Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

François Michaud, Universite de Sherbrooke; Élise Richard-Bédard, Universite de Sherbrooke; Nicolas Quaegebeur, Universite de Sherbrooke; François Ferland, Université de Sherbrooke; Audrey Boucher-Genesse, Universite de Sherbrooke; Marc-André Cyr, Universite de Sherbrooke

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Multidisciplinary Engineering Division (MULTI)

Paper ID #47606Problem-Based and Project-Based Robotics Engineering Program: An IntegratedApproachDr. Franc¸ois Michaud, Universite de Sherbrooke Franc¸ois Michaud, Ph.D., is an engineer and full professor in the Department of Electrical and Computer Engineering at the Universit´e de Sherbrooke, in Qu´ebec Canada. He is the founding director of the Bachelor of Robotics Engineering Program (2017 - 2022) at the Universit´e de Sherbrooke, the first and only one in Canada. He is also a co-founder of Robotique FIRST Quebec (2010 - ).´Elise Richard-B´edard, Universite de Sherbrooke ´ Elise Richard-B´edard is an engineer and

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)

Paper ID #47613Bridging the Gap: A Project-Based Approach to Robotics Programming forFirst-Year Robotics Engineering StudentsMahdi Agheli, Worcester Polytechnic Institute Mahdi Agheli is an Associate Teaching Professor and the chair of the Curriculum Committee with the Robotics Engineering Department at Worcester Polytechnic Institute.Gregory C. Lewin, Worcester Polytechnic Institute Dr. Lewin is an Associate Teaching Professor of Robotics Engineering at WPI.Andre Rosendo, Worcester Polytechnic Institute Andre Rosendo is an Assistant Teaching Professor with the Robotics Engineering Department at Worcester Polytechnic

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)

25 engineering students. While the upward trend in enrollment is promising, laboratories and facilities essential for hands-on learning must be expanded and improved, and thus, a "living" engineering laboratory was proposed. This project aims to integrate experiential learning into core engineering courses, aligning with ABET standards. The envisioned outcome is two-fold: first, to enhance the educational experience for students by providing them with practical and real-world learning opportunities within their core courses; second, this initiative aims to align Juniata’s engineering program with criteria set by ABET. This paper will provide an overview of the living engineering laboratory and details of some recent

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48161A Year of IDPro: Lessons LearnedMr. Benjamin Edward Chaback, Virginia Polytechnic Institute and State University Benjamin (Ben) Chaback is a Ph.D. student in engineering education at Virginia Tech. He uses modeling and systems architecture to investigate undergraduate engineering education and is working towards creating sustainable systems for student success. Ben is a member of the American Society for Engineering Education, the Council on Undergraduate Research and is a facilitator for the Safe Zone Project and the Center for the Improvement of Mentored Experiences in Research. He is passionate about

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)

,scholars have explored ways to improve disciplinary integration. Educationalapproaches in this domain frequently adopt Problem-Based Learning (PBL) andProject-Based Learning (PjBL). PBL engages students with carefully designedreal-world problems, encouraging them to investigate and analyze these issues(Barrows et al., 1980). Similarly, PjBL presents students with open-ended andcomplex real-world challenges, fostering innovation and collaboration (Brundiers etal., 2010). Other areas of interest include designing interdisciplinary curricula,implementing practice-based learning projects, and developing methods to evaluateinterdisciplinary outcomes.Interdisciplinary engineering education aims to cultivatekey competencies, including technical expertise

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)

off grid solar powered systems. ©American Society for Engineering Education, 2025 Design of An Optical Sensing System in Near-Ultraviolet (UV) Spectrum to Detect Environmental Surface Contamination AbstractThis paper presents a multidisciplinary research project to develop an optical sensing system basedon hybrid Ultraviolet-Visible (UV-VIS) spectrum image fusion algorithms that can contribute tothe technical advances for the automated Ultraviolet Disinfection (UVD) mobile systems. Theobjectives of the proposed research were twofold: 1) To establish a collaborative project betweenthe Departments of Engineering and Biology to provide training and mentoring

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 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

robotics curriculum toprepare students for the many robotics industry positions and research careers that utilize thismiddleware [5]. Learning ROS can at times be non-intuitive and overwhelming for students[1].Limited online resources exist to help students learn ROS asynchronously[6], and none havestudied how students perceived self-efficacy in tackling future robotics project challenges.Asynchronous tutorials help students learn material that would take too much time to step throughin class, enhancing the principles taught. They can help students troubleshoot specific issues theyrun into, allow students to go at their own pace, and allow flexibility in how students approachdifferent challenges. In this Introduction to Robotics course, over three

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)

interviews, we provide a nuanced perspective on how even brief,peer-led makerspace experiences can shape cross-disciplinary project impetus and skill transfer.Our mixed-methods approach thus seeks to (1) analyze workshop attendance and makerspaceusage patterns across different academic majors, (2) measure item-level changes in students’interdisciplinary perceptions, and (3) explore, via qualitative analysis, the mechanisms by whichthese workshops promote “future-ready” competencies. Ultimately, we offer evidence-basedrecommendations for integrating peer-led makerspace programming into broader engineeringreforms aimed at producing engineers equipped with both technical depth and cross-disciplinaryagility.II. Literature ReviewA. The Imperative for

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

gap in STEM without considering race will inevitably leave many of the most marginalized women behind. The intersection of race, gender, and socioeconomic status even further uniquely intensifies these barriers, compounding systemic disadvantages and creating distinct challenges not experienced by females from more privileged economic backgrounds. Empowering marginalized commu- nities necessitates systemic efforts to expose young girls of color to STEM education in environments that affirm their identities and foster sustained engagement. This study introduces the Affirmation Wheel, a pedagogical project activity, designed to teach girls key STEM concepts across

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)

students’needs and aspirations as well as to explore experiential learning approaches to ethics trainingacross the curriculum. As part of our collaborative work, we developed a pedagogicalframework that approaches the IRB as a learning opportunity that is meaningful andtransformative. This framework addresses two major challenges each of us has encountered in ourundergraduate project advising: cultivating researcher identity and human impacts of research: 1. The first challenge is the tendency among students to shy away from building a strong sense of researcher identity in student projects that have research components. Whether involving ‘human subjects’ or not, most of our students often assume that research is a discovery of

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)

advanced electrochemical, optical, and MEMS devices. A champion of diversity and equity in engineering education, Dr. Yung has designed innovative curricula that integrate project-based learning, hands-on activities, and peer collaboration. He is a strong advocate for incorporating disability perspectives in biomedical engineering, aiming to train a generation of engineers who are equipped to tackle accessibility challenges in healthcare technology. Dr. Yung’s commitment to STEM outreach is evidenced by his extensive work with underrepresented K-12 students in Central New York. Through various programs, including those at La Casita Cultural Center and local schools, he has fostered a love for science and engineering in

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)

Devices, Capstone-style Launch Projects, and Robotics (Mobility, Navigation, and Manipulation) with a focus on Human Robot Interaction (HRI).Kyle Toshiro Brown, University of Washington ©American Society for Engineering Education, 2025 Bridging Cultures and Advancing Robotics: A Joint Program on Human-Robot Interaction Through Multicultural, Interdisciplinary Learning Feng Chen, Kyle T. Brown, Midori Sugaya, and John G. Raiti Shibaura Institute of Technology and University of Washington1 AbstractJapan is one of the leaders in the world in the field of robotics. They are strong in many sectors ofrobotics including: space

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

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Multidisciplinary Engineering Division (MULTI)

Practicum”course at the University of Utah, which includes a multidisciplinary approach to project-basedteaching and learning [6]. Some have looked to smaller-scale solutions, creating interdisciplinarymodules for existing courses, while others have taken a wider approach of redesigning thecurriculum [7]. But as Potter et al. [8] note, the implementation of interdisciplinary education iscomplex and will be unique to an institution: “Issues around faculty teaching loads, researchexpectations, course ownership, dual course listings[,] and the siloed nature of facultydepartments have allowed for the development of separate, unique departmental cultures andhave created artificial walls dividing the disciplines on most university campuses and making

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi, Marian University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

thestatics material easier to understand, e.g., studying worked examples [3], performing hands-on inclass activities, and keeping students involved in the learning process [4], having a visualrepresentation of the completed student work [5], doing a series of projects combining differentlearning strategies [6], and using software [7, 8]. 1In this study, we examine two groups, a “passive” and an “active” with 20 and 18 students,respectively. “Passive” refers to the control group where teaching is based traditionally on justlectures and where quizzes and tests are used to check student progress. “Active” refers to thegroup that was taught by the same instructor exactly the same material as the “passive

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)

ostensibly separate courses; • teaching a very high proportion of the technical content of the degree ‘in-house’ by the engineering department, as opposed to by mathematics and science departments; and • requiring a deep liberal arts core alongside an extensively project-based technical core. The current student population consists of approximately 25 students in the first cohort andapproximately 50 students in each of the subsequent cohorts [3]. At the time of this paper’s datacollection, there were 10 full time faculty in the department, two at the full professor rank, one atassociate rank, and seven at assistant rank. Seven of the faculty members were tenured or tenuretrack, and the other three were non-tenure track professors of

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

disciplinaryboundaries and to integrate expertise [8], [9], [10]. Moreover, historical biases, both consciousand unconscious, have rendered the STEM community less diverse than the surrounding world,which, among other challenges, limits the potential for innovation.Pedagogical approaches to teach transferable skills exhibit a high degree of variability thatranges from offering stand-alone courses that are discipline specific to internships and capstoneprojects [11]. Few institutions have embraced innovative methods to prepare students toconstruct their own knowledge, cross disciplinary boundaries and use their learning to make animpact in the world. Notable examples are the Olin College of Engineering, who emphasizesmultidisciplinary, experiential, project

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)

traditional role of teaching and administering a modest graduate research program. At Trine University, a small private school in Angola, Indiana, he focused on undergraduate education while teaching ten different courses ranging from introductory freshman courses to senior capstone. Scott also served as an advisor to many different undergraduate research projects. He then moved on to Michigan State University and took a position as a teaching specialist concentrating on undergraduate classroom instruction. Scott finally settled at York College of Pennsylvania. He has been at York College for over ten years and feels as if he has found a place where the focus on teaching and students aligns well with his background and

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)

to building morevalue in what they do. We share practical strategies for an engineering podcast with the goal ofempowering more engineering faculty to explore this emerging communication medium.IntroductionFor years, internal and external programs have provided support for faculty to develop educationalinnovations to benefit engineering students in the classroom [1]. Common dissemination methodsfor these types of projects include news articles, internal lunch and learn workshops, and educationconference papers. However, there is still room to further disseminate these impactful projects toa wider audience to allow for educational innovation “at scale”. We asked: Outside of facultycommunities of practice, how do educational innovations spread

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)

optimize 2. To use AI tools for text 2. To select appropriate AI algorithm code. analysis, social simulation, tools to solve problems in the Learning 3. To deploy and apply open- etc. humanities field. Objectives source AI algorithms. 3. To understand the 3. To understand the 4. To apply AI technology for application of AI in social application of AI in innovative activities in science research. humanities research. engineering projects. 67.5% for theoretical exam

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Gharib, Texas A&M University; Joshua A Jalomo, Texas A&M University; Gabriel Tijerina, Texas A&M University

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Multidisciplinary Engineering Division (MULTI)

were removed from battery-operated screwdrivers. The motivation behind this projectwas to make a simple yet effective robot to mass produce and lend to engineering students so theycan program them and use them in their projects/classes/competitions. This project proves thatthere is a demand in the educational field to learn and participate in programming mobile robotsto the extent of using any components available.In the work of [8], the authors designed and 3D printed a small line following a mobile robot thatuses low-cost electronic components like servo motors and an Arduino Uno. The robots usesensors to detect a line and follow it to the end of the path. The robot's structure was 3D printed,making it small and very limited in its

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)

infrastructure related systems for important tasks such astraffic management (smart signals) and power distribution (smart grids). As a result, theimportance of teaching IoT related concepts and technology to students in computer science,electrical engineering, computer engineering and other relevant STEM education programscontinues to increase. As graduates from these programs enter the workforce they will requireknowledge of sensing devices, communication technologies, and control techniques tosuccessfully meet an ever-increasing demand for the design and support of IoT related systems[1, 4, 15].An ongoing project at Texas A&M University-Kingsville and Texas A&M University-CorpusChristi, both Hispanic Serving Institutions, has focused on

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

Tagged Topics

Diversity

Tagged Divisions

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 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)

Teaching and Learning of STEMAbstractModern engineering, in solving society's pressing problems, requires collaboration. In addition toemploying multi-disciplinary teams of engineers, the needs of a diverse set of stakeholders alsomust be considered. It is therefore essential that engineering students learn to value and considerdiverse perspectives on an engineering problem, realizing that there is not necessarily just oneright answer.The iSTEAM project has been addressing this need by creating and running a series ofworkshops for faculty that focus on invitational rhetoric in inclusive STEM teaching.Participating faculty engage with readings and videos, do gamified activities to make their ownclasses more inclusive, and meet weekly (over 5 weeks

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)

are used in project-basedundergraduate robotics courses at the University of Michigan: a first-year programming courseand a graduate robotics laboratory. We also describe a block-based visual programming interfacebased on the same framework and its use in a grade school context. Finally, we present lessonslearned in teaching undergraduate courses with real robots at different levels, and highlight futureopportunities for development in this area.1 IntroductionRobotics is growing rapidly in undergraduate education, with more institutions incorporatingrobotics in existing curricula, adding robotics concentrations, or introducing roboticsmajors [1, 2]. This rise in popularity creates a renewed demand for technology in the classroom togive

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

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)

Paper ID #47912Crafty Engineers: Undergraduate Engineering Students’ Perspectives on theRelationship Between their Crafting And Engineering PracticesSarah Kaczynski, Tufts UniversityG. R. Marvez, Tufts Center for Engineering Education and Outreach Marvez is a PhD student in the joint STEM Education and Cognitive Sciences program at Tufts University interested in games, language, and controversial discussions. In past research projects, they have worked on the development of virtual simulations for teachers to practice leading controversial discussions. They are interested in ways to prepare teachers to facilitate controversial

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)

Constructivism and Mental Models theory, he examines collaborative approaches to systems thinking. As part of his research assistantship, he contributes to projects aimed at improving doctoral engineering student retention, advisor relationships, and laboratory transitions, enhancing graduate student success and academic experiences.Maxell Lumbera, Purdue University at West Lafayette (COE) Maxell Lumbera is a PhD student at the School of Engineering Education at Purdue University. He holds a Master’s and Bachelor’s degrees in Civil Engineering from the Institute of Civil Engineering, University of the Philippines Diliman. His current research focuses on engineering instructors’ experiences in implementing pedagogies in their

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azar Panah, The George Washington University; Chelsea Hendrus, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, fostering public understanding and appreciation of physics. This project demonstratesthe educational potential of combining aesthetics with engineering principles, creating accessiblepathways for learning. The first TGFM, Chaosmosis: Assigning Rhythm to the Turbulent,premiered in 2023 at the National Academy of Sciences museum in Washington, DC. Ittransformed fluid dynamics into an interactive and immersive experience through photographs,videos, sculptures, and sound installations. These works, created by both scientists and artists,challenge conventional teaching methods by sparking curiosity and encouraging interdisciplinarythinking. The second TGFM, Spiraling Upwards, was showcased at the Leonardo Museum in SaltLake City, UT, in 2024. The

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)

University of Athens in 2007. Shortly thereafter she moved to the United States to pursue graduate studies at the University of Florida. She graduated with a M.S. in CE in 2009 and a Ph.D. in 2012. Dr. Michalaka is passionate about teaching in college and K-12 levels and conducting research in both transportation engineering, focused on traffic operations, congestion pricing, and traffic simulation, and engineering education. In 2020, she also obtained a Master of Science in Project Management from The Citadel. ©American Society for Engineering Education, 2025 Generative Artificial Intelligence for Enhanced Engineering Education; Strengths, Challenges and ValidationPooya Niksiar