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

Authors

David Gray, Virginia Polytechnic Institute and State University

Paper ID #45037Trial by Fire: GIFTS for Stress-Testing Student Project Management ToolsDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray is a Collegiate Assistant Professor in the Engineering Education Department at Virginia Tech. David came to academia after nearly a decade of industry experience in small-business research. His work focuses on pre- and interdisciplinary project based education and first-year general engineering curriculum and administration. David received his B.S. in Electrical Engineering from Virginia Tech, and an M.S. and Ph.D. in Materials Science and Engineering at Virginia

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

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Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Abigail Clark, Ohio Northern University

design project to illustrate use of thecanvases. The presented example project is completed in a multidisciplinary design course byroughly 200 first-year engineering students each spring. The workshop will detail how theproject is structured, how clients are identified and engaged, and how the canvases enablestudents to critically assess their decisions as they move through initial stages of the project.Attendees will also have the opportunity to use the canvases themselves as they begin to designor redesign a project for their own course.Outline1. Canvas printouts are available for attendees as they enter. Attendees are encouraged to think about a project they currently facilitate or envision; they can work individually or in small groups.2

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

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Shazib Z Vijlee, University of Portland

Paper ID #45030A Multi-Disciplinary First-Year Design Project with Systems Integration, StandardRequirements, Creativity, and Impact (GIFTS)Dr. Shazib Z Vijlee, University of Portland Dr. Shazib (Shaz) Vijlee is an Associate Professor of Engineering at the University of Portland’s Donald P. Shiley School of Engineering. He has Bachelor’s and Master’s degrees in Mechanical Engineering from the University of Texas (Austin). He received his Ph.D. in Mechanical Engineering from the University of Washington (Seattle). He has held various research and development positions in industry (Boeing Phantom Works) and government

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

Authors

Rui Li, New York University

Paper ID #45075Applying Vertically-integrated Project as a Sustainable Pathway for First-yearStudent Professional DevelopmentDr. Rui Li, New York University Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Full Paper: Applying Vertically-integrated Projects as a Sustainable Pathway for First-year Student Professional Development1. IntroductionIn this complete evidence-based practice, a new

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

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

Paper ID #45101Full Paper: A Cloud-Based Approach to Introducing Machine Learning inProject-Based Learning EnvironmentsJoshua Eron Stone, University of Maryland College Park Laboratory Teaching Assistant for the University of Maryland’s flagship introduction to engineering course, and undergraduate Computer Engineering student.Forrest Milner, University of Maryland College Park Undergraduate Engineering Student at the University of Maryland, College Park. A. James Clark School of Engineering. Interested in projects relating to electronics and batteries, which you can check out on my website, forrestfire0.github.io. I

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

Authors

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

contributed to various projects and research in natural language processing (NLP) and computer vision. Currently, he is a Site Reliability Engineering intern at Walmart ASR and a Senior AI Researcher at Norwich University’s Artificial Intelligence Center. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Future-Ready Students – Providing Opportunities for Remote Collaboration on an Engineering Design ProjectAbstractSuccessful engagement and collaboration on projects where members of the team work remotelyis an essential skill for students to develop. Having students collaborate with partners fromanother institution can add elements of reality and relevance to a

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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

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

Paper ID #45124(Full Paper) Enhancing Sense of Belonging in First-Year Engineering Studentsthrough Integrated Project-Based Learning and Communication Skills DevelopmentDr. Song Wang, University of Hartford Song Wang is an assistant professor in the Department of Civil, Environmental, and Biomedical Engineering at the University of Hartford. His research focuses on the durability of fiber-reinforced polymer (FRP) composite materials and their application in reinforcing and repairing steel and concrete structures. He is particularly interested in FRP-reinforced seawater and sea sand concrete structures, and bio-oriented

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

Authors

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

Paper ID #45050Nurturing Interdisciplinary Engagement: A Case Study of Resourcing andRecruiting Strategies in an Early Academic Career Interdisciplinary Project-BasedLearning CourseDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focusDr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at

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

Authors

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

Bill B. Elmore, Ph.D., P.E., is an Associate Professor and Director of the Swalm School of Chemical Engineering, holding the Deavenport Chair in Chemical Engineering. Research interests: biotechnology for renewable energy and innovation in engineering education 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Work in progress: Energy Sustainability for First-Year Engineering Students- Exploring Renewable Energy Production through Hands-on ActivitiesABSTRACTThis work-in-progress (WIP) manuscript aims to introduce hands-on experimental projectsfocused on energy sustainability for first-year engineering students. It is based on project-based,experiential learning (PBL) criteria. PBL is

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

Authors

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

Paper ID #45016Full Paper: Future-Ready Students: Survey Analysis Utilizing Natural LanguageProcessingToluwani Collins Olukanni, Norwich UniversityMajd Khalaf, Norwich University Majd Khalaf is a senior undergraduate student at Norwich University, majoring in Electrical and Computer Engineering. He is deeply passionate about DevOps engineering and machine learning. Majd has contributed to various projects and research in natural language processing (NLP) and computer vision. Currently, he is a Site Reliability Engineering intern at Walmart ASR and a Senior AI Researcher at Norwich University’s Artificial Intelligence

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

Authors

Longfei Zhou, Gannon University; Varun K Kasaraneni, Gannon University; Longyan Chen, Gannon University; Ahmed Abuhussein, Gannon University

ofengineering and computing as professions and disciplines. The course is designed to serve as afoundational exploration into the interconnected worlds of engineering principles andcomputational problem-solving. The course covers professional and ethical considerations, careerdevelopment, and communication skills vital for success in these fields. Students are alsointroduced to the resources available in MakerSpace, including but not limited to 3D printing, lasercutting, and microcontroller applications. Through hands-on projects and instructional activities,students explore fundamental concepts in engineering while fostering critical thinking andproblem-solving skills. This paper outlines the course, and the project structure details, andprovides a

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

Authors

Edward T. Bednarz III, Wilkes University

Paper ID #45048GIFTS - First Year Foundations Learning CommunityDr. Edward T. Bednarz III, Wilkes University Dr. Bednarz was a Senior Mechanical Engineer for 12 years for the U.S. Army before becoming a full-time professor at Wilkes University in 2013. He has a passion for teaching and working with students and enjoys working on a variety of research projects with his undergraduate and graduate students. Dr. Bednarz has presented at a number of conferences, is published in several academic journals and has been awarded several US Patents. He enjoys introducing engineering to students and encouraging them to become

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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

being traditional college students and also having had minimalexposure to experiential approaches in their prior schooling. Earlier studies amongst thisstudent population indicate that when they engage in project-based learning, their self-efficacyto design and to build increases significantly [4], and this effect is strong enough to manifesteven when the project-based approach is offered online [5]. However, it is worth expandingthe view of what constructs are most relevant to this set of students. The self-efficacy constructwas designed in the Western context, and some argue that it reflects motivation rather thanperceived capability [6], motivating a broadened scope of what constructs may be most apt.Drawing from the author’s observations

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

Authors

Rebecca Krylow, Duke University

. Preparation for the fall semester begins in April whenas an FYD leadership team we prioritize two main tasks – itemizing all completed projects (thetotal sum during the program span) and brainstorming new possible clients. For the second, webrainstorm on notecards and typically generate around 80 client-types that we will act on. Thesecond task focuses on big-picture areas, not necessarily on a specific client. For example, nailsalons, local libraries, recycling centers, etc. We focus on organizations and economic areas thatwe interact with daily to serve as a starting point for identifying a specific individual orcommunity partner.During the months of May to June we are in “scoping season”, and again, our tasks are two-fold.We are contacting

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

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Melissa C Kenny, Wake Forest University; Patricia Clayton, Wake Forest University

in engineering education, alongside structural engineering and natural hazards engineering. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Crushing Cardboard: A Technical Design Challenge for First-Year StudentsIntroduction: This GIFTS paper describes the first iteration of a first-year engineering designchallenge which applies mechanics principles, the design process, experimentation, introductoryprogramming, and consideration of failure and factor of safety into a simple hands-on projectwith minimal pre-requisite knowledge. The objectives of the project are for students to applytechnical understanding to a hands-on problem, collect and evaluate

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

Authors

James Edward Toney, The Ohio State University; Kristina Kennedy, The Ohio State University; Julie Rose Cupka, The Ohio State University; Roger Allen Bailey, The Ohio State University

Director for the Integrated Business & Engineering Program (IBE) – a multidisciplinary, cross-college program serving both business and engineering honors students. In this role, Kennedy teaches the IBE First-Year Cornerstone and IBE Senior Capstone courses. Additionally, she oversees the program – creating meaningful experiences for students, raising funds, and forging industry partnerships for student success. Prior to her current role, Kennedy worked as an engineer with Honda Research & Development. Her roles included test engineer, interior quality lead and most recently, project leader for the Honda Odyssey and Acura MDX. During her time with Honda, she founded the first global Business Resource Group

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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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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

engineering courses primarily in first-year engineering, civil and environmental engineering, and general engineering. He has won several awards for excellence in instruction; most recently the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between

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

Authors

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

Engineering from the University of Arkansas. She previously served as a project manaLatisha Puckett, University of Arkansas 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS – Implementing High Impact Practices to Support Transition from High School to First-Year Engineering CoursesIntroductionThe First-Year Engineering Program (FEP) at the University of Arkansas (UA) aims to providefoundational engineering knowledge and proactive support for new students, as well as improveretention and graduation rates. Established in 2007, FEP boosted second-year retention rates inthe College of Engineering from 61% to around 70%, now fluctuating between 71-76%. FEPcontinually seeks

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

Authors

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

, Massachusetts Jul 28 Full Paper: A Generative AI Approach to Better Teamwork in First-Year EngineeringAbstractThis Full Paper describes a new method of facilitating teamwork in a first-year engineeringcourse using generative AI. This work discusses enhancements to the group-formation step of theprocess leveraging generative AI tools and technologies to facilitate maintaining personalizationand student identities when creating small groups. Through student data collected at differentstages of the project development cycle, and specific prompts used to interact with generative AI,it was possible to customize and personalize the teamwork groupings, recommendations,feedback mechanisms, and individual evaluations in a

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

Authors

Micah Lande, South Dakota School of Mines and Technology

students in building and making fromthe outset, aligning with the core aspects of the engineering curriculum, such as learning CADtools and manufacturing processes, as well as analyzing built objects and understanding thebehaviors of physical phenomena. By engaging first-year students in these practical tasks earlyon, we aim to spark their excitement for their mechanical engineering major, foster collaborativeand creative problem-solving skills, and build connections that spur curiosity and deeperunderstanding. The introduction of collaborative design and making projects serve not only toenergize students but also to create an implicit link between theoretical knowledge and practicalapplication, demonstrating the relevance and enjoyment of

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

Authors

Mark E Cambron, Western Kentucky University

Paper ID #45072Expanding Laboratory Experiences in Circuits and NetworksDr. Mark E Cambron, Western Kentucky University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Expanding Laboratory Experiences in Circuits and NetworksIntroductionThe Electrical Engineering Program at Western Kentucky University has a commitment to project-basedlearning [1,2]. A part of this commitment is to provide strong laboratory experiences throughout theentire curriculum. Efforts must be continually made to widen our curriculum and labs to better preparestudents for life-long learning. Our idea was to

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

Authors

Stephany Coffman-Wolph, Ohio Northern University

panelists. What is an Entrepreneurial Mindset (EM)? Defined as "a set of attitudes,dispositions, habits, and behaviors that shape a unique approach to problem-solving, innovation,and value creation" [1] by the Engineering Unleashed (KEEN) website, EM holds the key toamplifying engineers' technical skills. Join us to explore how EM empowers engineers toidentify opportunities, target their impact, and consistently create value, all while embracing the3C's: Curiosity, Connections, and Creating Value.Our panelists, integral members of the KEEN Project known as EMIFY, will share theirexpertise and extensive experience in not only teaching first-year students but also in seamlesslyintegrating Entrepreneurial Mindset (EM) into the curriculum. The

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

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

Sustainable Temple Energy and Power Scholars (STEPS) program is a $1.5 million S-STEMinitiative that offers scholarships, along with curricular and co-curricular support, to low-income,high-achieving students at Temple University. The program is designed for students majoring inElectrical and Computer Engineering. The objectives of the project are to increase enrollment oflow-income, academically talented students, to increase the retention and graduation rates ofthese students, and to support career pathways into engineering and specifically the sustainableenergy and power sector.The project is guided by Social Cognitive Career Theory [1] and the project activities arestructured to positively influence the scholars’ self-efficacy and outcome

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

Authors

Brian Patrick O'Connell, Northeastern University

before [2]. Without guidance on how to push those boundaries, they tendto focus on a few paradigms and then create variations to meet arbitrarily set project minimumsrather than explore a wider variety of concepts. When provided with means to expand theirexplored solution space, they tend to take that opportunity to do so [3]. The following curricularactivity functions to engage them with the concepts of measuring novelty and variety to evaluatetheir solution generation, providing a broadly applicable method for understanding and, byextension, exploring the solution space. The methods used come from the works of Shah et al. increating ideation metrics for quantifying those elements [2].Curricular ActivityThe activity starts by providing students

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

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Krista M Kecskemety, The Ohio State University; Jack Bringardner, Colorado School of Mines

Education Innovation at Colorado School of Mines in the Engineering, Design, and Society Department. He teaches the first-year engineering Cornerstone design course. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based courses, the first-year engineering experience, and student professional skills. He is active in the American Society for Engineering Education and serves on the First-Year Programs Division Executive Board and was the past Webmanager for the ASEE First-Year Programs Division and the First-Year Engineering Experience Conference. He is on the Executive Steering Committee for the Vertically Integrated Projects Consortium. Prior to

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

Authors

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

. Fenster Award for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as to prepare students for the rigors of mathematics. He is also involved in various engineering education initiatives focusing on the integration of novel

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

Authors

Mohammed El Kihal, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

essential components of effectiveplanning, thereby broadening the students' understanding that goal setting encompasses bothdefining objectives and considering the timeline, resources, and limitations inherent in achievingthese goals.Peer educators could enhance this learning by sharing personal insights and experiences related togoal setting and planning. Their real-life examples from navigating FYE programs providepractical and relatable perspectives that enrich the learning environment. Practical application ofthese concepts can be facilitated through design projects included in FYE curricula [1]. Studentscould be tasked with planning and budgeting these projects over the semester, which wouldimprove their project management skills and promote

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

Authors

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

engineering school in thenortheast part of the United States. All incoming (undeclared) engineering students select from arange of available sections each independently designed and taught by separate instructors; thesection here uses robotics as the section theme to introduce engineering design. The roboticsplatform used in this section is the LEGO(R) Education SPIKETM Prime kit. The course uses asequence of smaller structured engineering design challenges (done individually or in smallgroups) throughout the semester to develop skills and experience and a larger open-ended finalgroup project at the end of the semester. With an emphasis on exploring the design process forpre-majors, the use of robotics projects within multiple contexts help students