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

Tagged Divisions

Multidisciplinary Engineering

conducted a needs assessment of the faculty, staff, and students. In this study,we investigate current course offerings and ask: 1) What did the lecturers expect students to learn, and what did the students actually learn? 2) How much of current climate related classes are overlaps of previous material as a) listed in the syllabus and b) perceived by students? 3) What do instructors self-report as being needed to manage these topics better?MethodsIn Fall 2014, we interviewed nine faculty members from five departments and two academicadvisors who participated in teaching or recruiting for climate related courses in engineering,architecture, policy, and social sciences. The faculty members ranged from mature lecturers(taught the class

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Engineering Education, 2015 From Catch-all to Clarity: Revising a First-Year, Multidisciplinary Introductory Course    I. Introduction and History of Florida Gulf Coast University  The National Resource Center for The First-Year Experience and Students in Transitiondescribes South Carolina’s University 101 course, which was first taught in 1972 as the impetusto improve educational

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

Tagged Divisions

Multidisciplinary Engineering

reading.Defining Multidisciplinary Project ScopesAfter 17 years of successful projects, QUEST began offering an elective course to involvestudents in the process of defining project scopes. In this course, students learn about bestpractices for written and verbal communication and practice having conversations about QUESTand sponsorship opportunities with program faculty and staff, each other, and alumni volunteers.Following this training, students are assigned to companies and manage the process of outreachand defining project scopes. They base ideas for project topics on past QUEST projects and casestudies provided through journals and online articles.Course deliverables include sample emails, scheduling and participating in site visits to clients,and

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO

Tagged Divisions

Multidisciplinary Engineering

how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to