Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynal Albert, Tarleton State University

Tagged Divisions

Multidisciplinary Engineering

isolatedfrom the environment and preventing or minimizing its negative impact on the environment is amonumental task that has recently gained momentum. According to the EPA, sustainability is “tocreate and maintain conditions, under which humans and nature can exist in productive harmony,that permit fulfilling the social, economic, and other requirements of present and futuregenerations”(1). Sustainable engineering is a process of practicing engineering withoutcompromising on the quality of the environment. Sustainable engineering therefore utilizes amultidisciplinary approach of balancing social, economic, and environmental aspirationscombined with good practices of engineering design, thus closing the gap between technology andthe community(2). The

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Maria Barichello, University of Waterloo; Christopher Rennick, University of Waterloo; Erin Jobidon, University of Waterloo; Richard Li, University of Waterloo

Tagged Divisions

Multidisciplinary Engineering

foundthat team conflict is highly negatively correlated with team performance and team enjoyment incapstone design courses, with 1 in 4 students reporting that they experienced significant conflict,with the majority of cases consisting of conflict of a personal, or relationship, nature [1].In 2015, a series of teamwork training modules were developed by the Teamwork Clinic throughthe collaboration of various departments on campus [2]. Each of the six modules were designedto integrate seamlessly into courses with large or lengthy design projects, with the goal thatstudents apply what they learn directly to their team processes and team projects. This papercontinues to expand on work that has been published about the first four teamwork modules inthe

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fouad H. Fouad, University of Alabama at Birmingham; Paula Alvarez Pino; Andrew J. Sullivan, University of Alabama at Birmingham; Mona N. Fouad, University of Alabama at Birmingham

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

communities in our city through research, training, and communityengagement. The importance of involving undergraduate and graduate students in all stages ofthis work, as well as creating career opportunities for them, is emphasized.BackgroundUrban universities have an increasingly important role in the growth and development of citiesand their communities. According to the Coalition of Urban Serving Universities, in the pastquarter century urban universities have recognized the many challenges facing their cities andhave increased their engagement efforts to address pressing community issues [1]. In the processof expanding their community engagement, universities are providing opportunities to studentsto broaden their education, be involved in real

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adeel Khalid, Kennesaw State University; Tris Utschig, Kennesaw State University

Tagged Divisions

Multidisciplinary Engineering

. From this process, as ranked list was produced and the dean of the collegechose several ideas for to focus on, some of which are in the process of being implemented.After implementation began, a survey was conducted with faculty to explore their perceptionsabout the value of the town hall process. A large majority of respondents felt heard through thisprocess and would participate again in a future forum.KeywordsTown hall, Education Ideas, Retention, Student Success, interdisciplinary collaborationIntroductionThis paper extends on work published at the ASEE Southeast Section Conference in March of2020 [1]. The research project itself was inspired by the ASEE’s Interdivisional Town HallMeeting held at the National Conference in 2017 [2]. A

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Nelson, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Multidisciplinary Engineering

fundamental concept that is commonly taught in foundational engineering classes inthe “middle years” where students often struggle to find relevance [1], [2]. Instructors deliverlectures on the processing, production, storage and delivery of energy for industrial andhousehold purposes. There are discussions about the resources used to create energy and how tobetter use those resources. Sometimes engineering considerations of energy focus on quantitiesand numbers involving efficiency and costs. Energy continues to be one of those engineeringtopics that is siloed and discussed in isolation without a social, cultural, or environmentalcontext.The conceptualization of energy within a sociotechnical framework is critical for the formationof future

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Jill L. Roter, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Challenges and the engineering solutions that address them. It will alsoinclude insights gained from its design, development, and initial offering, and offerrecommendations for future work.IntroductionMany institutions across the United States, and internationally, have established an NAE GrandChallenges Scholars Program (GCSP), which aims to prepare engineering graduates not onlywith technical skills, but also with social skills and global awareness. Students in this programengage in various curricular, co-curricular, and extracurricular activities, all focused on anoverarching Grand Challenges theme, to help them achieve the following five competencies: (1)Talent competency; (2) Multidisciplinary competency; (3) Viable business

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

needs. American c Society for Engineering Education, 2020 Work in Progress: Integrating Writing throughout the Engineering CurriculumIntroductionCommunication skills continue to be a top ‘soft skill’ many employers consider weak, whileeducators believe engineering students possess strong communication skills upon graduation [1],[2]. In fact, in an ASME survey where 647 industry supervisors, 42 department heads, and 590early-career engineers responded to a question on mechanical engineering graduates strengthsand weaknesses, there was a discrepancy in how industry rated communication skills compare tothe other two groups [1]. Only 9% of the

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Zoe Loughmiller, Kansas State University

Tagged Divisions

Multidisciplinary Engineering

Work in Progress: Introducing negotiating skills in capstone courseIntroductionEmployers of 21st century engineering and technical students are looking for individuals who inaddition to their technical skills, also possess soft skills. Those soft skills include at a minimumcommunication, teamwork, and interpersonal skills. Several studies have recommendedrevisions to existing engineering and technical curriculums to incorporate soft skills [1-3]. Inaddition to industry professionals indicating a desire for increased soft skills in graduates,students also see the need for additional exposure while in school [4]. Because there is no formaldefinition of soft skills, it is necessary to determine for each

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Anne Rosewitz P.E., Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

she mentors 1-2 young undergraduates in the NSF REU program for 10 weeks, advocating and training for a graduate education. And for 4 years running now, she has made and demonstrated an Augmented Reality Sandbox for the annual summer science and engineering festival at WPI, TouchTomorrow.Dr. Katherine C. Chen, Worcester Polytechnic Institute Dr. Katherine C. Chen is the Executive Director of the STEM Education Center at Worcester Polytechnic Institute (WPI). Her degrees in Materials Science and Engineering are from Michigan State University and MIT. Her research interests include pre-college engineering education, teacher education, and equity in education. American

Conference Session

Mechatronics and Robotics II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James A. Mynderse, Lawrence Technological University; Nima Lotfi, Southern Illinois University, Edwardsville; Nikhil Bajaj, University of Pittsburgh; Vishesh Vikas, The University of Alabama; Michael A. Gennert, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

discipline focused onthe creation of smart and autonomous systems and processes in an integrated and interdisciplinaryfashion towards improving the quality of human lives. Despite the growing need for MREprofessionals and increasing numbers of undergraduate and graduate degree programs, this fielddoes not yet enjoy recognition as a distinct and identifiable discipline.A distinct and identifiable engineering discipline must address four questions: 1) What is the bodyof knowledge that practitioners must master? 2) What skills must practitioners demonstrate? 3)What are the ways of thinking that permeate the discipline? 4) How do practitioners define anddistinguish the discipline? Within the MRE community, there is disagreement over how thesequestions

Conference Session

Mechatronics and Robotics II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Nima Lotfi, Southern Illinois University, Edwardsville; James A. Mynderse, Lawrence Technological University; Monique Jethwani, Columbia School of Social Work; Vikram Kapila, New York University

Tagged Divisions

Multidisciplinary Engineering

, 2003 Distinguished Teacher Award, and 2012 Inaugural Distin-guished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipientof 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included3 edited books, 9 chapters in edited books, 1 book review, 63 journal articles, and 164 conference pa-pers. He has mentored 1 B.S., 40 M.S., and 5 Ph.D. thesis students; 64 undergraduate research studentsand 11 undergraduate senior design project teams; over 500 K-12 teachers and 130 high school studentresearchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he di-rects K-12 education, training, mentoring, and outreach programs that enrich the STEM

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciprian Popoviciu, East Carolina University; Philip J. Lunsford II, East Carolina University; John Pickard, East Carolina University; Colby Lee Sawyer, East Carolina University; Dale Drummond, East Carolina University; Zachary Ryan Zynda, East Carolina University; Spencer Lee; Sean Wear

Tagged Divisions

Multidisciplinary Engineering

together tocomplete the project and deploy integrated Raspberry PI systems to Cisco WebEx boardsfunded by USDA for community college and high school collaboration and distanceeducation. Tasks accomplished by the student team include physical design, fabrication,installation, configuration, instrumentation development, provisioning and deployment. Anassessment of student learning outcomes unique to the interdisciplinary project will bepresented.Key words: IP, performance, Cisco WebEx Board, Raspberry PI, Industrial Design, SaaS,Monitoring, Student Learning.Neither the entire paper nor any part of its content has been published or has beenaccepted for publication elsewhere. It has not been submitted to any other journal.1. IntroductionModern IT

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

receipt of pledged financial supportguaranteeing the program’s solvency for at least the next four years.In addition to the scholarly work produced, helping both faculty and students professionally, theprogram also ensured greater utilization of laboratories during what was previously a relativelyslack time between the end of one academic year and the start of the next. By making availablethe skilled labor of highly talented students, the program also is producing a noticeable shift infaculty research areas toward topics that dovetail well with programs that emphasizeundergraduate education.The summer of 2019 marked the fourth year of the official program, and the sixth of any paidsummer research experience. Table 1 shows the growth of the number

Conference Session

Innovations for Multidisciplinary Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michaela E. Amoo, Howard University; Jack Bringardner, New York University; Jen-Yeu Chen, National Dong Hwa University; Edward J. Coyle, Georgia Institute of Technology; Jillana Finnegan, Boise State University ; Charles J. Kim, Howard University; Patricia D. Koman, University of Michigan; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Louise Logan, University of Strathclyde; Julie Sonnenberg-Klein, Georgia Institute of Technology; Nadia Millis Trent, University of Pretoria; Scott Munro Strachan, University of Strathclyde; Bennett C. Ward, Virginia Commonwealth University College of Engineering

Tagged Divisions

Multidisciplinary Engineering

, innovations, and lessons learned can benefit others seeking todevelop and/or maintain cross-campus multidisciplinary programs.IntroductionUniversities, colleges and academic departments acknowledge the need for more collaborative,multidisciplinary, entrepreneurial, and global education. The 2012 ASEE Innovation with Impactreport recommended that institutions “expand collaborations and partnerships betweenengineering programs and (a) other disciplinary programs germane to the education ofengineers as well as (b) other parts of the educational system that support the pre-professional,professional, and continuing education of engineers” [1]. One approach to creatingcollaborations and partnerships such as these is the establishment of scalable

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

efforts have aimed to provide a holistic engineering education [1], producing T-shaped engineers [2] who possess broad knowledge across disciplines with deep expertise intheir domain. We have seen many pedagogical advances, such as team-based learning, problem-based learning, experiential learning, and creative learning using virtual reality, to name a few.The core driver for this change stems from the need for engineering education to prepareengineers to stay relevant and to contribute to society in the face of rapid global change andadvancement in information and technology.These trends have been the main motivator for integrating liberal studies and engineering.Bucciarelli and Drew laid out a “design plan” for liberal studies in engineering

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Brandes, Lafayette College; Lauren Sefcik Anderson, Lafayette College

Tagged Divisions

Multidisciplinary Engineering

development of the program and challenges along the way. As the programwas just launched in Fall 2019, we do not present assessment data here, but rather brieflydescribe our approach to program assessment.IntroductionThe 2016-17 academic year marked the 150th anniversary of engineering degree programs atLafayette College is a liberal arts college of ~2600 undergraduate students in Easton, PA. At theMarch 1866 board of trustees meeting the college had instituted its first engineering degrees incivil and mining engineering, citing “a demand to set the goal of educating not just the engineer,but the ‘whole [person]’ who is able to meet the challenges of a world in which, scientific,technological and human needs have steadily become more complex [1

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Pannier, University of Michigan-Dearborn; Carlotta A. Berry, Rose-Hulman Institute of Technology; Melissa Morris, Embry-Riddle Aeronautical University; Xiaopeng Zhao, University of Tennessee, Knoxville

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

engineering with electronicsand intelligent computer control in the design and manufacture of products and processes” [1].Robotics expands upon mechatronics with emphases on perception, action, and interaction ofrobots. As a discipline at the intersection of traditional engineering disciplines, “mechatronicsand robotics engineering” (MRE) is fast-growing and future-minded but suffers similar diversityand inclusion challenges as engineering broadly. This paper explores these challenges andidentifies unique opportunities inherent to MRE to 1) increase the participation of women andunderrepresented minorities (URM) in MRE, and 2) use MRE to increase the participation ofwomen and URM in science, technology, engineering, and mathematics (STEM) broadly

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Hain, University of Connecticut; Sarira Motaref P.E., University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

improve student learning.IntroductionIt is critical for engineers to recognize the actual shape of elements from 2D drawings, identifypotential applied loadings scenarios on structural elements, and predict the expected deformationand possible failure mechanisms. The ability to visualize and manipulate objects in one’s mind isa vital skill in engineering [1]. Previous studies have shown that accurately visualizing objects in3D improves spatial understanding [2], which has been associated with success in engineeringprograms. However, students often tend to struggle with 3D visualization due to a lack oftraining [3]. One option for improving visualization and spatial skills is providing opportunitiesfor students to interact with handheld models

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Crawley, Massachusetts Institute of Technology; Mark Bathe, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Amitava "Babi" Mitra, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

Thinking. Weconclude with a reaffirmation of the direction taken by the NEET pilots and a summary ofnext steps.II. A Snapshot of the NEET ProgramA. Why MIT Decided to Embark on the New Engineering Education TransformationProgramPresent-day industry seeks employees with skills that go beyond the technical skills acquiredin a standard engineering program, the so-called “non-technical” skills, some of which arenormally not acquired during traditional undergraduate education [1], [2]. The need forstudents to acquire those skills is reflected in a paper produced by the Organization forEconomic Cooperation and Development (OECD) [3] and the US National Research Council[4]. More specifically in higher engineering education, the student outcomes [5] of

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

administered to the students to gain insight andfeedback on their opinions and interpretations of various aspects within the course. Questionsrelating to the research interests of this paper were analyzed and any noticeable trends inferredfrom the students’ responses are described.IntroductionThe job market of the 21st century is filled with new challenges facing society, and studentsentering the workforce need to be prepared with the skills and knowledge required for success.Skills which industry and businesses are looking for include, but are not limited to, criticalthinking, collaboration, adaptability, effective communication, and creativity [1]–[3]. Theseskills are commonly utilized when operating in the realm of higher-order thinking [4], [5

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Cherif Megri, North Carolina A&T State University; Sameer Hamoush, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. The students were also asked to do research on thedifferent methods of 3D printing that the Department of Energy labs are involved in.The students are taught the basic function of the Autodesk Inventor program and carried outseveral activities to expound the students' understanding of Autodesk Inventor. Among theprojects, the students researched and designed tool holders for standard household tools. Theyalso designed and virtually assembled a weathervane prototype. Several projects have beenperformed, including 1) designing and 3D printing tools holder; 2) designing safe childrenplayground equipment.To have a better understanding of Additive Manufacturing, students watched various videos onseveral 3D printing technologies. Also, students

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin Stanley McFall, Kennesaw State University; Kevin Huang, Trinity College; Hunter B. Gilbert, Louisiana State University; Musa K. Jouaneh, University of Rhode Island; He Bai, Oklahoma State University; David M. Auslander, University of California, Berkeley

Tagged Divisions

Multidisciplinary Engineering

Society for Engineering Education, 2020 Mechatronics and Robotics Education: Standardizing Foundational Key ConceptsIntroductionThe field of Mechatronics [1] and Robotics [2] Engineering (MRE) is emerging as a distinct aca-demic discipline. Previously, courses in this field have been housed in departments of MechanicalEngineering, Electrical Engineering, or Computer Science, instead of a standalone department orcurriculum [3–5]. More recently, single, freestanding courses have increasingly grown into coursesequences and concentrations, with entire baccalaureate and graduate degree programs now beingoffered [6–10]. The field has been legitimized in recent years with the National Center for Educa-tion

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Clippinger, Pennsylvania State University; Steven Y. Nozaki, Pennsylvania State University; Kathleen Jernquist, United States Coast Guard Academy

Tagged Divisions

Multidisciplinary Engineering

effective in the delivery of theirinstruction. Extensions which propose the investigation of engineering writing style among non-academic practitioners and students are included.Introduction:The importance for engineering, engineering technology, and science majors was discussed in an earlierwork [1], and will be reviewed very briefly here for convenience and completeness.Arguably the most important governing document for technical program curricula, ABET’s accreditationcriteria regard effective communication and awareness of audience to be essential disciplinaryknowledge, as reflected in the outcomes for applied science, engineering technology, and engineeringprograms:· an ability to communicate effectively with a range of audiences [2

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miles Skinner; Sven Anders, University of Alberta; Pierre Mertiny, University of Alberta

Tagged Divisions

Multidisciplinary Engineering

the Paris Agreement within the United NationsFramework Convention on Climate Change (UNFCCC) [1] agreeing to, among other things,reduce global GHG emissions and begin transitioning to renewable energy production. Thismassive undertaking requires a significant paradigm shift in technologies, economics, and socio-politics. As industrial and technological leaders, engineers will be at the forefront of thistransition thus requiring a holistic approach to the energy transition problem. This approach toeducation is herein termed the E3-systems approach referring to the need for engineering studentsto understand systems in the domains of energy engineering, ecological sciences, and socio-economics.Germany’s “Energiewende” provides an interesting

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pilar Pazos, Old Dominion University; Francisco Cima, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Divisions

Multidisciplinary Engineering

quality, andhaving relevant knowledge, skills and abilities. The gain in the teamwork effectiveness did notdiffer across majors, with both UES and PST showing similar gains. A noticeable positiveincrease in student attitudes towards the task was also observed between the midway and the endof the project. Findings from this study provide some preliminary evidence that an innovativeinterdisciplinary service learning experience partnering engineering and education students wasconducive to the development of teamwork skills.Keywords: teamwork skills, service learning, interdisciplinary teams 1. IntroductionTeamwork skills have an unquestionable value in both academic and professional settings. In theacademic environment, engaging in collaborative

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Rachel Rosenbaum, Virginia Tech Department of Engineering Education

Tagged Divisions

Multidisciplinary Engineering

engage with the engineering discipline. We provide specificrecommendations on aspects of the program students found more valuable.IntroductionFirst-year general engineering programs became prevalent in the 1990s to early 2000s. Theseprograms are designed to help with the transition from high school to a university engineeringprogram and to introduce students to their major. More than half of accredited engineeringprograms operate with a direct matriculation model, with students entering directly into theirintended discipline, while about one-third have a general admission program, admitting studentsinto a general engineering program, where they will matriculate to their desired major after asemester or two [1]. First-year or introductory

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Danny D. Reible, Texas Tech University; Roman Taraban, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Chongzheng Na, Texas Tech University

Tagged Divisions

Multidisciplinary Engineering

Offering (2017):Our pilot course was offered in 2017 as a 1-credit seminar that met weekly for about two hours.A typical class period is summarized in the following outline: 1) VTS Exercises (15 min., starting Week 6): Instructor facilitated a class discussion of a selected image or two (building on an initial VTS workshop of Week 5). 2) Introduction & Activity (50 min.): Instructor or guest speaker introduced a topic, laid out a dilemma/issue/conflict, and (maybe) made recommendations. Then, students read a relevant article or watched a relevant video, reflected on what they read or watched, and jotted down some notes/ideas for an essay. 3) Discussion (50 min.): Students discussed the issue in small

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristie Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Orlando M. Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

a science methods class (n = 15). The paired classes collaborated inmultidisciplinary teams of 5-8 undergraduate students to plan and teach engineering lessons tolocal elementary school students. Teams completed a series of previously tested, scaffoldedactivities to guide their collaboration. Designing and delivering lessons engaged universitystudents in collaborative processes that promoted social learning, including researching andplanning, peer mentoring, teaching and receiving feedback, and reflecting and revising theirengineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1)How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?;(2) How did PSTs

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Michael A. Gennert, Worcester Polytechnic Institute; Rebecca Marie Reck, Kettering University

Tagged Divisions

Multidisciplinary Engineering

, Robotics, Curriculum, SkillsIntroductionMechatronics and Robotics Engineering (MRE) is experiencing enormous increases in interestamong industry, university faculty, and students. Recognizing the need for preparing highly-educated MRE professionals, many universities and colleges are adopting MRE as a distinctdegree program [1]. However, there is little agreement on the concepts and skills that such anMRE degree program should cover. This creates challenges for educators and future employers.For educators, the challenge is in defining the essential components of MRE curricula whileproviding flexibility to tailor those curricula to specific institutions and their needs. Foremployers, the challenges are to understand what to expect of MRE graduates

Conference Session

Mechatronics and Robotics II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nima Lotfi, Southern Illinois University, Edwardsville; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; David M. Auslander, University of California, Berkeley; Carlotta A. Berry, Rose-Hulman Institute of Technology; Luis Alberto Rodriguez, Milwaukee School of Engineering; Majid Molki, Southern Illinois University, Edwardsville

Tagged Divisions

Multidisciplinary Engineering

of contributors. In line with thismovement, open-source software (OSS) was defined as software released under a license whichgrants users the right to study, use, modify, and distribute the source code to anyone and for anypurpose [1]. Software such as Linux operating system and Apache Web server are some of theearly developments of the community. Today, a plethora of high-quality open-source alternativesto proprietary software are available for various applications and have gained widespread adoptionin academia and education. This adoption in academia is motivated by flexibility and affordabilitywhich open-source software provide to educators and institutions, who are oftentimes unable toafford the expensive licensing fees of commercial