Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute; Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Gillian Smith; Ruth McKeogh, Worcester Polytechnic Institute; Sarah Riddick, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

Paper ID #46444The IRB and Ethics Pedagogy for a Culture of Responsible ResearchDr. Yunus Do˘gan Telliel, Worcester Polytechnic Institute Yunus Do˘gan Telliel is an Assistant Professor of Anthropology at Worcester Polytechnic Institute. He is in the Humanities and Arts department and has collaborative faculty appointments in the Interactive Media and Game Development program and the Robotics Engineering department.Dr. Sarah E. Stanlick, Worcester Polytechnic Institute Dr. Stanlick is a faculty member at Worcester Polytechnic Institute and the Director of the first-year Great Problems Seminar program. She was the founding

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Resha Tejpaul, University of Minnesota ; Travis Henderson; Nicole Kennedy; Nikos Papanikolopoulos, University of Minnesota - Twin Cities

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Multidisciplinary Engineering Division (MULTI)

thedevelopment of evidence-based strategies for educational policy by gathering insights into theirobjectives for using Generative AI, their ethical considerations, such as concerns aboutmisinformation and policy ambiguities, and their recommendations for integrating Generative AIinto the curriculum. Understanding student behavior and perceptions is crucial; prior researchindicates that students predominantly maintain favorable attitudes toward applying Generative AIin academic contexts; however, they also raise valid concerns regarding accuracy and ethicaldilemmas. Our study offers quantitative insights into usage trends and qualitative perspectives onstudent recommendations, with a strong focus on a graduate-level STEM environment. Thefindings may

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

by AI has made AI literacy a crucial competency forindividual development, turning its cultivation into a “human issue [3].” This need isparticularly urgent for higher education students [4], as industries worldwide require top talentswith AI literacy to drive the intelligent transformation of business processes and products,while making trustworthy and ethical decisions [5]. In response, students are calling for AIliteracy to be integrated into their higher education curricula to better prepare for the challengesof the intelligent era and future careers. For instance, a survey on the use of generative AIamong undergraduates [6], found that students most commonly recommended offering relevantcourses and lectures, with a particular focus on

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Scott F. Kiefer, York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

interests.Yargo Teixeira Gomes de Melo, York College of Pennsylvania ©American Society for Engineering Education, 2025 Reflections on Artificial Intelligence use in Engineering CoursesChatGPT was launched on November 30, 2022, by the San Francisco-based artificial intelligence(AI) provider, OpenAI. Within a year, this tool has been widely adopted for tasks such as writingpapers, solving engineering problems, programming, and much more. This paper explores thegrowing use of AI by college students and faculty. By embracing OpenAI and similar tools, weaim to demonstrate how these technologies can be used effectively and ethically. We specificallyexamine how AI has been

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)

critical thinking and effort. Finally, some responses, about 10%, also reflectedcuriosity and apprehension about AI's future impact and while some saw it as a "fast-growingand multifaceted tool" with "limitless potential," others expressed concerns about its rapiddevelopment, potential misuse, and ethical implications. Notably, a few students mentioned fearsabout AI replacing human jobs or concentrating power and wealth.Question 2: Which AI tools or websites do you use most often?ChatGPT and Grammarly are the most commonly used AI tools among participants, with 75%and 65% of respondents, respectively, reporting regular usage. These tools were often mentionedtogether, with 57% of participants highlighting their combined use for academic and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and social awareness, preparing them to design solutions with broader societal and ethical implications. Pedagogical Primarily lecture-based with limited Combines immersive learning, problem-based Approach experiential learning or learning (PBL), and interdisciplinary projects. interdisciplinary engagement. Students engage in iterative co-design and reflective exercises, bridging the gap between

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)

and engineering, thermo-fluids engineering, and microfluidic technology. ©American Society for Engineering Education, 2025Assessing the Impact of Makerspace Workshops on Breaking Academic SilosThrough Cross-Disciplinary CollaborationI. IntroductionAs the world confronts increasingly complex global challenges from climate change and publichealth crises to rapid technological advancements, academic institutions worldwide arerecognizing that preparing future engineers requires more than traditional, siloed curricula [1],[2]. Contemporary engineers must possess an expanded skill set that combines deep technicalexpertise with strong communication, ethical reasoning, and collaboration skills, enabling themto address

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., The Pennsylvania State University; Glen Roderic Coates, Pennsylvania State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-intensive course simultaneously meets the general education requirementsof the institution for critical thinking, communication, teamwork, and personal ethics, while alsois flagged as ‘writing intensive’ in some way, likely allowing the course to be substituted fortraditional or literature-based academic writing courses. Comparing and coding degree maps forMechanical Engineering (ME) across institutions yielded four discrete pathways for teachingengineering communication. (1) General Education, English, or (rarely) Communication courses were found to be a common 2-course sequence with varying titles like First-year Seminar; College Writing, Composition, or Rhetoric. All schools with some form external-to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nikhil Satyala, University of Nebraska - Lincoln; Rachael Wagner, University of Nebraska - Lincoln; Tareq A Daher, University of Nebraska - Lincoln; Carl A. Nelson P.E., University of Nebraska - Lincoln; Mark R. Riley, University of Nebraska - Lincoln; Raycelle C. C. Garcia, University of Nebraska - Lincoln

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Multidisciplinary Engineering Division (MULTI)

Engineering graduates will: • Have established successful careers in robotics, automation, or related fields, demonstrating their ability to apply principles of robotics engineering to responsibly solve complex problems. • Engage in continuous learning and professional development to stay abreast of advancements in robotics and emerging technologies. • Demonstrate leadership, ethical conduct, and effective communication in multidisciplinary teams, contributing to the progress of the robotics profession and society. • Contribute to the advancement of robotics and automation through innovation, research, or entrepreneurial endeavors, showcasing the ability to push the boundaries of knowledge and technology in

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and Historical Foundations” (CHF), (3) “Data and QuantitativeReasoning” (DQR), (4) “Engineering, Technology, and Society” (ETS), (5) “Literatures” (LIT),(6) “Natural and Physical Sciences” (NPS), (7) “Social Analysis, Politics, and Ethics” (SPE), and(8) “World Languages” (WOL). Although engineering faculty could contribute to anyperspective, their courses typically fall within the ETS perspective. As Union College increases 3the offerings within this new general education curriculum, all students will need to take coursesfrom all eight “Perspectives.” This inclusion of engineering within Union’s general educationcurriculum is a step toward both creating a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

“general” engineering) provides opportunities and risks. Forexample, program graduates may be—or may be perceived to be—better able to fulfill the ABETstudent outcome B5, “…understand ethical and professional responsibilities and the impact oftechnical and/or scientific solutions in global, economic, environmental, and societal contexts”yet less able to fulfill outcome B1, “…applying knowledge of mathematics and science and/ortechnical topics to areas relevant to the discipline”. The first cohort of students in the programare currently in their fourth year of study. In this paper, the author (who is external to the institution being studied) will firstoverview the department’s curriculum and compare it to the most relevant peer programs

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)

certifies whethereducational programs adhere to established quality standards. Beyond serving as a qualityassurance mechanism, accreditation fosters continuous improvement, requiring institutions toregularly assess and enhance their programs. This cyclical process benefits students,institutions, and employers by ensuring the development of competencies that meet theexpectations of a competitive, globalized workforce [11], [12].In the context of engineering education, accreditation plays a pivotal role in ensuring thatgraduates possess the skills, knowledge, and ethical foundations required for professionalpractice. Programs accredited by bodies such as ABET are subject to rigorous scrutiny, withcriteria encompassing faculty credentials, curriculum

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Daniel D. Burkey, University of Connecticut; Shareen Hertel, University of Connecticut

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

reminding the students inmechanical engineering that these were also important expectations and that theseshould be considered throughout the project to maintain the ethical integrity of our work.Lesson 3: The Role of Finite Element Analysis and review of material propertiesFinite Element Analysis (FEA) and a careful review of material properties proved to beboth an invaluable source of information as well as grounds for potential delays.Students discovered that FEA is essential for validating structural and material choicesbut also discovered that its complexity can sometimes result in delays that affect theproject's timeline. However, the accuracy and reliability of FEA ensured that the finalproduct met design criteria despite the considerable

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Keiser University; Robin Y Cash, Ford Motor Company

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, applying engineering principles to analyze, design, and implement creative solutions to real-world challenges using modern tools and technologies.Goal #2 – Students will collaborate effectively in multidisciplinary teams, foster a diverse andinclusive environment, and demonstrate professionalism and strong communication skills toconvey complex technical concepts to a wide range of audiences.Goal #3 – Students will drive technological innovation and transformative change with a strongcommitment to sustainability and ethical responsibility, addressing diverse user needs to benefitboth local and global communities. To achieve the above program goals, analysis of available data and institutional trends stronglyadvocate for a significant overhaul of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leia Stirling, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

dignity and respect, from our labmates to communities much different than our own. We need to ensure that our designs, programming, building, testing, and the function of our robots treat humans and human interactions with respect. • Enthusiastic outreach: Through our community interactions, we inspire positive change in the world, informing responsible policy and accurate understanding of robotics. • Integrity in action: Robotics has the leverage to shape our future, and it is important that we are honest, fair, and ethical, reporting our successes and failures as we create embodied intelligence.Our undergraduate curriculum supports students in establishing these values through specificlearning objectives

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and communicate thoseresults to others” [14].Data LiteracyGiese et al. proposed a data literacy framework for the purposes of engineering education thatfocused on statistical and programming competence as central components, as well as a thirdpillar to address ethical issues in terms of “transparency and awareness”[15]. However, the scopeof this framework does not align with this course redesign because (1) this course does not havea programming component, and (2) the “transparence and awareness” component of thisframework doesn’t address the competencies needed to productively work with, contextualize, orcommunicate with data to multiple audiences. As a result, the authors looked beyond theengineering education literature to other

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

; Winkler, T. (2020). Value-based engineering for ethics by design. arXivpreprint arXiv:2004.13676.Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach toimproving students' learning performance in science courses. Computers & education, 63, 43-51.Wachter-Boettcher, S. (2017). Technically wrong: Sexist apps, biased algorithms, and otherthreats of toxic tech. WW Norton & Company.Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: Areview of educational games. Human Behavior and Emerging Technologies, 2(2), 186-195.

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

project planning as described by the authors in Figure 8. As it is achallenging task in project management, students scheduled their laboratory meetings aroundtheir full-time course work in both Fall and Spring semesters. By using a Gantt chart, their timemanagement approach allowed them to stay current on their tasks and to keep track of delegatedwork within the members. Transferable soft skills that students developed during this projectincluded communication, work ethic, and leadership. One important aspect of this project designwas the interdisciplinary approach where engineering students worked closely with biologyfaculty and students, and vice versa. A sample post project reflective questionnaire and students’responses about the

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

but also societal, ethical, and business considerations in robotics. The interdisciplinary approach helped students develop a holistic view of robotics and its applications, preparing them for leadership roles in robotics research and development. In several interviews conducted with development engineers responsible for creation and development of HRI models at several companies, most indicated that they had not been formally trained in interaction design or other related fields, and instead tended to use their personal judgment when developing interaction models. 5. Educational Model for Other Institutions: The curricular design, including the integration of HRI, interdisciplinary learning, and

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

introduced to both teamwork and CATME as they work on a semester-long team-based design project. The fall curriculum for English is individually based, equipping studentswith composition skills necessary for academic English, including writing with specificity forclarity and credibility, integrating sources, paragraphing, connecting sentences and sections, andrevising. These skills are taught in the context of individual assignments designed to support theadvising curriculum about why they chose University X, what kind of engineer they mightbecome, and how to work through ethical dilemmas.During the spring semester, both classes work extensively in the context of a three-person teamfor both classes. In the ENGR YYY class, students sit with their