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)

include interdisciplinary higher education, focusing on organizational systems theory and facilitating interdisciplinary graduate programs; the identity development and experiences of interdisciplinary engineering graduate students and faculty; and the decision-making processes and factors impacting implementation of interdisciplinary graduate education initiatives. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.Xiaoqi Feng, Aalto University, Espoo, Finland Xiaoqi Feng is a Doctoral Researcher at Aalto University. Her research area includes

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

educational laboratories. ▪ Personalized Education o A satellite campus is typically unique in providing small-class sizes, a true collaborative learning environment, and an opportunity for personalized education for students. The class and campus environment creates an opportunity for faculty to engage in academic activities that can lead to developing professional relationships with students. The small class sizes allow the faculty to know their students on a more personal basis, which can lead to increasing the motivation of students. Meyer [12] conducted a literature review and survey and discovered that departments offering small class-sizes

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)

contributed to the development of an interdisciplinary grand challenges focused course and introduction to engineering course in both in-person and online (MOOC) formats at ASU. She is also actively involved in the ASU Kern project and Kern Entrepreneurial Engineering Network (KEEN), focused on students’ development of entrepreneurial mindset. Amy received the national 2019 KEEN Rising Star award from KEEN for her efforts in encouraging students in developing an entrepreneurial mindset. She is also a member of the current interim Executive Committee for the international GCSP Network, and mentors schools to develop GCSPs as part of the GCSP New Programs committee.Dr. Haolin Zhu, Arizona State University Dr. Haolin Zhu

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)

exploring two additional outcomes, long-term benefits to students’ personal lives andachieving work/life balance after graduation, within the context of stacking multiple high-impactpractices.These analyses are made possible with the use of an alumni survey at Worcester PolytechnicInstitute where all undergraduate students complete multiple projects in order to graduate.According to an externally conducted study in 2018, 70% of faculty reported using PBL in theircourses. By 2021, 98% of surveyed alumni indicated that they had projects in at least 25% oftheir courses. In addition to course-based projects, all undergraduate students complete twomajor projects. One is a team-based project addressing a problem at the intersection oftechnology and

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)

. ©American Society for Engineering Education, 2024Development and Impact of Research Efficacy in an Undergraduate Teaching Assistant Certification Class1. IntroductionResearch experiences and opportunities are growing in availability and significance forundergraduate students. Furthermore, undergraduate students can offer a distinct perspective anda unique form of assistance compared to graduate students and faculty. This also applies to theclassroom. Participation in research in the undergraduate years, shows to provide all engineeringstudent populations (including marginalized groups) to consider a job in the academic andresearch fields.At a mid-size minority serving institution, undergraduate students are highly encouraged

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)

projects aligned with active research areas ofPurdue faculty members and national, international, and industry-sponsored design challenges.VIP teams are multi-disciplinary and vertically-integrated (first-year through seniors) withfaculty and graduate student mentors and extend over multiple semesters or years. Because theprojects and teams within this program span a wide variety of contexts and require very diverseknowledge and skill development, the project work is supplemented with ProfessionalDevelopment (PD) workshops. The PD workshops are short modules ranging over a variety ofprofessional topics that complement traditional curriculum and are intended to provideopportunities for students to learn skills needed for their projects and their