Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Paper ID #22319Social Network Analysis: Peer Support and Peer Management in Multidisci-plinary, Vertically Integrated TeamsJ. Sonnenberg-Klein, Georgia Institute of Technology Assistant Director, Vertically Integrated Projects (VIP) Program, Georgia Institute of Technology; Doc- toral student in Education at Georgia State University, with a concentration in Research, Measurement and Statistics; Master of Education in Education Organization and Leadership, University of Illinois at Urbana-Champaign; Bachelor of Science in Engineering Physics, University of Illinois at Urbana- Champaign.Dr. Randal T. Abler, Georgia Institute

Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Pringle, Vantage College, University of British Columbia; Gabriel Potvin, University of British Columbia, Vancouver

Tagged Divisions

Multidisciplinary Engineering

had been produced by the students themselves.One of the final classes had the students revising their own reports in a workshop setting withinstructor and peer support. In this setting, common errors could be identified and corrected andshared with the whole class. The relative popularity of this particular activity may be reflective of the students’ motivationto improve their own writing to secure a higher grade. However, the grade weight attached toeach report (3% for the first draft and 2% for the second, for a total of 15% of the whole coursein term 1) is small. In fact, the instructors were somewhat surprised by the degree of dedicationto this revision process, given the low weight attached to each assignment. Anecdotally

Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, Minnesota State University Mankato, Iron Range Engineering; Elizabeth Pluskwik, Minnesota State University, Mankato / Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

, student andfaculty reflections and data received automatically by the game programs. Preliminary analysis ofstudent feedback and faculty reflections indicates increased learner motivation, enhanced reviewof technical content and an upbeat atmosphere to the classroom. Faculty reflections also notedthat the use of games that allow learners to answer the questions individually helped facultyidentify those students who had successfully mastered the concepts, which allowed the instructorto structure peer-to-peer active learning opportunities during class more effectively. Future workincludes analyzing test scores, and other measures of long-term retention of concepts. Overall,use of these gamification tools was found to be a significant addition to

Conference Session

Multidisciplinary Design I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Louise R Manfredi, Syracuse University; Bekir Kelceoglu, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

ideation was twofold: deter procrastination and encouragecomfort in writing and drawing in front of each other. These methods also encouraged mini-critiques as a way of further exploring each other’s ideas.The first was a simple brainstorm of potential areas of problem solving for their centraldesign question. Each team sat around a table covered on one large sheet of newsprint paper.The students were given 10 minutes to write out key words and thoughts. After 10 minutes,they moved clockwise to review, critique, and expand on the ideas written by their teammate. The process was repeated until all original thoughts had been thoroughly expandedupon. These was presented to the students as the catalyst for designing their solutions.Before they could

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Patrick E. Mantey, University of California, Santa Cruz; Stephen C. Petersen P.E., University of California, Santa Cruz; John F Vesecky, University of California, Santa Cruz

Tagged Divisions

Multidisciplinary Engineering

satisfies the Disciplinary Communication General Education requirement; thus, learnersmust have satisfied Entry Level Writing and Composition.PreparationThe first quarter of the sequence, normally taught in fall, is devoted to acclimating learners to theindustry management model. The quarter begins in a highly structured lecture format withdesignated class times and assigned (mock) project teams (discussed later in detail). Lecturetopics correspond to project framing activities which are applied to the mock project with clear,ordered deadlines and direct instructor feedback. Around week six, instructors begin thetransition to the role of facilitator while students self-assemble into capstone project teams. Atthis point, one lecture session per week

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Bergquist, California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

earthquake damageimages, coding and testing the machine-learning algorithm, to writing papers for and presentingat conferences. In addition, the unique nature of this project exposes students to a field andpossible career path they may not have encountered in their typical course of study. The authorsprovide a comprehensive discussion of the results of faculty and student surveys/ interviews andconclude by highlighting some of the greatest benefits of the multidisciplinary project. They alsopoint out lessons learned engaging in a project with a large scope, diverse experts (who havelimited knowledge of the partnering disciplines), and a number of undergraduate students whobegan as novices in their respective research area.Introduction:The

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Eleanor Leung, Minnesota State University, Mankato; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

, curiosity, retention and accessibility ofknowledge, value-creation, and other desired learning outcomes. Much of the recent adoption ofactive and collaborative learning, self-directed learning, problem-based and project-basedlearning (PBL), peer to peer learning, and other similar learning strategies are aimed atdeveloping innovative and entrepreneurial mindset skills, but they have been limited to CapstoneDesign courses. Our aim is to develop the entrepreneurial mindset much earlier in the studentengineers’ undergraduate education.The Iron Range Engineering program is entrepreneurial in nature, based on continuousimprovement, self-directed learning, and reflective practice. Our student engineers learn incontext, by applying technical engineering

Conference Session

Engineering in a Societal Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Reddy, University of San Diego; Gordon D Hoople, University of San Diego; Austin Choi-Fitzpatrick, University of San Diego; Michelle M. Camacho, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

formation as engineersand non-engineers work together. While we understand this study to be limited in scope, thefeedback provides preliminary evidence for collaborative research across disciplines and howprofessional skills are fostered in the classroom.IntroductionUndergraduate engineering students are often trained in disciplinary concepts and techniques oftheir specializations, but are rarely given opportunities to work with collaborators from differentdisciplines. In Gary Lee Downey’s words, the very educational processes “producing engineersas outcomes” [1] may neglect key professional skills that those engineers need.Skills that relate to collaborating with peers in different disciplines are increasingly necessary forpracticing engineers

Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ricardo Zaurin P.E., University of Central Florida

Tagged Divisions

Multidisciplinary Engineering

. Figure 3. IDEAS StagesAfter the proposal is approved, the groups start working in a literature review to develop a betterunderstanding about their research topic. The students then produce an abstract (Figure 3 b),which is submitted online by the deadline, to be peer reviewed by the course’s teachingassistants. The groups prepare their physical model(s) and experimental set-up (Figure 3 c) to betested according to their experiment design (Figure 3d). Once the laboratory results, handcalculations, and simulations are completed, the groups write and submit a paper according to theprovided template and guidelines (Figure 3f). The students also create a poster (examples areprovided) which is presented at the showcase along with the model(s), video(s