection” are followed. For this manuscript, ourprimary focus lies on “Authenticity”, which emphasizes the significance of PBL projects thatgenerate tangible benefits for individuals and communities beyond the educational environmentsof classroom and school. Our objective is to fulfill all necessary ABET criteria

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

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

Tagged Topics

Diversity

current efforts well. Theyrecommend dynamic learning settings with inclusive teaching approaches. Capobianco's [5]feminist teaching through collaborative action research supports our use of group activities andcase studies to build student accountability and compassion. These methods support ourcurriculum design and demonstrate a growing scholarly consensus on inclusive and sociallyconscious engineering education. Previous and ongoing research show that our project is on aclear path, matching a wider trend in education toward more inclusivity and fairness. Thissequence of learning experiences ensures that our students can handle complex technicalproblems and understand the societal impacts of their work, improving their professionaleffectiveness

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

situation faced by first-year engineering students and the need for multiple meticulously tailored courses and programsfrom universities. Future work involves collaborating with more first-year engineering courseinstructors to expand technical writing training and sense of belonging surveys, ensuring asufficient sample size for statistical analysis.References:[1] M. Besterfield‐Sacre, M. Moreno, L. J. Shuman, and C. J. Atman, “Gender and ethnicity differences in freshmen engineering student attitudes: A cross‐institutional study,” Journal of engineering Education, vol. 90, no. 4, pp. 477–489, 2001.[2] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, critical agency, and engineering: An affective model for predicting engineering as

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Heather Schwab, The Ohio State University; Peyton OReilly, The Ohio State University; Laine Rumreich, The Ohio State University; Krista M Kecskemety, The Ohio State University

Paper ID #45047Full Paper: Sense of Belonging in a First-Year Engineering Program: AnalyzingDifferences Across Design Project CoursesHeather Schwab, The Ohio State University Heather Schwab is pursuing her B.S. in Chemical Engineering with a minor in Humanitarian Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate and Lead Undergraduate Teaching Associate for the Fundamentals of Engineering Program. Her research interests include sense of belonging, social identity, and metacognitive strategies.Peyton OReilly, The Ohio State University

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

research explores the mechanisms and manifestations of resourceful design, particularly along the lines of indigenous innovation, experiential education, and bio-inspired fluid dynamics. Dr. Beem completed her Ph.D. in Mechanical Engineering at MIT/WHOI, and moved shortly thereafter to Ghana, where she also founded and leads Practical Education Network (PEN), a STEM education nonprofit building the capacity of African STEM teachers to employ practical pedagogies. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Full Paper: Continued exploration of the relevance of self-efficacy, self-determination and agency in describing the first-year African engineeringstudent’s

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Atheer Almasri, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University

North Carolina-licensed Professional Engineer, and currently leads an NSF project on recruitment strategies for engineering bridge and success programs. Her research interests include engineering education such as broadening participation in engineering, teaching technology innovations, and engineering entrepreneurship, as well as EEE discipline-based topics such as energy-water-environment nexus and sustainable biomanufacturing. Previously, Dr. Zhang was a Teaching Assistant Professor of Engineering at West Virginia University and has successfully led and expanded their summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES).Dr. Lizzie Santiago, West Virginia

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15th Annual First-Year Engineering Experience Conference (FYEE)

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David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

struggle toallocate time and space for credit-bearing courses, an issue more pronounced for project-basedlearning courses requiring time for collaborative group work. In addition, project-based researchis most successful when students are able to effectively connect with faculty, mentors, and peersthat align with their personalities, research interests, and educational goals—situatinginterpersonal connections as key to the success of interdisciplinary students [6].Context Using the “field study” credit-bearing vehicle, faculty in engineering education havecreated the Interdisciplinary Projects (IDPro) course with the goal of making interdisciplinary,experiential learning available to students in early academic years through a vertically

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Toluwani Collins Olukanni, Norwich University; Majd Khalaf, Norwich University; Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Ali Al Bataineh, Norwich University

Center.Dr. Michael Cross, Norwich University Michael Cross is an Assistant Professor of Electrical and Computer Engineering teaching classes in the areas of circuits, electronics, energy systems, and engineering design. Cross received degrees from the Rochester Institute of Technology and the University of Vermont.Dr. David M. Feinauer P.E., Virginia Military Institute Dr. Feinauer is a Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Samantha Kennedy, University of Minnesota - Twin Cities

Paper ID #45140Workshop: Social Identity- Back to BasicsSamantha Kennedy, University of Minnesota - Twin Cities Sam Kennedy is the Assistant Director of Student Engagement & DEI Initiatives at the University of Minnesota’s College of Science and Engineering (CSE). With nearly a decade of DEI and higher education experience she specializes in designing and implementing programming that focuses on professional development, academic success, and community development. In addition to her role responsibilities, Sam has collaborated with the CSE First Year Experience Curriculum Committee to revamp and enhance their DEI

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Lynn A. Albers, Hofstra University

all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time

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15th Annual First-Year Engineering Experience Conference (FYEE)

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Rui Li, New York University

choose between three distinctive career pathways:entrepreneurship, industry, and research. Each of the tracks includes specific resources for themto further develop specific skill sets. The entrepreneurship track includes entrepreneurialmindsets developed by KEEN (Kern Entrepreneurial Engineering Network framework) [4]. Theindustry track includes resources provided by the university career center. The research trackincludes resources provided by the faculty instructors. The faculty could introduce them toindustrial collaborations as well as university research labs once they become competent in thefields of their interests. Case studies are presented in this paper.2. MethodologyFigure 1 shows the framework consists of three distinctive tracks

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Joshua Eron Stone, University of Maryland College Park; Forrest Milner, University of Maryland College Park; Abigail Guicheteau, University of Maryland College Park

engineering school has recently launched an AI4All initiative, which hopes to equip every engineering student with an ML skillset. Introducing ML curriculum within ENES100, a required three-credit first-year engineering course, is crucial for AI4All as it introduces essential concepts at an early stage. ENES100 consists of a semester-long collaborative project where groups of eight students construct a small Arduino-powered robot (OTV) from scratch capable of autonomous navigation and mission-specific sensing and actuation, described in Table 1 below. The integration of ML within ENES100 involves a 2-hour lesson delivered by an instructor during which they learn and receive tools to use