Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huan Gu, University of New Haven

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. The outcomes were evaluated using surveys, ICAP framework,technical memo, and modeling results using Excel. 1 1. Introduction. 2 Integrating effective problem-solving techniques into engineering education is crucial for 3 preparing students to tackle real-world challenges. This study aims to embed a Problem-Solving 4 Studio (PSS) approach within an introductory engineering course, leveraging a real-world project 5 as the central learning module. The PSS, pioneered by Joseph M. Le Doux and Alisha A. Waller 6 at the Georgia Institute of Technology in 2016, represented an innovative educational paradigm 7 designed to enhance analytical problem-solving skills while deepening students' conceptual 8 understanding of engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talia Capozzoli Kessler, Georgia Institute of Technology; Keisha Simmons, Georgia Institute of Technology; Katherine Leigh Boice, Georgia Institute of Technology; Justina Jackson, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #42084Work-in-Progress: Pursuing STEM/STEAM Certification as a Method forMaintaining an Integrated STEM/STEAM Learning EnvironmentTalia Capozzoli Kessler, Georgia Institute of Technology Talia Kessler, MSPP is a research associate at The Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at Georgia Tech. As a research associate, she works on research and evaluation projects centering on K-12 STEM education. She has a Master’s degree in Public Policy from Georgia Tech and is currently studying towards a PhD in Educational Policy Studies at Georgia State University.Keisha Simmons, Georgia

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)

Paper ID #42059Board 143: Work in Progress: Mind and Computer: Integration of Brain-ComputerInterfaces in Engineering CurriculaDr. Roya Salehzadeh, Lawrence Technological University Roya Salehzadeh, PhD, is an Associate Professor in the A. Leon Linton Department of Mechanical, Robotics, and Industrial Engineering at Lawrence Technological University. Her research focuses on human-robot interaction, brain-computer interfaces, and artificial intelligence.Dr. James A. Mynderse, Lawrence Technological University James A. Mynderse, PhD is an Associate Professor in the A. Leon Linton Department of Mechanical, Robotics, and

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)

materials classes. Osama’s professional interests include manufacturing technology, materials science, 3D printing, experiments, and product design, and systems engineering for development of additive manufacturing systems.Marwa AbdelGawad, Texas A&M University at Qatar Dr. Marwa AbdelGawad is an Instructional Assistant Professor at Texas A&M University at Qatar. She earned her Ph.D. in Mechanical Engineering from Texas A&M University (USA), where her research focused on examining the impact of microstructure on the corrosion response and mechanical integrity of magnesium alloys used in biomedical applications, specifically orthopedic implants, which resulted in the publication of several papers in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rana Hussein, Boston University; Muhammad Hamid Zaman, Boston University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Integrating forced displacement into engineeringeducation offers an opportunity to expose students to the potential of using their technical skillsto address complex societal challenges. It can also demonstrate the limitations of approachingsuch issues from a single perspective and the shortcomings of working within isolateddisciplines. Though the aim of such a course is to instill in students a long-term desire to engagewith the issue of forced displacement, framing concepts this way can also empower students totackle similarly complex issues requiring interdisciplinary thinking beyond their time in theclassroom. Course Planning and Development Recognizing the need for courses/modules meant to equip

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)

Paper ID #41688Board 141: Incorporating Sustainability into Engineering Curriculum ThroughProject-Based Learning (PBL)Dr. Aaditya Khanal, The University of Texas at Tyler Aaditya Khanal, PhD is an Assistant Professor of Chemical Engineering at the University of Texas at Tyler. His research interests fall within the energy and climate nexus, aiming to improve prosperity and sustainability through solutions in renewable energy, carbon sequestration, and underground hydrogen storage. He is certified in effective college instruction by The Association of College and University Educators and the American Council on

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 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)

presents a selection of thestudent's pertinent research, while primarily chronicling the student's developmental journeyand evolution throughout the process.An integral part of this project was to discern, articulate, and measure the learning outcomesachieved by the student. Although the project was driven by an end goal, it expanded the scopeof what is traditionally encountered in an undergraduate engineering curriculum. The endeavorhighlighted that success hinged not solely on technical acumen but also on the ability tonavigate complex interpersonal dynamics and organizational challenges. The student emergedas a leader, addressing numerous unforeseen issues. Securing funding, acquiring specificmaterials, and garnering support from corporate

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

examining the balance between curriculum enhancement and team experience, thispaper delves into the dynamics of unifying these teams under a single banner or body, and thepotential benefits or drawbacks of such an approach. Experience programs that successfully unitediverse teams like these could serve as models for improving other departments on campus oreven enhancing engineering curricula. By incorporating the principles and practices of theseoverarching bodies that collaborate with engineering teams, there is potential to enhanceeducational experiences across various disciplines.Research MethodsThe primary research method employed in this paper is qualitative, semi-structured interviews[4] with student participants, focusing on analyzing each

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)

Paper ID #42032Work-in-Progress: The Unique Impact of an Interdisciplinary ExperientialLearning Program on Undergraduate STEM Students’ Career ReadinessDr. Rea Lavi, Massachusetts Institute of Technology Rea Lavi received his Ph.D. degree from the Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel. He is Lecturer and a Curriculum Designer with the NEET program, School of Engineering, Massachusetts Institute of Technology, Cambridge, MA, where he teaches thinking skills to undergraduate students. His research interests in STEM education involve the fostering and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

engineering students enrolled in anexperimental multi-disciplinary program described the impact of key program elements on howthey experienced failure, perceived risk, and embraced learning as an iterative process. In thisproblem-based, hands-on and mastery-assessed program, students iterated and worked throughfailure as part of their learning process. These real-world applications and projects wereinherently multidisciplinary, because they challenged students to draw on and integrate theirmastery of essential course outcomes related to physics, statics, calculus 3 and circuits. Thispilot was too small to support generalizable inferences, but preliminary findings point to keyprogram elements for future research exploring how the participants

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)

the program's development process and provide a scalable framework for educators.Background of Other Programs Vertically Integrated Projects is a multidisciplinary educational model that allowsstudents to work on long-term, large-scale research projects under the guidance of facultymembers [3]. In an assessment of the VIP for first-year engineering pathway at a publicuniversity, Ramirez and Zoltowski collected data that suggested a positive impact on participants'academic and professional qualities after participating in a VIP program [3]. The survey datahighlighted the program's efficacy in fostering research and experiential activities, as reflected ina mean score of 4.14. out of 5. Early engagement in research projects and teamwork

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)

dimensions: vision, teaching, and support. And we summarized the successfulexperience of this program in the design of interdisciplinary educational program. As a result,we found that the program reflects an embedded interdisciplinary educational model thatembeds AI knowledge and skills in students from different disciplinary backgrounds.Specifically, the program meets the personalized needs of students from interdisciplinarybackgrounds through a modular and assembled curriculum structure design, as well asbuilding an open teaching platform to integrate dispersed AI educational resources. Overall,this study has two main contributions. Firstly, we provided a reference design scheme for AIeducational program, which fills the current shortage of

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)

began to focus more on strategies for cultivating teachers’ abilities and competencies using AI technologies, highlighting the role of AI in enhancing teaching effectiveness. Example: Teachable Machine by Google is an AI project that allows users, including educators, to create machine learning models without coding. This tool can be used by teachers to introduce students to the concepts of machine learning, demonstrating AI’s adaptability and its role in educational innovation. • Future Directions and Multidisciplinary Integration: Looking ahead, the research is expected to move towards practical knowledge and multidisciplinary integration. The emphasis is on the role of AI in enhancing teachers

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Tomar, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

developing and assessing Professional Development programs for these students. She has been an instructor for Communication Theory and Scientific Communication at undergraduate level.Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski is an associate professor of engineering practice in the Elmore Family School of Electrical and Computer Engineering (ECE) and (by courtesy) the School of Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engineering at Purdue. She holds a B.S. and M.S. in Electrical Engineering and a Ph.D. in Engineering Education, all from Purdue. Dr. Zoltowski’s research interests include the professional formation of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret A Hunter, Hofstra University; David M. Rooney, Hofstra University; Richard J. Puerzer, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

awareness of diversity, employing best practices learned through participationin professional conferences with DEI components, and creating concrete strategies geared towardfostering a culture of inclusion within the curriculum. The full paper will go into more detail onthe initiatives being undertaken to achieve these goals and how such strategies are integrated intopreparing for a scheduled ABET visit.IntroductionCreating an engineering school academic culture that incorporates diversity, equity, andinclusion (DEI) awareness is imperative for the future of those schools’ success in educating newgenerations of professionals, as has been recognized by ABET and ASEE. ABET has includedchanges to Criteria 5 and 6, which was optionally piloted in the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Eugenia Cabrera, University of Massachusetts, Lowell; John Raiti, University of Washington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

additionally provide example nodes with python scripts that showcase the use of sensor readings like odometry or laser data. 2. Kinova Gen3 lite: the newest and most compact member of the Kinova ultra-lightweight robot series. The Gen3 lite is a 6 degree-of-freedom robotic arm, with an integrated 2-finger gripper, ideal for light manipulation and mobile applications; it comes with a quick-connect base that easily attaches the robot’s base to a surface. It is a more affordable option compared to the Gen3 version which includes a carbon fiber exterior, integrated torque sensors in each joint, and an integrated vision module. However, its cost-effective and ultra-lightweight presentation, provides the necessary tools to

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)

single class was not seen positivelyby the students as the emphasis on the course material can be different from one major to anotherdespite the same learning outcomes. Therefore, ChE’s take a Fluid Mechanics course separatelyfrom the ME’s with an increased focus on compressible flows. The aim of this study is toinvestigate how the integration of a collaboration on certain dates and specific assignments couldenhance the perception of multidisciplinary collaboration in upper-level chemical andmechanical engineering undergraduates.BackgroundInterdisciplinarity, multidisciplinarity and transdisciplinarity have been used broadly withoutrecognizing their main distinctions. Multidisciplinarity involves the collaboration of multipleexperts from at

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)

) opportunities for people facilitating educational experiences (i.e., faculty or school counselors). Dr. Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.Dr. Deeksha Seth, Villanova University Deeksha Seth is an Assistant Professor in the Mechanical Engineering department at Villanova University. Her primary research interests include integrative and interdisciplinary engineering education. ©American Society for Engineering Education, 2024 Beyond Exhibits: Exploring Bio-Inspired Education

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Osama Desouky, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar; Marwan K. Khraisheh, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

teaching the Design of Experiments courseunderscores its effectiveness in preparing students to meet the evolving demands of the workforceand contribute meaningfully to the field of engineering. Moving forward, continued refinementand integration of such innovative teaching methodologies will be essential in ensuring thecontinued success and relevance of engineering education in addressing global challenges anddriving innovation.The MEEN 404 Paradigm stands as an example of excellence in engineering education, promotingstudent-led projects, project-based learning, and the development of a profound understanding ofengineering principles. By encouraging students to take control of their projects, fostering areflective mindset, and endorsing a

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

earned her BS in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. Dr. Zhu is an Associate Teaching Professor of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU). In this role, she focuses on designing the curriculum and teaching in the freshman engineering program and the mechanical engineering program. She is also the Co-Director of the Grand Challenges Scholars Program (GCSP) at ASU. In this role, she focuses on student support and tracking, curriculum, program requirements, as well as programming for current students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hsin-Li Chan, Penn State University; Yuan-Han Huang, Penn State University; Barukyah Shaparenko, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

comprehensively, the undergraduate engineering curriculum should not only besolidly grounded in the fundamentals of engineering but also aim to instill a commitment tolifelong learning in students [1]. It is essential for students to receive exposure to multiple technicaldisciplines so they can broaden their vision of engineering overall [2]. Typically, schools requirestudents to take engineering elective courses outside their primary engineering major, therebyfostering connections with other engineering domains. Electives present an excellent opportunityfor students to showcase their talents, cultivate new interests, and develop additional abilities [3],[4]. Moreover, these elective courses create an environment for students from various

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Colon, University of Puerto Rico; Andrea Karola Rivera Castro, University of Puerto Rico; Aidsa I. Santiago-Román, University of Puerto Rico; Christopher Papadopoulos, University of Puerto Rico; Sandra Loree Dika, University of North Carolina at Charlotte; Nayda G. Santiago P.E., University of Puerto Rico; Kaishmarie Alicea Romero, University of Puerto Rico

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the start of the Fall Semester. These requirements were established to ensureacademic equilibrium among participants.To elaborate on the application process, each prospective participant underwent an interview toassess their interests and understanding of sustainability concepts. Questions concerned theirperceptions of sustainability, its potential applications within their engineering-focuseduniversity curriculum, and how they envisioned integrating sustainability principles into theirfuture careers. The responses collected during these interviews were analyzed to establish apreliminary ranking of candidates. This ranking was further evaluated by two university facultymembers, each with distinct expertise: one specializing in sustainability

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #41385Work-In-Progress: Holistic, Multi-disciplinary Systems Approach to TeachingSustainable and Contextual Engineering Concepts for Undergraduate StudentsDr. Courtney Pfluger, Northeastern University Dr. Courtney Pfluger is an Associate Teaching Professor at Northeastern University. In 2011, began as an Assistant Teaching Professor in First-year Engineering Program where she redesigned the curriculum and developed courses with sustainability and clean water themes. In 2017, she moved to ChE Department where she has taught core courses and redesigned the Capstone design course with inclusion pedagogy practices

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 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project based learning environment. She was previously an engineering education postdoctoral fellow at Wake Forest University supporting curriculum development around ethics/character education.Maria Vasilyeva, Texas A&M University, Corpus Christi ©American Society for Engineering Education, 2024 Transfer Learning from Math to Engineering and Using Scaffolds through Hands-on Learning to Build New Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul Cameron Hungler P.Eng.; Kimia Moozeh, Queen's University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-based learning, online learning and metacognition. ©American Society for Engineering Education, 2024 Formula for Success for Interdisciplinary InitiativesBackgroundThe open-ended and ill-defined nature of today’s challenges [1] requires students with the abilityto work both within and outside of their own discipline [2], [3] by integrating knowledge andskills from various fields [4]. Most academic and research institutions often operate in silosrather than in organizational structures that facilitate learning and discovery across disciplines.Interdisciplinary research and education have been recommended as an approach to tackle suchproblems [5], [6]. Thus, universities have been moving towards

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Gael Graham, Western Carolina University; Russell Sarwar Kabir, Hiroshima University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

responded to an IRB-approved follow-up survey about their learningexperiences. Reflective student feedback from both multidisciplinary trips indicated thatengineering students deepened their understanding of chosen topics in consideration of global,cultural, and societal factors, and that the non-engineering students enjoyed the visits more thanthey expected and overcame initial fears about engineering-related coursework, discoveringengineering practices in many aspects of their social lives. Overall, the students gave positivefeedback about the multidisciplinary trips and demonstrated achievement of the learningoutcomes. In the future, the authors plan to continue collaborations to further integrate the coursemodules and regularly evaluate the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Xiaoqi Feng, Aalto University, Espoo, Finland; Hanna Aarnio, School of Engineering, Aalto University, Espoo, Finland; Julia Sundman, School of Engineering, Aalto University, Espoo, Finland; Felicity Bilow, Virginia Polytechnic Institute and State University; Maija Taka, Aalto University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Marko Keskinen, Aalto-yliopisto/Elektroniikan, tietoliikenteen

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

mentioned Collaborating across and integrating disciplines 86% 100% Interdisciplinary Gaining disciplinary knowledge from others 86% 100% Learning Outcomes Learning the ‘languages’ and methods of other disciplines 71% 57% Extending one’s work to apply in other disciplines 29% 29% Bringing other disciplines in to receive feedback 36% 42% Working in an emergent space to combine insights 64

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)

the utilization of hands-on pedagogy as a means toenhance peer learning collaboration and curiosity among chemistry undergraduate students. Theresearch seeks to instill confidence and competence in students' grasp of fundamental chemicalprinciples, collaborative skills, and problem-solving abilities, while also nurturing their curiositythrough the integration of active learning techniques, laboratory experiments, and interactiveteaching methodologies. The study discusses an examination of the impact of hands-onpedagogy on students' peer learning collaboration and curiosity. The study was carried outamong undergraduate students taking foundations in chemistry, which includes engineering andother STEM majors. The study adopted a pre-post-test