Zhang, X., & Roberts, J. G., & Parrish, A. (2023, March), Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students  Paper presented at 2023 ASEE North Central Section Conference, Morgantown, West Virginia. 10.18260/1-2--44695

\bibitem{asee_peer_44695}
  Zhang, X., \& Roberts, J. G., \& Parrish, A. (2023, March), \emph{Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students}
  Paper presented at 2023 ASEE North Central Section Conference, Morgantown, West Virginia.
  10.18260/1-2--44695

Xinyu Zhang, Jeremy G. Roberts, and Amanda Parrish.  "Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students".  2023 ASEE North Central Section Conference, Morgantown, West Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/44695 Internet.  15 Dec, 2024

\bibitem{asee_peer_44695}
  Xinyu Zhang, Jeremy G. Roberts, and Amanda Parrish.
  "Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students".
  \emph{2023 ASEE North Central Section Conference, Morgantown, West Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44695 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_44695
author = "Xinyu Zhang, Jeremy G. Roberts, and Amanda Parrish"
title = "Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students"
booktitle = "2023 ASEE North Central Section Conference"
year = "2023"
month = "March"
address = "Morgantown, West Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44695}
number = {10.18260/1-2--44695}
}

TY  - CPAPER
AB  - A multidisciplinary engineering project experience was developed and incorporated into a first-year engineering course. This course is an academic success and professional development course that aims to retain educationally disadvantaged students in engineering. Students enrolled in this course were non-calculus-ready/first-semester engineering students. Many were from underserved populations (women, minorities, first-generation, low-income, etc.). Students were tasked to apply multiple engineering disciplines (petroleum and natural gas engineering, civil engineering, environmental engineering, and mechanical engineering) to design a scale model of a safe, cost-efficient, and environmentally friendly oil derrick. Non-engineering factors that were to be considered included societal, global, and cultural factors. In addition, a multidisciplinary judge panel, composed of experts from academia and industry in engineering, math, education, business, and library services, was used for the Poster Expo event. Further, an elevator pitch practice session was conducted with a senior entrepreneurship advisor from the business start-up accelerator within the university. 

The multidisciplinary project experience was largely enjoyed by the students surveyed (N=16). Eighty eight percent of students reported the multidisciplinary project design experience is positive to their learning experience. Eighty percent of students reported the multidisciplinary judge panel during the Poster Expo had a positive impact on their learning experience. Eighty eight percent of students reported the project increased their interest in engineering. Ninety four percent of students were retained in engineering by the end of the course in 2022 (N=17), which is much higher than the retention rate in the same course in 2021 (58%, N=17). 

AU  - Xinyu Zhang
AU  - Jeremy G. Roberts
AU  - Amanda Parrish
CY  - Morgantown, West Virginia
DA  - 2023/03/24
PB  - ASEE Conferences
TI  - Using a multidisciplinary engineering project in a first-year engineering course for educationally disadvantaged students
UR  - https://peer.asee.org/44695
DO  - 10.18260/1-2--44695
ER  -