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The Freshman Year Innovator Experience (FYIE) program at The University of Texas Rio Grande Valley, a Minority Serving Institution (MSI), aims to enhance the freshman experience for incoming students by developing key academic success skills. The program is developing self-transformation skills in freshman mechanical engineering students to help them overcome academic and professional challenges exacerbated by the COVID-19 pandemic. FYIE participants are taking two courses simultaneously: Introduction to Engineering (Course A) and Learning Frameworks (Course B). In Course A, students will complete a 6-week engineering design project, and in Course B, they are completing a 6-week academic career path project. During these parallel projects, timed interventions demonstrate the analogies between the engineering design process and the academic career pathways project. The objective is for students to realize that they can apply the design thinking skills they learn in the engineering design process to solve their academic career challenges. A pilot of the FYIE program began in the 2023 Spring semester, with instructors from Course A and B introducing the parallel projects. The pilot continues in the 2023 Fall semester, with refinements to the parallel projects and the definition of analogy intervention points for self-transformation. The authors of the paper will present the results from the pilot implementations, as well as discuss the challenges and future work. This proposed initiative is designed with the intention of adhering to the ongoing mission of the College of Engineering and Computer Science (CECS) at the UTRGV to 1) increase the number of STEM degrees awarded to Hispanics, 2) broadening participation of females in STEM related fields, and 3) increase the persistence and self-efficacy in STEM fields amid COVID-19. This project is funded by NSF award 2225247. 

Freshman engineering students can have a hard time transitioning to college. The freshman year is critical to the students’ academic success; in this year they learn basic skills and establish essential networks with other students, faculty, and resources. How can we help these freshman engineering students in this transition? We propose that freshman students can learn from the engineering design innovation process and apply it by analogy to the design of their academic pathways. There are multiple similarities between product innovation (i.e., technology) and the continuous academic challenges faced by the student. Engineers as designers and innovators have a vast and rich repository of techniques, tools, and approaches to develop new technologies, and a parallelism can be drawn between the design and innovation of a technology (e.g., redesign of a kitchen appliance), and the “design” of the students’ academic career pathways. During the Spring 2023 semester pilot, students in Intro to Mechanical Engineering (Course A) worked in teams in a 6-week product innovation project to redesign a simple kitchen appliance. Students learned basic concepts of the design process (e.g., creative exploration of solutions, decision making, multi objective evaluation, etc.). These same students concurrently took Course B (Learning Frameworks) where they worked on a 6-week project to define their career pathways. Both projects, product innovation and career pathways, followed the Challenge Based Instruction (CBI) approach. Periodically, participant students were shown how to use the lessons from product innovation by analogy and reflection in their career pathways project. The objective is for students to learn about the engineering design process and to apply it to their academic challenges by analogy. This prepares students with meta skills to help solve future problems in their academic path, and at each iteration, the students transform themselves, hence the use of the term self-transformation (also referred as “self-innovation”). Data collected from pre and post surveys will be presented to measure self-efficacy in engineering design, grit, motivation to learn, and STEM identity. Participant interviews provide a qualitative insight into the intervention. This project is funded by NSF award 2225247. 

A triboelectric nanogenerator (TENG) is one of the most significantly innovative microdevices for built-in energy harvesting with wearable and portable electronics. In this study, the forcespinning technology was used to synthesize a nanofiber (NF) mat-based TENG. Polyvinylidene fluoride (PVDF) membrane was used as the negative triboelectric electrode/pole, and chemically designed and functionalized thermoplastic polyurethane (TPU) was used as the positive electrode/pole for the TENG. The electronic interference, sensitivity, and gate voltage of the synthesized microdevices were investigated using chemically modified bridging of multi-walled carbon nanotubes (MWCNT) with a TPU polymer repeating unit and bare TPU-based positive electrodes. The chemical functionality of TPU NF was integrated during the NF preparation step. The morphological features and the chemical structure of the nanofibers were characterized using a field emission scanning electron microscope and Fourier-transform infrared spectroscopy. The electrical output of the fabricated MWCNT-TPU/PVDF TENG yielded a maximum of 212 V in open circuit and 70 µA in short circuit at 240 beats per minute, which proved to be 79% and 15% higher than the TPU/PDVF triboelectric nanogenerator with an electronic contact area of 3.8 × 3.8 cm2, which indicates that MWCNT enhanced the electron transportation facility, which results in significantly enhanced performance of the TENG. This device was further tested for its charging capacity and sensory performance by taking data from different body parts, e.g., the chest, arms, feet, hands, etc. These results show an impending prospect and versatility of the chemically functionalized materials for next-generation applications in sensing and everyday energy harvesting technology. 

The project focuses on increasing “effective STEM education and broadening participation” in underrepresented minority (URM) STEM students at the University of Texas Rio Grande Valley (UTRGV) to successfully face academic and professional challenges, recently exacerbated by the COVID-19 pandemic. The Freshman Year Innovator Experience proposes the development of self-transformation skills in freshman mechanical engineering students to successfully face academic and professional challenges exacerbated by the COVID-19 pandemic while working on two parallel projects of technical design innovation and academic career pathways. The authors will present the work in progress and preliminary results from a pilot implementation of the Freshman Year Innovator Experience. This project is funded by NSF award 2225247.