Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Candido Cabo, New York City College of Technology

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Multidisciplinary Engineering

Paper ID #11223Strategies to Integrate Writing in Problem-Solving Courses: Promoting Learn-ing Transfer in an Interdisciplinary ContextDr. Reneta Davina Lansiquot, New York City College of Technology Reneta D. Lansiquot is an Associate Professor and Program Director, Bachelor of Science in Profes- sional and Technical Writing, as well as the Assistant Director of the Honors Scholars Program at New York City College of Technology. Dr. Lansiquot earned an A.A.S. in Computer Information Systems, a B.Tech in Computer Systems at the New York City College of Technology, City University of New York, a M.S. in Integrated Digital

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University-Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville

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Multidisciplinary Engineering

. Page 26.992.1 c American Society for Engineering Education, 2015 Integrating Research in Sustainable Energy and the Environment across Disciplines through a NSF funded REU SiteAbstract:This REU Site supported by the National Science Foundation's Division of EngineeringEducation and Centers is designed to develop and implement a model environment formultidisciplinary collaborative efforts where research and education are tightly integrated aroundthe different facets of energy research. It seeks to provide an impactful summer researchexperience in the emerging field of sustainable energy and expand research opportunities forunderrepresented students. The program is structured to teach students how

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Tanya Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

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Multidisciplinary Engineering

with computational simulation in the classroom, we extendpractices in curriculum development to propose an integration method that will assist faculty ineffectively incorporating research-grade simulations into their existing courses.IntroductionNanotechnology is a rapidly growing area of research1, therefore training students to understandatomic level principles and have the skills necessary to work in nanotechnology-related projectsis critical in all fields of engineering and part of a multidisciplinary engineering education2. Yet,the growing body of research related to nanotechnology education has consistently found thatstudents struggle with concepts at the nano-scale3–6. Simulation tools developed for research canprovide deep insight into

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

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Multidisciplinary Engineering

Paper ID #13550Multidisciplinary Vertically Integrated Teams Working on Grand ChallengesMs. Magdalini Z Lagoudas, Texas A&M University Magda Lagoudas, Executive Director for Industry and Nonprofit Partnerships, Dwight Look College of Engineering, Texas A&M University. Mrs. Lagoudas holds a BS and MS in Mechanical Engineering. She worked for the State of New York and industry before joining Texas A&M University in 1993. Since then, she developed and taught courses in the Departments of Mechanical Engineering and Engineering Technology. In 2001, she joined the Spacecraft Technology Center as an Assistant

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College; Donald George Pratt, Messiah College

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Multidisciplinary Engineering

in the engineering curriculum for an electric circuitcourse that combines both analog and digital circuits, this section addresses related literature inthe field of engineering education. A number of recent papers address improved methods ofinstruction for a course on electric circuits. Skromme, et al. have described the latestdevelopments of a computer-based tutorial program involving a step-based approach to assiststudents in the learning key concepts of circuit analysis, resulting in significant gains for studentsover doing conventional textbook problems.3 Morrow recently reported on experience withimplementing a blended-learning model involving more active learning, technology-enhancedexercises for an electric circuit course, resulting

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

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Multidisciplinary Engineering

Elective Liberal Arts Core 4 Design (LCA) Design 6 Figure 1: Schematic illustrating the engineering curriculum [5].All students within the program are required to take courses in engineering science (statics anddynamics, thermal fluids, mechanics and materials, circuits and instrumentation, and systems analysis),engineering design, engineering management, and sustainability. Systems Analysis is the culminatingengineering science course in the curriculum, and as such, it builds off of all prior engineering sciencecoursework and integrates engineering design course knowledge through both qualitative andquantitative analysis of complex systems.The Systems Analysis course is innovative

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

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Multidisciplinary Engineering

engineering, electricalengineering, and computer science into the design of a pace car intended to assist a runner duringhis athletic training. In terms of technical goals, the car needed to follow any type of line onindoor and outdoor tracks and perform different workouts, such as steady-state runs or intervaltraining. To situate the line on the track, the research team used infrared reflectivephototransistors to design sensing and control algorithms. An Arduino microcontroller was usedto interact with the sensors, manage the electronics, and encode a Proportional-Integral-Derivative (PID) controller4.This research experience was a unique opportunity for the student during the summer before hisjunior year. In a small liberal arts college setting

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deanna H Matthews, Carnegie Mellon University; Kelly Klima, Carnegie Mellon University

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Multidisciplinary Engineering

23University of Michigan, Ann Arbor Varied Variety of classes with no sequenced curriculum 24University of Texas, Austin Environmental Science Institute Variety of classes with no sequenced curriculum   Page 26.786.3With this in mind, Carnegie Mellon University (CMU) has asked whether it would beworthwhile to create an interdisciplinary degree offering (undergraduate minor, undergraduatemajor, or graduate program) focusing on climate change. Before assessing whether changes maybe useful, we first

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ananda Mani Paudel, Colorado State University, Pueblo

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Multidisciplinary Engineering

professional endeavors. This Page 26.1309.2integration enabled the instructor to teach mechanical design in a single course starting frombasics of stress analysis to prototyping. 1. IntroductionDesign is one of the core competencies in the engineering curriculum and is an essential skill forany engineer. Translation of a design concept from paper to prototype is a crucial step inassessing the performance of a design, and use of prototyping as a part of design coursereinforces a student’s learning experience. This paper presents a study regarding the relevanceand effectiveness of the use of 3D printers1 in a junior level machine design course

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign; Princess Imoukhuede, University of Illinois, Urbana-Champaign

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Multidisciplinary Engineering

Assessing teaming skills and major identity through collaborative sophomore design projects across disciplinesAbstractCollaboration and student projects than span multiple departments are often seen as too difficultto pursue due to administrative, topical, or other logistics related barriers. This projectdemonstrates an approach at introducing true interdisciplinary design projects within asophomore level materials and energy balances courses in both Bioengineering and ChemicalEngineering programs at the University of Illinois at Urbana-Champaign. Engineering curriculahave been focused on integrating design in the freshman and senior years but often fail tointegrate projects into the sophomore and junior year courses. The study

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder

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focusing on humanitarian engineer- ing. In addition, she teaches STEP 1 and STEP 2 education courses through CU Teach Engineering, a new General Engineering Plus program specifically designed to prepare students to earn a secondary math or science teacher licensure through engineering. She manages and mentors graduate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineering digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE).Jaclyn L. Cunitz, University of Colorado Boulder Jaclyn L. Cunitz is an undergraduate student in the department of

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denia Djokic, University of California, Berkeley; Wil V. Srubar III, University of Colorado, Boulder

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Multidisciplinary Engineering

radioactive waste management, advanced nuclear fuel cycle systems, and nuclear security policy to energy science and technology, energy sustainability, engineering ethics, and engineering education. She is a national member of the American Nuclear Society and a founding member of Nuclear Pride.Prof. Wil V. Srubar III, University of Colorado Boulder Wil V. Srubar III is an assistant professor of civil, environmental, and architectural engineering at the University of Colorado Boulder. Prof. Srubar received his PhD in structural engineering and materials science from Stanford University in 2013. He received his bachelors degree in civil engineering and ar- chitectural history from Texas A&M University in 2006 and his

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Karl Olsen, Washington State University; Todd Beyreuther, Washington State University; Michael Wolcott, Washington State University; Tamara Laninga, University of Idaho

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Multidisciplinary Engineering

public involvement and social science theory in the CSS Department. Her research interests include community economic development, site selection for biofuels supply chains, the social acceptability of wood-based biofuels, and sustainable land use planning approaches. c American Society for Engineering Education, 2015 Interdisciplinary Design Course Structure: Lessons for Engineering  Instructors from a Capstone Design Course  Abstract This paper provides lessons learned from 6 years of developing and delivering an interdisciplinary undergraduate capstone and graduate course titled the Integrated Design Experience (IDX) at Washington State University and the University of Idaho. The

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford

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Multidisciplinary Engineering

question,estimating the scope of the project, writing an acceptable statement of work, completing theproject, and delivering results that could be readily disseminated.The undergraduate engineering curriculum at our institution has built-in project-basedcornerstone, sophomore, and senior capstone design courses. The master of engineering is a 30credit course-only program. By leveraging these two curricula, we developed a successfulmultidisciplinary modeling course where key learning outcomes strengthen student readiness toperform research. This paper describes the evolution of our overall strategy to overcomechallenges and put solutions in place. An overview of the course is presented in the context ofhow the pedagogy of student research has

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

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Multidisciplinary Engineering

Challenges was one of the first decisionswe made in revising this course. The Grand Challenges Scholars Program at FGCU had beenrecently approved, and an additional opportunity to further integrate the Grand Challenges intothe Engineering curriculum and promote the opportunity to encourage students to participate inthe scholars program was seen to be a positive. Furthermore, the Grand Challenges offered aplatform onto which almost any faculty across the College could integrate their areas of expertiseto the class. However, because we wanted the projects to remain student-driven, we didn’t wantto immediately present the Grand Challenges to the students and force their research into aspecific area. We wanted to regain the active learning component

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA

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Multidisciplinary Engineering

need for, and an ability to engage in life- 93.0% 2.9 long learning (j) a knowledge of contemporary issues 50.7% 3.9 (k) an ability to use the techniques, skills, and modern 93.0% 9.1 engineering tools necessary for engineering practiceConclusionThe skills gap both in the technical (“hard”) and professional (“soft”) skills is a reality of themodern science and engineering workforce, but collaboration of employers (industry orgovernmental agencies) with universities can lead to successful partnerships to design anddevelop curriculum that

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

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Multidisciplinary Engineering

pairedwith an upperclassman peer mentor, and have the option to continue the program through theirsecond, third, and fourth years, during which time they participate in the leadership developmentaspect of the program. Through six to eight specialized courses integrated into the engineeringcurriculum, including a culminating service learning capstone course, students learn that theessence of mentorship, leadership and innovation lies in the ability to communicate effectivelyand to apply critical thinking and reasoned problem-solving skills to any situation to producetangible and measurable results.IntroductionThe engineering curriculum at many schools focuses heavily on technical skills development.Curriculums are limited to a specific number of

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Macklin, University of Maryland, College Park; Kylie Goodell King, University of Maryland, College Park

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Multidisciplinary Engineering

American Society for Engineering Education, 2015 Twenty Years of Multidisciplinary Capstone Projects: Design, Implementation, and AssessmentIntroductionThe Quality Enhancement Systems and Teams (QUEST) Honors Program at the University ofMaryland unites undergraduate students with business, engineering, and science backgrounds inorder to promote a multidisciplinary, hands-on, learning experience. QUEST’s curriculumfocuses on quality management, process improvement, and system design. This curriculum isdelivered in the form of three required courses and two elective courses. The first programcourse introduces the concepts of innovation, design, and quality. Multidisciplinary teams workon a series of three projects

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago; Stephanie Tharp, University of Michigan

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Multidisciplinary Engineering

oral presentations and written documentation.While team-based product design is part of the curriculum, formal and sustained interaction withend users to inform the design process is an integral of the Interdisciplinary ProductDevelopment capstone courses. The department of Bioengineering is jointly within both theCollege of Engineering and the College of Medicine, which facilitates student exposure to a widevariety of clinical environments with medical faculty engagement. The course is sponsored byan industry partner, who, in conjunction with faculty, provides project statements that are ofstrategic business interest. For this reason, all students participate under a Non-DisclosureAgreement. The first semester focuses on early front-end

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Brian K. Johnson, University of Idaho, Moscow; D. Subbaram Naidu P.E., Idaho State University; Lawrence H Beaty; John F. Gardner, Boise State University; Indrajit Ray, Colorado State University; Katya L Le Blanc, Idaho National Laboratory; Michael Guryan, Idaho Regional Optical Network, Inc.

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Multidisciplinary Engineering

on the control system may make itnecessary to take over manual control.The automatic control system consists of a frequency sensor that feeds back through aproportional, integral, differential (PID) set of gains. Students can experiment with how differentgain values change the response of the grid to changes in load and generation. An objective is tooptimize the scoring metric by changes to the PID gains. The system of generation, loads, batterysystem and closed loop control is summarized in .With the automatic control engaged, the player takes on the strategic role, while maintaining asupervision of the operations of the microgrid, of deciding how to grow their operations byinvesting their points. Decisions include how much storage to buy

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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Multidisciplinary Engineering

are degreeprograms commonly offered at other institutions. Mathematics, physics, and chemistry were alsoincluded in the study to gain an understanding of curricular choice opportunity in non-engineering Science, Technology, Engineering and Math (STEM) disciplines.The “Choice Value” term was developed as a quantified representation of the aggregatecurricular choice opportunity within a given degree program, and is a function of total coursechoice opportunities, the proportion of degree credit hours that provide curricular choice, and thenumber of courses from which students may choose. Choice Values were determined using thepublished curriculum in the 2013-2014 university catalogs, as well as counts for the number ofindividual course options