Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

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Diversity

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Multidisciplinary Engineering Division (MULTI)

history component was therefore created, and launchedat the Japanese university, with Indonesian undergraduates also taking the course as remotelearners. To evaluate the effectiveness of the new interdisciplinary COIL, it was assessedalongside five other existing modules and the results were compared, with the key object ofinvestigation being the effect on participating students’ global competence. In total twoSTEM non-COIL modules, two STEM COIL modules (including the newly created one witha history component), and two history modules (one COIL and one non-COIL) had their pre-and post-program GC scores calculated using the Miville-Guzman Universality DiversityScale – Short Form (MGUDS-S). Results indicated that the two STEM non-COILs and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wiline M Pangle, Central Michigan University; Itzel Marquez, Central Michigan University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

model,processes, and results, we inspire others to implement similar models aimed at advancing ourdisciplines.8. References[1] R. B. Mitchell and C. S. Weiler (2011). Developing next-generation climate change scholars:The DISCCRS experience. Journal of Environmental Studies and Sciences, 1(1), 54-62.[2] M. Mobjörk, C. Berglund, M. Granberg and M. Johansson (2020). Sustainable developmentand cross-disciplinary research education: Challenges and opportunities for learning. HögreUtbildning, 10(1), pp.76-89.[3] National Academy of Sciences (2005). Facilitating interdisciplinary research. Washington,DC: The National Academies Press.[4] D. McGunagle and L. Zizka (2020). Employability for 21st-century STEM students: Theemployers’ perspective. Higher

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Colleen King, University of Illinois at Urbana - Champaign; Piper Marie Pascarella, University of Illinois Urbana-Champaign; Lucy Hamilton Cinnamon, University of Illinois at Urbana - Champaign

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Multidisciplinary Engineering Division (MULTI)

, research, planning,conducting interview(s), editing, and assessing. The development phase includes topic selectionand story arc refinement, to ensure a clear vision heading into each episode. Next, the interviewershould research the topic, guest(s) and other relevant materials needed for question preparation.Interviewers may conduct pre-interview with the guest to learn specifics for the episode, as needed.A team member from the Journalism Department in the College of Media prepared a lecture called,“Interviewing 101”, to provide faculty with a step-by-step guide for preparing for interviews.RecordingGiven the popularity of podcasts as a media platform multiple podcast studios exist on campus,available for use free of charge. So far, we have found

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D Palmer P.E., Louisiana Tech University; William C. Long, Louisiana Tech University

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Multidisciplinary Engineering Division (MULTI)

confidence developed during the first year and theongoing support offered by the program. Tracking future retention and graduation rates of thestudents in this study is planned, which will provide additional insights into the long-termoutcomes of SSP participants. Further research is needed to isolate and evaluate the specificeffects of SI on performance in first math and engineering courses, as well as its contribution tooverall academic success and persistence.Acknowledgement of Support and DisclaimerThis material is based upon work supported by the National Science Foundation under Grant No.2221638.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jana Pavlasek, Polytechnique Montreal; Broderick Charles Riopelle, University of Michigan; Abhishek Narula, University of Michigan; Shaw Sun, University of Michigan; Peter Gaskell, University of Michigan Robotics Department

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Multidisciplinary Engineering Division (MULTI)

. [2] O. C. Jenkins, J. Grizzle, E. Atkins, L. Stirling, E. Rouse, M. Guzdial, D. Provost, K. Mann, and J. Millunchick, “The Michigan Robotics undergraduate curriculum: Defining the discipline of robotics for equity and excellence,” arXiv preprint arXiv:2308.06905, 2023. [3] T. Balch, J. Summet, D. Blank, D. Kumar, M. Guzdial, K. O’hara, D. Walker, M. Sweat, G. Gupta, S. Tansley, et al., “Designing personal robots for education: Hardware, software, and curriculum,” IEEE Pervasive Computing, vol. 7, no. 2, pp. 5–9, 2008. [4] I. M. Souza, W. L. Andrade, L. M. Sampaio, and A. L. S. O. Araujo, “A systematic review on the use of LEGO® robotics in education,” in IEEE Frontiers in Education Conference (FIE), pp. 1–9, IEEE, 2018

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Maxell Lumbera, Purdue University at West Lafayette (COE); Robin Adams, Purdue University – West Lafayette (College of Engineering)

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Multidisciplinary Engineering Division (MULTI)

) (COE) Robin S. Adams is Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, ac ©American Society for Engineering Education, 2025Creating a Course Dashboard to Continually Assess and Improve the Quality of EducationAbstractThis paper develops a program dashboard designed to continuously assess and improve thequality of education. Continuous assessment and improvement of education are essential formaintaining the quality and integrity of educational excellence and achieving effective

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tao Zhou, Pennsylvania State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

-School High School Science Experiences and Influence on Students’ Engineering Choices,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 6, no. 2, Jan. 2017, doi: 10.7771/2157-9288.1131.[5] F. Lewis, J. Edmonds, and L. Fogg-Rogers, “Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers,” Int J Sci Educ, vol. 43, no. 5, pp. 793–822, Mar. 2021, doi: 10.1080/09500693.2021.1887544.[6] M. Riojas, S. Lysecky, and J. Rozenblit, “Adapting Engineering Education to Resource- Constrained Middle Schools: Teaching Methodologies and Computing Technologies,” in 2010 17th IEEE International Conference and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Kaczynski, Tufts University; G. R. Marvez, Tufts Center for Engineering Education and Outreach

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Multidisciplinary Engineering Division (MULTI)

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, in CHI ’08. New York, NY, USA: Association for Computing Machinery, Apr. 2008, pp. 423–432. doi: 10.1145/1357054.1357123.[3]​ L. Buechley and H. Perner-Wilson, “Crafting technology: Reimagining the processes, materials, and cultures of electronics,” ACM Trans. Comput.-Hum. Interact., vol. 19, no. 3, p. 21:1-21:21, Oct. 2012, doi: 10.1145/2362364.2362369.[4]​ M. A. Kazemitabar, S. P. Lajoie, and T. Li, “A classification of Challenges encountered in Complex Teamwork Settings,” Intern. J. Comput.-Support. Collab. Learn, vol. 17, no. 2, pp. 225–247, Jun. 2022, doi: 10.1007/s11412-022-09370-0.[5]​ E. S. Ferguson, Engineering and the Mind’s Eye. MIT

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi, Marian University

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Multidisciplinary Engineering Division (MULTI)

, “We must teach more effectively: here are four ways to getstarted,” Molecular Biology of the Cell, vol. 26(12), pp. 2151-2155, 2015.[3] Rossow, M., “Learning statics by studying worked examples,” ASEE National AnnualConference, Salt Lake City, UT, June 24-27, 2018.[4] R. O’Neill, R.C. Geiger, K. Csavina, and C. Orndoff, “Making statics dynamic!” Combininglecture and laboratory into an interdisciplinary, problem-based, active learning environment,”ASEE National Conference, Honolulu, HI, June 24-27, 2007.[5] A.K.T. Howard, “Gamification Design for Engineering Statics,” ASEE National AnnualConference, Virtual, July 26-29, 2021.[6] S. Mehta and S. Danielson, “Teaching statics “dynamically,” Session 1368, ASEE NationalAnnual Conference, Charlotte

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Amie Baisley, University of Florida

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Diversity

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Multidisciplinary Engineering Division (MULTI)

. Verde and J. M. Valero, "Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain," Frontiers in Psychology, Original Research vol. 12, 2021.[2] D. Bevitt, C. Baldwin, and J. Calvert, "Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences," Bioscience Education, vol. 15, no. 1, pp. 1- 14, 2010/06/01 2010, doi: 10.3108/beej.15.4.[3] A. Rughoo and D. Thomas, "Does Attendance affect Academic Achievement? Empirical Evidence from a U.K. Business School," 01/26 2021.[4] V. Kassarnig, A. Bjerre-Nielsen, E. Mones, S. Lehmann, and D. Lassen, "Class attendance, peer similarity, and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Gregory L. Long, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Sarah Elena McCullough, Massachusetts Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

model at MIT, and 40 role models were mentioned in total.Table 10. Role models encountered at MIT. Role model category N responses for encountering role model/s at MIT NEET UROP Another setting Total Faculty 5 2 6 13 Instructor (staff) 3 1 2 6 Undergraduate student 4 0 5 9 Graduate student/postdoc 2 4 3 9 MIT alumni 1 0 1 2

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wu Jiayi, Zhejiang University; Zhenyu Wu, Zhejiang University; Tuoyu Li, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

Strategic Research Consultancy Project （ 2024-JZ-18 ） .Additionally, the authors thank the professors and students who partook in interviewsand questionnaires for their time and insights. References （1）UCL Engineering, 2018 , Integrated Engineering Programme rated world leading in new MITreport.https://www.ucl.ac.uk/teaching-learning/news/2018/apr/integrated-engineering-programme-rated-world-leading-new-mit-report. （2）Abell, 2007, Handbook of Research On Science Education. Edition: Lawrence ErlbaumAssociates. （3）Apul, D. S. and Philpott, S. M., 2011, "Use of Outdoor Living Spaces and Fink’S Taxonomyof Significant Learning in Sustainability Engineering Education", Journal of Professional Issues inEngineering Education and Practice, 137(2), pp

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Theresa Burress, University of South Florida; Aana Farhana Ahsan, University of South Florida

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Multidisciplinary Engineering Division (MULTI)

datavisualizations of summary statistics using Duquia et al.’s best practices. Standard texts forpublishing in the academic literature such as The Craft of Research [21] and Gastel and Day’sHow to Write and Publish a Scientific Paper [22] offer sound instruction on communicatingvisual evidence and designing effective tables and graphs, but are both meant for researcherswho have completed their data collection and analysis and need advice on clarifying andpolishing their visualizations for a research audience.Advanced theory and multiple types of instructional material are readily available to guide datastorytelling, i.e., the creation of sophisticated and aesthetically beautiful visualizations of large,complex datasets using powerful open source (e.g., R

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Israel Zamora-Hernandez; Jorge A. Gonzalez-Mendivil, Tecnológico de Monterrey; Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey (ITESM)

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Multidisciplinary Engineering Division (MULTI)

accreditation challenges and ensure educational excellence. It also opens new pathways for fostering global partnerships and shaping policies that promote innovation, quality, and equity in education across borders.. References[1] M. Iqbal Khan, S. M. Mourad, and W. M. Zahid, “Developing and qualifying Civil Engineering Programs for ABET accreditation,” Journal of King Saud University - Engineering Sciences, vol. 28, no. 1, pp. 1–11, Jan. 2016, doi: 10.1016/j.jksues.2014.09.001.[2] J. A. Memon, R. E. Demirdöǧen, and B. S. Chowdhry, “Achievements, outcomes and proposal for global accreditation of engineering education in developing countries,” Procedia Soc Behav Sci, vol. 1, no. 1, pp. 2557–2561, 2009, doi: 10.1016

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeleine Mickle, MoLSMAP; Tayo Obafemi-Ajayi, Missouri State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Missouri State University in the Engineering Program, a joint program with Missouri University of Science and Technology (S&T). ©American Society for Engineering Education, 2025 A Call to STEM Exposure: Reinforcing Young Girls and Planting Seeds Madi Mickle 1 , Amber Lewis 2 , Tayo Obafemi-Ajayi 1 1 Missouri State University, Springfield MO 65897 2 A Girl Like Me Mentoring Network, Springfield MO mm3737s@missouristate.edu, ambylewis@aglmn.org, tayoobafemiajayi@missouristate.edu Abstract

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lori Scarlatos, Stony Brook University; Gary P. Halada, Stony Brook University

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Multidisciplinary Engineering Division (MULTI)

Fujiuchi, Yi Zhang, and all of the participants whoplay tested the game and provided valuable feedback. This project was funded by two successiveInnovative Instructional Technology Grants from the State University of New York (SUNY).ReferencesFoss, S. K., & Griffin, C. L. (1995). Beyond Persuasion: A Proposal for an Invitational Rhetoric.Communication monographs, 62(1), 2–18.Gupta, A.H. (2021, December 27). Crash Test Dummies Made Cars Safer (for Average-SizeMen). The New York Times. https://www.nytimes.com/2021/12/27/business/car-safety-women.html.Halada, G. P., Sharma, S., Scarlatos, L., & Zhang, Y. (2024, April). Enhancing Inclusivitythrough Alternative Rhetoric in STEM Education. In ASEE Mid-Atlantic Section SpringConference.Halada, G

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

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Multidisciplinary Engineering Division (MULTI)

from previous years, manyparticipants perceived it to be simpler than Lab 6’s multi-step challenges—a testament to theirimproved preparedness. Lab 7 marked a shift to mobile robotics as learners teleoperated aTurtleBot 4 in a maze, introducing sensor data interpretation and basic navigation strategies.Building on that, Lab 8 asked them to write an exploration script for autonomous movement,requiring further integration of sensor feedback and more advanced navigation logic.Finally, Lab 9 culminated in the implementation of the A* search algorithm to identify optimalexploration points and complete a full map of the environment. This exercise combined conceptsfrom earlier labs, highlighting advanced path planning and perception skills as

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liuying Gong, School of Public Affairs, Zhejiang University; Jingyuan Chen; Min Ye, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

strategy for the digital transformation,” Int. J. InteractDes. Manuf., vol. 14, no. 4, pp. 1195–1209, Dec. 2020, doi: 10.1007/s12008-020-00702-8.[10] K. Stolpe and J. Hallström, “Artificial intelligence literacy for technology education,”Computer Educ. Open, vol. 6, p. 100159, Jun. 2024, doi: 10.1016/j.caeo.2024.100159.[11] H. Zhang, I. Lee, S. Ali, D. DiPaola, Y. Cheng, and C. Breazeal, “Integrating Ethics andCareer Futures with Technical Learning to Promote AI Literacy for Middle School Students:An Exploratory Study,” Int. J. Artif. Intell. Educ., vol. 33, no. 2, pp. 290–324, Jun. 2023, doi:10.1007/s40593-022-00293-3.[12] T. K. F. Chiu, H. Meng, C.-S. Chai, I. King, S. Wong, and Y. Yam, “Creation andEvaluation of a Pretertiary Artificial

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melodie A. R. Williams EdD, Walla Walla University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

https://www.abet.org/accreditation/accreditation-criteria/criteria-for-of Team Member Effectiveness (CATME) assessment tool for engineering students. accrediting-engineering-programs-2019-2020/Starting in 2003 Matthew Ohland led a team from multiple universities whodesigned CATME. A Behaviorally Anchored Rating Scale (BARS) of five factors fit the Beigpourian, B., Ferguson, D. M., Berry, F. C., Ohland, M. W., & Wei, S. (2019). Usingdata best. The five behaviors are

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolyn M Rodak, Union College; Luke Dosiek, Union College; Andrew Burkett, Union College; Christine Henseler, Union College; Christopher Chandler, Union College; Sohini Chattopadhyay, Union College; Nick Webb, Union College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

emergenceand development through, for instance, Module I, “Science Studies Methods and Knowledges,”which centers on the work of Bruno Latour, Thomas S. Kuhn, Donna Haraway, Susan LeighStar, Helen Longino, and other intellectuals foundational for the field of STS. Module II, 7“Histories of Technology and Medicine in the Global South,” offers a re-reading of crucial textsin STS from the perspective of the Global South, with an emphasis on the Indian subcontinent,and aids in broadening the sweep of the course’s historical and geographical approaches to theseand related topics outside of and beyond Western traditions and patterns of thought. Module III,“Science

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pooya Niksiar, The Citadel; Dimitra Michalaka P.E., The Citadel

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Multidisciplinary Engineering Division (MULTI)

Points obtained Area of weakness Comments Problem 1 10/30 Conceptual error, wrong method was correct conclusion Problem 2 30/30 Solved correctly Problem 3 40/40 Solved correctly Total 80/100 Letter grade of B Table 3. Thermodynamics final exam, undergraduate course in Mechanical EngineeringProblem 1. Steam enters an adiabatic turbine operating at steady-state at 100 bar and 700oC andleaves at 1 bar with a quality of 97 percent. The mass flow rate of the steam is 12 kg/s

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chen Feng, Shibaura Institute of Technology; John Raiti, University of Washington; Kyle Toshiro Brown, University of Washington

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Multidisciplinary Engineering Division (MULTI)

understand and respond to human needs. This is especially crucial for the aging population in countries like Japan, where service robots can provide assistance in elderly care and healthcare settings. 2. International Collaboration and Cultural Exchange: The course fosters cross-cultural collaboration between students from Japan and the United States. Students not only learned technical skills but also gained an appreciation for the different approaches to robotics in each country. Japan’s deep technical expertise and the U.S.’s focus on applied robotics education complement each other, offering students a unique cross-cultural perspective. The joint program is a model for international educational

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Weijia Zhang, Zhejiang University; Wei Zhang, Zhejiang University; Shuai Wang, School Of Public Affairs, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

, “Five major shifts in 100 years of engineeringeducation,” Proc. IEEE, vol. 100, pp. 1344–1360, 2012. doi: 10.1109/JPROC.2012.2190167.[5] M.-E. García-Ruiz and F.-J. Lena-Acebo, "FabLabs: The Road to Distributed andSustainable Technological Training through Digital Manufacturing," Sustainability, vol. 14, no.7, p. 3938, 2022. doi: 10.3390/su14073938.[6] Y. H. Choi, J. Bouwma-Gearhart, C. A. Lenhart, I. Villanueva, and L. S. Nadelson,"Student development at the boundaries: Makerspaces as affordances for engineering students’development," Sustainability, vol. 13, no. 6, p. 3058, 2021. doi: 10.3390/su13063058.[7] H. A. Hadim and S. K. Esche, "Enhancing the engineering curriculum through project-based learning," in Proc. 32nd Annu. Frontiers in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

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Multidisciplinary Engineering Division (MULTI)

programs as small, “capable of filling aunique niche,” and productive of “generally and liberally educated engineer[s]” [11]. The authorsfurther note that the motivation for programs of this classification is that “the current trendtoward complex, highly integrated systems and global markets calls for future engineers that aremore broadly educated, more flexible, and more sensitive to non-technical concerns.” Twochallenges they associate with these programs are: 1) a job market that seeks graduates withdisciplinary expertise and 2) finding faculty interested in interdisciplinary undergraduateeducation more than their disciplinary affiliation. For reference, the six programs classified asphilosophical by Grondin in 2011 are at: Dartmouth

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY

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Multidisciplinary Engineering Division (MULTI)

module was implemented in an inverted pendulum robot to estimate angles and angular velocities, enabling stabilization through optimal regulator control. Furthermore, the module was used to identify critical parameters, such as the viscous damping coefficient, through experimental measurements.Acknowledgement This research is supported by JSPS Research Grants 24K06133 and the 2024 SIT’s Grant for Educational Reform and Research Activity.References[1] R. Rütters, M. Bragard and S. Dolls, "The Inverted Rotary Pendulum: Facilitating Practical Teaching in Advanced Control Engineering," 2024 IEEE Global Engineering Education Conference (EDUCON), Kos Island, Greece, 2024, pp. 1-5, doi: 10.1109/EDUCON60312.2024.10578937.[2] X. Jordens

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Md B. Sarder, Bowling Green State University; Mohammed Abouheaf, Bowling Green State University; MD ZAHABUL ISLAM, Bowling Green State University; Mohammad Mayyas, Bowling Green State University

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Multidisciplinary Engineering Division (MULTI)

the modern workforce,bridge the skills gap, and drive innovation in advanced manufacturing and related industries.AcknowledgementThis project was funded through the National Science Foundation (NSF)’s Research Experiencesfor Teachers (RET) Program. Award # 2206952.References 1. Smith, J. A., & Smith, L. B. (2021). Robotics in Education: A Review of Recent Literature. Journal of Educational Robotics, 6(2), 45-60. 2. Johnson, M., Taylor, P., & Williams, B. (2021). Robotics and Automation in the Classroom: Preparing Students for Industry 4.0. Journal of STEM Education, 22(4), 1-12. 3. Taylor, A., & Hall, R. (2022). Integrating Automation and Robotics into STEM Education. Journal of Technology Education, 33(2), 4

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher George Pierce, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

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Diversity

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Multidisciplinary Engineering Division (MULTI)

), “Autonomous Robots Are Helping Kill Coronavirus in Hospitals”, IEEE Spectrum, (Retrieved: 2/24/2021) https://spectrum.ieee.org/automaton/robotics/medical-robots/autonomous-robots-are-helping- kill-coronavirus-in-hospitals12. Moore, S., (2020), “Flight of the GermFalcon: How a Potential Coronavirus-Killing Airplane Sterilizer Was Born”, IEEE Spectrum, (Retrieved: 2/24/2021) https://spectrum.ieee.org/tech- talk/aerospace/aviation/germfalcon-coronavirus-airplane-ultraviolet-sterilizer-news13. Marsh, A., (2020), “We’ve Been Killing Deadly Germs With UV Light for More Than a Century”, IEEE Spectrum, (Retrieved: 2/24/2021), https://spectrum.ieee.org/tech- history/dawn-of-electronics/weve-been-killing-deadly-germs-with-uv-light-for-more

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University-Kingsville ; Lifford McLauchlan, Texas A&M University - Kingsville; Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi

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Multidisciplinary Engineering Division (MULTI)

capture and analysis into an application. AdditionalAI and Machine Learning (ML) content is also planned for the next iteration of exercises.Students will learn about AI models and the difference between accessing an external modelthrough an API (Exercise 7) and the possibility of running a model locally on-device. With acontinued emphasis on affordability lower cost hardware options will be explored for the toolkitsuch as the Raspberry Pi AI Kit [14].Acknowledgement and DisclaimerThis material is based upon work supported by the National Science Foundation through GrantNo. 2044255. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the