2026 ASEE Annual Conference & Exposition

First-generation college students (FGCS) often encounter barriers in higher education that can limit access to professional knowledge, career exploration, and identity development in engineering. First-year engineering courses are frequently positioned as mechanisms to support early belonging and career awareness; however, limited work has examined whether these courses differentially impact FGCS and non-first-generation college students (NFGCS), particularly in biomedical engineering (BME). This study investigates how participation in a first-year BME course influences students’ understanding of BME career pathways, professional skillsets, and experiences, with attention to potential differences by first-generation status. Participants were first-year BME students enrolled in an introductory course emphasizing career exploration, professional skills, and a team-based design project across two semesters (Spring 2024 and Spring 2025). Pre- and post-course surveys assessed students’ knowledge of BME careers, job roles, and relevant skills, along with prior coursework and professional exposure. Prior to the course, FGCS (N=21) and NFGCS (N=102) demonstrated comparable baseline awareness of BME careers, job titles, and skillsets. FGCS and NFGCS reported different patterns of prior exposure to engineering and healthcare, including coursework, extracurricular involvement, job experiences, and access to family members in related fields. Following course completion, both groups showed substantial gains in career paths and skills awareness. Overall, findings suggest that a first-year, career-oriented BME course can broaden professional awareness for all students and may function as an equity-supportive intervention rather than a remedial one. Early curricular exposure to BME careers and skillsets appears to support equitable professional identity development across student populations.