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)

summer workshops. They also implementedthese modules once they returned to their respective institutions. This comprehensive paperpresents an in-depth analysis of five innovative projects designed to integrate robotics andautomation into the educational curriculum. We highlight the pivotal role of educators incurriculum development and demonstrate the effectiveness of kinesthetic learning in enhancingstudents' understanding of complex STEM concepts. Through hands-on activities, experientiallearning, and problem-solving exercises, we illustrate how these approaches prepare students forcareers in rapidly evolving technological fields.1.0 IntroductionIn today’s fast-paced and technology-driven world, the integration of automation and roboticswithin

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)

implementing AIliteracy across the curriculum. Southworth et al. [34] explored possible pathways to addressgaps in AI literacy across the curriculum at a traditional research university. Their resultsrevealed that integrating AI across the curriculum would make AI education a cornerstoneopportunity for all students, helping to create an AI-ready workforce equipped with essential21st century competencies.However, it is important to recognize the inadequacy of case studies on AI literacy educationin current higher education practice. This shortcoming is mainly reflected in the limited numberof course cases and the lack of research on the overall design, implementation, and feedbackof these courses. Few studies, like that of Kong et al. [35], report on

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)

literacy asynchronous tutorials that are hosted on the same Canvas Learning Management System that credit-bearing courses use[28]. These introductory tutorials are meant to be deployed across the curriculum, to support the integration of information and data literacy instruction on a broader scale than would be feasible for library faculty to handle in person. The ability to make minor customizations and serve a course with enrollment of more than 1,000 students per year is an extremely high-impact, efficient use of university library resources. Improvement of the Library’s Instructional Content – Library-faculty instructional collaborations provide opportunities for engaged faculty to provide in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee Prymus, University of Pittsburgh; Irene B. Mena, University of Pittsburgh

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Multidisciplinary Engineering Division (MULTI)

at the University of Pittsburgh. ©American Society for Engineering Education, 2025 A Description and Evaluation of a Team-Based Composition Course Integrated into a First-Year Engineering ProgramAbstractThis paper provides a description and evaluation of an English Composition course integratedinto a First-Year Engineering Program. ENGL XXX is a hybrid course taught at University X, inwhich some instruction is provided asynchronously and online, and some instruction is providedin person through visits to students’ first-year engineering course during the second semester ofstudents’ first year in engineering.ENGL XXX walks students through the process of writing a 6,000-word conference

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gayle E. Ermer, Calvin University

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Multidisciplinary Engineering Division (MULTI)

programs since 2006.This project involves an examination of the landscape of accredited engineering programs thatare described as general or inter/multi-disciplinary. Periodic analysis and comparison of trends inthe number of programs that focus on providing breadth relative to disciplinary program depthhelps to identify patterns within engineering education. General programs exist for a variety ofreasons. Some prioritize flexibility for students, others the integration of one or more topics (e.g.mechatronics), and others the development of truly interdisciplinary skill sets in students. Someinstitutions might also use a general program to incubate curricula for later transition totraditional disciplinary programs. Previous papers have classified

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 surface sterilization robotic systems to acquire and classify thepresence of biological contaminants in real-time video obtained by full spectrum cameras. Toaccomplish this mission, the objectives of the proposed line of research were phased accordingly:Phase 1: Develop a novel adaptive near-UV imaging algorithm. The goal of this phase was toexplore a hybrid reflected and fluorescent UV imaging method in the near-UV spectrum (300-400 nm wavelengths) for machine vision applications.Phase 2: Integrate the proposed machine vision algorithm into an existing surfacedisinfection platform. In this phase, the proposed algorithm in phase 1 will be integrated into anexisting UV surface disinfection mobile platform to semi-autonomously navigate

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel M. Esposito, United States Naval Academy; Jenelle Armstrong Piepmeier, United States Naval Academy

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Diversity

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Multidisciplinary Engineering Division (MULTI)

offeringsin mobile robotics, computer vision, autonomous vehicles and artificial intelligence added in thefollowing decades. In the academic year 2013 -14 we modernized our by-design curriculum andin 2015 the name of the department was officially changed to Robotics and Control Engineering.The program is housed in a stand-alone department and graduates about 75 students per year,including our honors program.The curriculum is centered around the project-based-learning (PBL) paradigm (Fig. 1)– withnearly every course including hands-on lab experiences and an open-ended final project. Thecurriculum is structured as follows. ● Sophomore Year: Programming (Fall) and Mechatronics (Spring) gateway courses that provide the foundation for future PBL

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

discipline. Integration ofexternal disciplines is typically limited to short-term curriculum design and reform,offering only temporary training in interdisciplinary knowledge, skills, and literacy.These limitations significantly hinder the effectiveness of learning outcomes.Therefore, exploring methods to transcend disciplinary constraints and fosterlong-term, diverse interdisciplinary engineering education remains a pressingchallenge.To address this issue, this study examines the “Advanced Engineering EducationProgram”, an interdisciplinary engineering minor offered by Zhejiang University inChina. The program is characterized by four key features: a personalized curriculumsystem, projects targeting national-level engineering challenges, an

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)

systemic inequities ininclusive design.Research underscores this disparity, revealing a lack of focus on intellectual disabilitiescompared to mobility or sensory impairments. A systematic review of engineering programsfound minimal integration of intellectual disabilities in course content, with user-centered designapproaches disproportionately prioritizing physical accessibility [1], [2]. Case studies frequentlyemphasize mobility-related solutions, leaving cognitive and social challenges insufficientlyaddressed [3]. This imbalance highlights an urgent need for engineering education to movebeyond traditional technical approaches and embrace inclusivity as a core principle.To address these gaps, this study introduces the INCLUDE Framework, a

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)

scores(+1.54 points), indicating improved emotional ease in interacting with people from differentbackgrounds. While a paired-sample t-test showed that none of the changes were statisticallysignificant (e.g., p= 0.849 for the total GC score), these results from a newly developedSTEM COIL module incorporating humanities suggest that integrating humanities elementsinto STEM COILs may help mitigate GC declines, particularly by fostering openness todiverse perspectives.3.2.3. Participants in non-COIL history (n= 15, “Science and Religion in Japan”)This non-COIL history module takes an interdisciplinary approach to exploring topics in boththe humanities and sciences, focusing on Japanese history as well as the historicaldevelopment of physics

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)

integrating technological innovation postgraduate students. with clinical expertise, it merges biotechnology with Secondary data, including information technology to create a comprehensive publicly available institutional platform that spans fundamental research, product reports, and internal policy development, and clinical application. documents. This laboratory was inaugurated in July 2020 and led Primary data collected through by a research university in Hangzhou, Zhejiang a 91-min semi-structuredOIL2 Province. This laboratory actively promotes the interviews with key construction of an innovative scientific hub. Through

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)

commenced in 2018, the first faculty members werehired during the 2020-2021 academic year, and the first cohort of students arrived in Fall 2021.Those students are expected to graduate at the end of the current academic year. The human-centered engineering program started from a desire to have an integrated sciencecurriculum, noticing that funding agencies were increasingly supportive in the areas of energy,environment, and health. By combining integrated science with Boston College's mission toserve the common good, the faculty arrived at a desired program of “integrated science inaction,” or, in a word, engineering. The engineering program is housed within Boston College'sMorrissey College of Arts and Sciences, meaning the resulting curriculum

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mahdi Agheli, Worcester Polytechnic Institute; Gregory C. Lewin, Worcester Polytechnic Institute; Andre Rosendo, Worcester Polytechnic Institute; Vincent A Aloi, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

theirproject-based and lab-heavy nature, demands a robust foundation in programming. This aspect ofthe curriculum is not merely about teaching programming as a skill; it is integrally woven into thefabric of the learning process, enabling students to apply these skills in real-world scenarios,thereby preparing them for the complex challenges of the robotics field.Understanding the significance of programming in robotics, the RBE curriculum strategicallyincorporates 1 unit, equivalent to three courses, in computer science, ensuring that students arewell-equipped with the necessary computational tools and techniques. These foundationalcourses set the stage for more advanced exploration and application in subsequent RBE courses.However, unlike many

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kushal Adhikari, Juniata College

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48410”Living” Engineering Laboratory: Enhancing Undergraduate Learning ThroughPlace-Based Education and Lab-Scale Engineering ModelsDr. Kushal Adhikari, Juniata College Dr. Adhikari currently serves as an Assistant Professor of Civil & Environmental Engineering at Juniata College and brings in his teaching experience from Cal Poly Humboldt and Texas Tech University. Dr. Adhikari strongly believes in experential learning and strives to create research opportunities for students while creating an impact on human lives and society. His research interest lies in integrating sustainability dimensions into

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)

itdifficult to offer an integrated curriculum.”One answer to this siloing of academics is the creation of interdisciplinary majors that span awide range of disciplines, such as Science, Technology, and Society (STS), which often bringstogether faculty research and teaching interests from vastly different disciplines and areas ofexpertise. As a field that traces its historical roots to roughly the mid-twentieth century, STSquite famously synthesizes, on the one hand, philosophical and theoretical approaches totechnoscience’s complex roles played in human cultures and societies with, on the other hand,rigorous hands-on applications of science and engineering methods and practices. In this context,STS represents a strong example of an inherently

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)

functionsthat facilitate comprehensive control and feedback from the robot.Using these blocks specific to MBot in conjunction with the Scratch default set of blocks, userscan create complex programs that manage robot behaviors and interactions within itsenvironment. This combination enhances not only the educational experience by making roboticsmore accessible but also the capabilities of developers without a thorough programmingexperience exploring robotics. An illustration of a program using the MBot Scratch Extension isshown in Figure 3.5 Curriculum Case StudiesTo demonstrate the effectiveness of the educational tools described in the previous section, wedescribe case studies consisting of courses developed at the University of Michigan which

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)

Engineering in Innovation and Development and in 2019, the Industrial and Systems Engineering direction was added. Based on this trajectory, an educational channel was created in which academic topics, vocational guidance, and university promotion, among others, upload. He is currently part of a group of research professors in educational innovation, allowing him to publish in SCOPUS conferences.Mr. Jorge A. Gonzalez-Mendivil, Tecnol´ogico de Monterrey Master in Sciences with an speciality in Quality Systems and Industrial and Systems Engineer by ITESM in Mexico, twenty years of experience in engineering education, several projects in innovation of engineering education such as the use of 3D virtual ambIng. Luis Horacio

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)

represents a forward-thinking initiative that not only advances technical educationin robotics but also contributes to global collaboration, innovation, and societal well-being, layingthe groundwork for future developments in robotics and human-robot interaction.3 Interdisciplinary TECHIN599: HRI in Tokyo Course Description and StructureThe curriculum for the TECHIN599: HRI in Tokyo course was co-designed and developed withfaculty at Shibaura Institute of Technology (Tokyo, Japan) and the University of Washington(Seattle, WA) . To our knowledge this is the first global, multi-institutional, course inHuman-Robot Interaction. The course integrated human-centered design, technology, andbusiness themes in applied robotics projects for an

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)

Paper ID #45977BOARD # 195: STEM Education for K-12 and First-Year College Students:Gummy as a Pressure SensorProf. Tao Zhou, Pennsylvania State University Dr. Tao Zhou is an Assistant Professor in the Engineering Science and Mechanics Department and the Biomedical Engineering Department at Pennsylvania State University. He is also affiliated with the Center for Neural Engineering, the Materials Research Institute, and the Huck Institutes of the Life Sciences at Pennsylvania State University. He obtained his B.S. and M.S. at Tsinghua University, and his Ph.D. at Harvard University. He also worked as a postdoc associate at

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) 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)

Paper ID #48223Assessing the Impact of Makerspace Workshops on Breaking Academic SilosThrough Cross-Disciplinary CollaborationMitra Varun Anand, Worcester Polytechnic Institute Mitra Anand serves as the Director of Makerspaces and Innovation Studio, in addition to being an Adjunct Faculty of Mechanical Engineering at Worcester Polytechnic Institute. Anand’s research interests lie in combining hands-on Maker skills with an entrepreneurial mindset and value creation, aiming to develop practical solutions for real-world problems. He is enthusiastic about innovation in engineering education, design thinking, prototyping

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)

Paper ID #46825Analyzing the Impact of Two Co-Curricular Undergraduate Experiential LearningPrograms on STEM Students’ Career ReadinessDr. Rea Lavi, Massachusetts Institute of Technology Dr. Rea Lavi is Digital Education Lecturer and Curriculum Designer with the Dept. of Aeronautics and Astronautics in the School of Engineering at MIT, where he leads the integration of cutting-edge technologies such as virtual reality and generative A.I. into residential education. He is also Lecturer and Curriculum Designer for the New Engineering Education Program (NEET) in the same school, for which he teaches a first-year problem