Project selection for first-year design courses can be complicated by the limited skill level of students in their first semester of an engineering program and the scalability required for multiple sections and large classes. Additionally, the project must address the course's learning objectives and provide a sense of authenticity to help students understand the role of engineers in society. Afirst-year design course can be seen by students as the ‘introduction to engineering,’ enabling them to decide whether to pursue engineering as a profession or not. In addition to the already taxing demands imposed on a project for a first-year design course, students at the University of Prince Edward Island completed a design project encompassing two engineering courses andcontributed to a scientific research study on bat conservation. Partnering with researchers in the Atlantic Veterinary College, students designed, built, and installed bat houses equipped with sensors to remotely collect temperature, humidity, and the presence of individual bats within the colony. Constructing 21 bat houses promoted conservation efforts of bats across the province and taught students the critical role of engineers in a sustainable society. This paper presents a discussion on project selection for first-year design courses, how the learning objectiveswere met for two first-year design courses during a pandemic, and describe the community partner's role\ throughout the design project.
INTEGRATING LEARNING OBJECTIVES IN A MULTI-SEMESTER SUSTAINABLE CONSERVATION DESIGN PROJECT FOR FIRST-YEAR STUDENTS DURING A PANDEMIC