Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Gregory L Long PhD, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. ©American Society for Engineering Education, 2024 Work-in-Progress: The Impact of an Interdisciplinary Experiential Learning Program on Undergraduate STEM Students’ Career Readiness1. Introduction1.1. Theoretical background1.1.1. 21st century skillsThe current era is marked by an increasing need for a new set of skills, often named genericskills or 21st century skills. Education researchers have recognized this need [1], as haveeducational bodies [2] and economic bodies [3]. However, fostering 21st century skills inundergraduate science, technology, engineering, and mathematics (STEM) students remains achallenge [4], with STEM graduates at times underprepared for what present-day STEMprofessions require [5]. An indication for

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon ; KENNETH OHNEMUS, Amazon; Jessica Blackburn; Anshul Mittal, Amazon; Yan Dong, Amazon; Savannah LaFerriere; Robert Pulvermacher; Marina Dias, Amazon; Alexander Gil; Shahriar Sadighi; Neerav Kumar, Amazon

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

exposure to the field through their college experience [1]. However, research suggeststhat engineering graduates may not be adequately prepared for the workplace due to thecomplexities of engineering work [2]. Engineering work involves complexity, ambiguity, andcontradictions [3], and developing innovation skills requires analyzing real-world problems thatare often ill-defined and multifaceted [4]. Therefore, it is essential for engineering students to haveopportunities to work in multi-disciplinary teams to develop their skills in problem-solving andinnovation. This emphasis on the need for exposure to multi-disciplinary problem solving holdstrue not only for undergraduate engineers in training, but also for graduate students focused

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siobhan Rigby Oca, Duke University; Blake Hament, Elon University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

are actively using ROS as a tool [1]. These metrics aregrowing steadily year over year. While early adopters of ROS were graduate students or in-dustry users, increasingly, students and instructors are taking an interest in ROS at the under-graduate level [2] [3] [4] as has been explored at the masters level [5] [6]. However, even justinstalling ROS can be a daunting task for the uninitiated. This paper explores options for in-stalling ROS for undergraduate courses, offers recommendations, and points readers towardsadditional guides and resources.2.1 Importance of ROSROS has become a powerful staple of robotics research and development. ROS is a softwaresuite with efficient, modular, and easily customizable software tools [7]. It is free

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najjiya Almallah, Rutgers, The State University of New Jersey; Mahmoud Al-Quzwini, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-Quzwini2 1. New Jersey Department of Transportation, New Jersey 08625, USA 2. Department of Electrical and Computer Engineering, Stevens Institute of Technology-Hoboken, NJ 07030, USA ABSTRACTCurrently, engineering students are only exposed to the theory of Fourier analysis in one of theirmath classes. They are not taught the rela�on between this transform and the frequencyspectrum of the �me domain data, how to find and plot its spectrum, or how to filter the data toremove unwanted noise and disturbance. Since a significant range of engineering applica�onsrequire analysis of the measured data in the frequency domain, students will need to fill this gapbetween

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

time the course is completed, therefore it is becoming imperative that we leverage the 0 This material is based upon work supported by the National Science Foundation under Grant No. 2022299latest advances in neuroscience that highlight the need to focus on building new neuron inter-connects via experiential learning design to form an Integral Engineer[7].The educational sector is currently facing several significant challenges. These include : 1)the implementation of remote labs [1], 2) the need for skills specific to the semiconductorworkforce [9], and 3) the development of soft skills that are crucial for succeeding in today’sjob market [14][27].This paper sets out with a clear and focused objective: to use 21st-century tools such

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Gen Sasaki, MathWorks; Stephen Andrew Gadsden, McMaster University; Scott F. Kiefer, York College of Pennsylvania; Brian Nguyen, McMaster University; Noah Roberts, MathWorks

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

only deepens understandingbut also enhances innovation as students learn to navigate and manipulate the interfacebetween digital and tangible realms. The workshop at ASEE 2023 [1] was crafted with these imperatives in mind, aiming to bridgethe gap between theoretical constructs and their real-world applications. It focused on PBL, aneducational approach that fosters critical thinking, problem-solving, and collaboration throughcomplex and challenging projects that reflect the ambiguity of real-life scenarios. Hands-onactivities were not merely ancillary; they were central to the learning process, ensuring thatparticipants could apply theoretical principles in a tangible setting, reinforcing their learningthrough direct experience. The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, University of Arkansas at Little Rock; Kristin Dutcher Mann, University of Arkansas at Little Rock; Amar Shireesh Kanekar, University of Arkansas at Little Rock; Albert L Baker, University of Arkansas at Little Rock; Srikanth B Pidugu P.E., University of Arkansas at Little Rock

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

perceptions of the ethicaldimensions of using LLMs, the individual results of each survey were not linked. The pilot studywill lead to a more comprehensive study of student attitudes and use of LLMs.IntroductionIdeas about artificial intelligence (AI) have moved from theory to reality over the last century.Some credit science fiction author Isaac Asimov [1] with establishing the discipline via the ThreeLaws of Robotics in his 1942 short story “Runaround.” Others consider the birth of AI to be at a1956 conference at Dartmouth College [2]. Since then, AI development has surged off and on.The recent public release of free large language models (LLMs) such as ChatGPT hasaccelerated both dialogue about AI and use of it for a wide variety of tasks. Even

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

career, however, many lower-divisionprograms exclude hands-on projects, and are solely based on basic sciences courses such as mathand physics. Within the first and second years of engineering curricula, many programs report ahigher attrition rate [1-2] and a drop due to a variety of factors including difficultiesunderstanding concepts, classroom climate, and a lack of interest [1-3]. Experiential learningcourses offered during the lower-division years of an engineering program is one proposedsolution to increase retention.Experiential learning has demonstrated many proposed benefits such as increasing studentmotivation, allowing students to gain fundamental technical skills, and improving students’teammate and collaborative skills [4-7

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Brown, Montana State University, Bozeman; Leslie Hopkinson, West Virginia University; Saundra Duplicate Johnson Austin, University of South Florida; Sara E Wilson, The University of Kansas

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

academicpreparedness and performance [1]. Soria and Horgas [2] found that, post pandemic, 39% ofcollege students are experiencing clinically significant anxiety and 35% of students areexperiencing clinically significant depression. At this time, post-pandemic, the ramifications toengineering education are still being discerned.This work attempts to begin to understand in what ways engineering faculty perceive theirteaching to have changed and to what extent course policies have evolved post-pandemic. Inparticular, given rising mental health concerns, have faculty instituted pedagogies and policiesthat are more compassionate? Compassionate pedagogy has been put forth as an approach foraddressing the challenges of the pandemic with practices such as providing

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rackan Sami Mansour, Texas A&M University at Qatar; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

as a collaborative tool in a rapidly evolving academic environment.IntroductionThe field of engineering education is witnessing a transformative era with the advent of user-friendly Artificial Intelligence (AI) tools [1] [2] [3]. The introduction of this shift into mechanicalengineering and material science disciplines could significantly enhance traditional instructionalmethods, leveraging the vast capabilities of AI [4] [5]. The integration of AI tools like GPT-4 andDALL·E 3 represents a pioneering effort in this direction [1]. This paper aims to explore anddocument the impact of AI on the pedagogical landscape of material science education.At the core, this study investigates how AI tools can aid in the creation of student assessments

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Deeksha Seth, Villanova University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #41900Beyond Exhibits: Exploring Bio-Inspired Education Robots in Museums forSTEM EnrichmentDr. Lydia Ross, Arizona State University Lydia Ross (she/her) is an assistant professor for the Division of Educational Leadership in the Mary Lou Fulton Teachers College at Arizona State University. Her research broadly centers on issues of equity, access, and inclusion in K-12 and post-secondary education, focusing on STEM. Specifically, she aims to understand 1) how students access educational systems and opportunities, 2) student experiences within educational systems, and 3) fostering professional development (PD

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of Kentucky aims to fostercollaboration among students in engineering and computer sciences. As interdisciplinaryinteractions are limited as students move to upper-class courses, the project aims to develop andsustain collaboration between mechanical and chemical engineering lecturers for junior levelcourses. The enhanced presence of multidisciplinary collaboration could overcome the knowledgefragmentation of a specialized engineering curriculum and be a better representation of theworkplace.IntroductionEngineering programs are structured based on employability, the fourth industrial revolution, andsustainability. Students need to understand and solve complex problems based on context andtheir ability to connect multiple disciplines [1

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roya Salehzadeh, Lawrence Technological University; James A. Mynderse, Lawrence Technological University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

contribute to advancing engineering andtechnology. This paper will report the details of the developed course, implementation steps, andstudent feedback.1 Introduction Brain-computer Interface (BCI) in its non-invasive form is a new science that detects patternsin the human brain’s signals and uses the result for different applications. The BCI was introducedto the research society by UCLA computer science professor Jacques Vidal in 1973 and hedescribed BCI as “any computer-based system that produces detailed information on brainfunction” [1]. BCI is also defined as “a system that measures central nervous system (CNS) activityand converts it into artificial output that replaces, restores, enhances, supplements, or improvesnatural CNS output and

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

assignment learning outcomes. Among other benefits, WATTS has shown statistically significant outcomes towards improvingstudent technical writing [1]. Tutors provide specific, appropriate feedback to the students during thetutoring sessions. However, one area that remains a challenge is engaging students in revising andimplementing that feedback in their writing process. An important next step is to find new ways to engagestudents in the revision process so they can effectively use the feedback they receive from multipleinterdisciplinary audiences and begin to internalize the benefits of the revision process. Here, we begin the work of increasing student engagement with a multi-pronged approach to revision.Students begin by assessing their own

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Lechasseur, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

InstituteDr. Sarah E. Stanlick, Worcester Polytechnic Institute ©American Society for Engineering Education, 2024 Beyond PBL: The Value of Stacking High-Impact Practices1 IntroductionHigh-impact practices are widely accepted to improve student learning of professional skillsnecessary for addressing the world’s major STEM challenges [1] Some have also beendemonstrated to support retention [2-3]. Experiencing high-impact practices can increaseeducational outcomes for all students while potentially leveling the STEM playing field formarginalized students [4-6]. For institutions of higher education, this can maximize institutionalsuccess and improve efficiency while benefitting society through broadening the talent

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaditya Khanal, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler; Mohammad Abu Rafe Biswas, The University of Texas at Tyler

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

student teams were formed, and each group was tasked to pickan approved topic related to the specific classes. The deliverables for the assignment were a preliminaryreport, a final report, and an oral presentation to the peers. Finally, an anonymous survey was conducted togauge the improvement in the student's understanding of the core EOP concepts and how it helped themimprove their knowledge of environmental sustainability. Survey responses showed that the students had amore sustainable mindset after performing the PBL based on the EOP framework. Furthermore, the studentsalso improved their technical communication and group work skills, which are critical for modernengineers.1. Introduction The atmospheric concentration ofcarbon dioxide

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

usingthematic analysis to determine patterns and themes. This work-in-progress study examinesstudents’ perceptions of PBA in an interdisciplinary project environment.Introduction In response to the growing emphasis on project-based learning (PBL) and the integrationof multidisciplinary teamwork experiences within engineering education, Vertically IntegratedProjects (VIP) programs have emerged as integral components of university curricula [1]. Theseprograms allow students to collaborate within interdisciplinary or disciplinary teams, working onreal-world projects alongside stakeholders over extended periods. While the advantages of VIPprograms are evident, their distinctive and flexible structure prompts inquiries into effectiveassessment

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Alex Suarez, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

airborne presence of a UAV couldmean the difference between life and death. Furthermore, increased endurance minimizes thedowntime and logistical challenges associated with battery management, thereby reducingoperational costs, and enhancing the feasibility of UAVs for continuous, real-time applications.Consequently, pushing the boundaries of small multirotor endurance is not just a technicalchallenge, but a necessary stride toward unlocking the full potential of UAV technology inserving humanity.BackgroundWhile there are some documentations on breaking world records [1], there does not appear tobe any pedagogical efforts to document the process. The projected design predicts a flightendurance of 2 hours and 57 minutes, surpassing the current

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of improvement for future offerings.1 IntroductionThe modern urbanization surge has placed cities at the forefront of global challenges, with morethan half of the world’s population now living in urban areas. These urban areas contributeapproximately 70% of the planet's greenhouse gas emissions [1]. This growth presents a paradoxas cities are crucial for economic development and growth yet significantly negatively impact theenvironment. Related to this issue, Canada faces a severe housing crisis, requiring an additional3.5 million homes by 2030 to meet anticipated demand [2]. This goal far exceeds the current rateof new construction. This situation highlights the urgent need for innovative solutions thatbalance economic growth, societal

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Ona Egbue, University of South Carolina Upstate; Siwakorn Wisawakornwisit, University of Waterloo; Tesse Klompstra; Aotian Guan, University of Waterloo

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

(see Table 1) It is evident from theresults that institutions have different approaches first year requirements. Universities that offergeneral first year engineering courses offer a broad curriculum to all incoming students. Incontrast, universities that offer non-general first year courses offer a set of courses specific toeach engineering major.Table 1: General first year and non-general first year universities General First Year Non- General First Year Carleton University British Columbia Institute of Technology Concordia University Lakehead University Dalhousie University McGill University McMaster University

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Education Review an International Journal. ¨Michael M. Malschutzky, Hochschule Bonn-Rhein-Sieg, Germany Michael M. Malsch¨utzky is a Research Associate at the Centre for Teaching Development and Innovation (ZIEL) as well as Affiliate Faculty at the Department of Management Sciences at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences (H-BRS), Germany. He received his Diplom-Ingenieur (FH) in Mechanical Engineering from H-BRS in 2005. After working as Test & Validation Engineer (TIER-1) and Program Management Engineer (OEM) in the automotive industry, he returned to academia in 2013, receiving his BSc (2017) and MSc (2023) in Business Psychology from H-BRS

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

academic life of the scholars, focus groups and interviewswere used to allow scholars who have participated in the project to share more detail regardingtheir experiences, the benefits they gained, and the obstacles they faced. These findings andinsights can support implementation or improvement of similar engineering student successinitiatives at other institutions.1. IntroductionThe expansion of STEM graduates is crucial to cultivate economic progress as its increasing sharehas a positive impact on employment and economic growth [1]. According to U.S. Bureau of LaborStatistics, employment in STEM occupations is growing at 10.8% [2]. However, graduation ratesin STEM majors are not very high. Nationwide, fewer than 40% of students entering college

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University; Ryan Hearty, The Johns Hopkins University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, 2024 Empowering Engineers: Enhancing Communication Skills through a Technical Communication LabAbstract Communication labs and writing centers at universities support ABET-accreditedengineering programs’ mandate to train students “to communicate effectively with a range ofaudiences” [1]. In this paper, we describe efforts to establish and analyze a new technicalcommunication lab within the engineering school at Johns Hopkins University. In its first threesemesters in operation, consultants at the Technical Communication Lab (TCL) completed over1,000 sessions for 294 students. On a post-session survey, almost all students rated their sessionexcellent, stated they would return to the TCL, and affirmed they would recommend the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicu Ahmadi, Texas A&M University; Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

interactions. Thislimitation is significant, as it affects the potential depth and effectiveness of human-machineinteractions, especially in scenarios where cooperation and social understanding are key. Ineducation, the integration of generative AI with AEI offers transformative potential. GenerativeAI can be employed to create personalized and dynamic learning content, while AEI enables thesystem to interpret and respond to the emotional states of learners.This work, building upon previous work by the authors[1] ,Recognizing and Responding toHuman Emotions: A Survey of Artificial Emotional Intelligence for Cooperative SocialHuman-Machine Interactions, revolves around a central query: What are the essentialadvancements required in AI to enable it to

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Temileye Omopariola Ibirinde, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adebayo Iyanuoluwa Olude, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Niangoran Koissi, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

innovative teaching methods in nurturing the curiosity of chemistryundergraduates, thus advancing scientific knowledge, and fostering innovation in the field.IntroductionIn higher education, creating a productive learning environment for chemistry undergraduatesstill stands as a major challenge [1]. It is impossible to overestimate the value of curiosity andcollaboration in the academic and professional development of students in this field [2], [3]. Thetraditional learning method, which is based mainly on the instructors transferring knowledge tostudents, often falls short of fully engaging students and fostering critical abilities likecollaboration, peer learning, and curiosity [4]. An exciting new area in educational research isthe meeting point

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, Santa Clara University; Christelle Sabatier, Santa Clara University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

StudentsIntroductionOne current gap in many engineering programs is a focus on teaching students how to createrelationships with professionals from scratch, a.k.a. build social capital at the organizationswhere they might want to work after graduation. The skillset of building professionalrelationships is considered the most important aspect of career education because it acceleratesthe career exploration process, leads to internship and job opportunities, and increases student’sself-confidence related to life after college [1]. This is particularly relevant as 70% of jobs andinternships go to professionals who already have a connection with the company [2]. Theseinternships and jobs are located in what is referred to as the ‘hidden job market

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

undergraduate degree program. Throughout their time in the GCSP, students engage incurricular, co-curricular, and extracurricular experiences (courses and experiences) to achieve theprogram outcomes, known as the GCSP Competencies: Talent; Multidisciplinary; ViableBusiness/Entrepreneurship; Multicultural; and Social Consciousness [1]. To achieve eachcompetency, students must complete two courses and/or experiences, except for the ViableBusiness/Entrepreneurship competency which only requires one course or experience, and SocialConsciousness which requires 80 hours of service-learning experience. Each student tailors theirexperiences in alignment with their personal interests and focuses their experiences on anoverarching theme (sustainability, health

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

University in Japan in 2002. She is currently a Professor in the Innovative Global Program, a research-based full English degree engineering program at the College of Engineering at Shibaura Institute of Technology, Tokyo, Japan. She is a Principal Investigator of the Japan Society for the Promotion of Science Research Grants 24K06133 and the Shibaura Institute of Technology Grants for Educational Reform and Research Activity in the AY2024. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; and 2) systematic issues impacting the effectiveness of engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yu Zhang, Zhejiang University; Xiaoning Zhang, Zhejiang University; Tuoyu Li, Institute of China’s Science, Technology and Education Policy, Zhejiang University; Min Ye, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the field ofinterdisciplinary engineering education by providing empirical experience for embeddedinterdisciplinary educational program design.Keywords: Artificial Intelligence Education; Non-AI Majors; InterdisciplinaryEducational Program1 IntroductionThe breakthrough progress of Artificial Intelligence (AI) and its widespread application inmodern society have attracted global attention. According to a survey by the Organization forEconomic Co-operation and Development [1], over 60 countries have implemented morethan 1000 policy initiatives specifically aimed at the advancement and regulation of AI.Among them, many nations have positioned AI education at the forefront of their AIdevelopment strategies [2]. Taking China as an

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-scale projects, theprogram enables students to immerse themselves in existing projects, thereby honing theirleadership skills [1]. Integral to VIP courses are assignments that necessitate collaboration withfaculty and fellow team members, ensuring that students are actively engaged in the nuances oftheir chosen projects [2]. VIP programs provide opportunities for students to bridge theoreticalknowledge from their coursework with practical applications, addressing authentic challengesrelated to their respective fields [3]. This experiential learning not only deepens theircomprehension of their discipline but also positions them as contributors to ongoing researchendeavors [4]. Participation in the program cultivates many skills, from creativity