(GIFTS) Data Driven Design: A Two Course Sequence for First Year Engineers
- Conference
- Location
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University of Maryland - College Park, Maryland
- Publication Date
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July 27, 2025
- Start Date
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July 27, 2025
- End Date
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July 29, 2025
- Conference Session
- Tagged Topic
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FYEE 2025
- Page Count
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4
- DOI
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10.18260/1-2--55235
- Permanent URL
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https://peer.asee.org/55235
- Download Count
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12
Paper Authors
Philip Reid Brown Rutgers, The State University of New Jersey
Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates faculty development and peer-support groups based on pedagogical development and peer teaching observations. His research interests include student and faculty motivation, computer programming pedagogy, and faculty pedagogical development.
Ashley Joyce Mont
Rutgers, The State University of New Jersey
orcid.org/0000-0002-2062-6663
Dr. Ashley Joyce Mont is an Assistant Teaching Professor in the Office of Undergraduate Education in the School of Engineering at Rutgers University. She received her BS in Biomedical Engineering from Rutgers University and her PhD in Biomedical Engineering from the New Jersey Institute of Technology. Dr. Mont teaches first-year engineering courses that emphasize data-driven design, computational thinking, and technical communication. She assisted with the course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D modeling, and collaborative problem solving. Her teaching is grounded in active learning strategies, with a focus on fostering student engagement, professional development, and a strong sense of community within engineering.
Katie Barillas Rutgers, The State University of New Jersey
Dr. Katie Barillas is an Assistant Teaching Professor in the Undergraduate Education Department at Rutgers University and serves as the Program Director for ID3EA (Introduction to Data-Driven Design for Engineering Applications), the foundational first-year course sequence for all engineering students. She holds a B.S. in Chemical Engineering from Lafayette College and both an M.S. and Ph.D. in Chemical and Petroleum Engineering from the University of Pittsburgh.
Dr. Barillas’s focus is on first-year engineering education, student engagement, interdisciplinary learning, and inclusive pedagogy. As Program Director for ID3EA, she has led curriculum development initiatives that integrate hands-on design, teamwork, and real-world problem-solving into the foundational course sequence. Her teaching emphasizes active learning, student-centered instruction, and the development of professional skills such as technical communication, collaboration, and ethical decision-making.
Her research interests include interdisciplinary education, curriculum innovation, and the retention and success of underrepresented students in engineering.
Abstract
(GIFTS) Data Driven Design: A Two Course Sequence for First Year Engineers
First-year engineering students often begin college with enthusiasm but limited experience in engineering tools, structured problem-solving, or familiarity with the breadth of engineering disciplines. To bridge this gap, we developed a two-semester introductory engineering course sequence centered on data-driven design, computational thinking, collaborative problem solving, and technical communication. Both courses are grounded in active learning strategies, including hands-on projects, teamwork, and real-world applications.
The first course focuses on engineering problem solving and career exploration. Central activities include an individual and group 3D modeling project, where students design and prototype a functional item meeting specific design constraints. The course also incorporates campus engagement sessions, introducing academic policies, campus resources, and strategies for student success.
The second course emphasizes MATLAB programming and data analysis. Students apply these skills in a six-week team-based experimental design project, culminating in a final presentation where they communicate their design process and outcomes. The course also incorporates campus engagement sessions including professional development, including networking, career readiness, and developing elevator pitches, culminating in connecting with peers, faculty, and industry professionals
Throughout both semesters, students engage in activities that promote design thinking, iteration, and technical communication. Many students opted to 3D print their individual designs, gaining hands-on experience in fabrication. The sequence not only supports the development of technical competencies, but also helps students build confidence, collaboration skills, and a sense of belonging within the engineering community.
This scaffolded approach prepares students for success in advanced engineering coursework and professional environments, while fostering key attributes of modern engineers: adaptability, creativity, and problem-solving.
Brown, P. R., & Mont, A. J., & Barillas, K. (2025, July), (GIFTS) Data Driven Design: A Two Course Sequence for First Year Engineers Paper presented at FYEE 2025 Conference, University of Maryland - College Park, Maryland. 10.18260/1-2--55235
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