Displaying all 7 results
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lizzie Santiago, West Virginia University
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- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
be particularly challenging for studentswho have deficiencies in math or struggle with soft skills such as time management and studytechniques. Students who earn a GPA below 2.0 at the end of a semester are placed on academicprobation, and multiple semesters of probation may lead to dismissal from an engineeringprogram. This study focuses on students currently on academic probation.The study was conducted in a first-year engineering program at an R-1 land-grant institution inthe mid-Atlantic region. Forty-five students on academic probation were enrolled in an academicsuccess skills course and assigned to a student success coach. The coaches in the program weregraduate students enrolled in either a master's or doctoral engineering program at
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kiana Karami, Pennsylvania State University, Harrisburg; Xinwei Niu, Pennsylvania State University, Harrisburg; Rafic Bachnak, Pennsylvania State University, Harrisburg
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
System Design for Power Line Inspection Based on the Quanser QDrone Platform, Paper presented at ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas. https://peer.asee.org/36400. 7. Knox, R. C., Nairn, R. W. (2021, November), Educational Effectiveness, Accreditation Content and Community Engagement of Practitioner Directed Environmental Capstone Classes, Paper presented at 2021 ASEE Midwest Section Conference, Virtual. 10.18260/1-2-1113.1153-38317. 8. Bachnak, R., Attaluri, A., Abu-Ayyad, M. (2020, March), Promoting Multidisciplinary Industry- Sponsored Capstone Projects, Paper presented at 2020 Mid-Atlantic Spring Conference, Baltimore, Maryland. https://peer.asee.org/33940.9. Singh, P. (2022, April
- 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)
Fujiuchi, Yi Zhang, and all of the participants whoplay tested the game and provided valuable feedback. This project was funded by two successiveInnovative Instructional Technology Grants from the State University of New York (SUNY).ReferencesFoss, S. K., & Griffin, C. L. (1995). Beyond Persuasion: A Proposal for an Invitational Rhetoric.Communication monographs, 62(1), 2–18.Gupta, A.H. (2021, December 27). Crash Test Dummies Made Cars Safer (for Average-SizeMen). The New York Times. https://www.nytimes.com/2021/12/27/business/car-safety-women.html.Halada, G. P., Sharma, S., Scarlatos, L., & Zhang, Y. (2024, April). Enhancing Inclusivitythrough Alternative Rhetoric in STEM Education. In ASEE Mid-Atlantic Section SpringConference.Halada, G
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 5
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
Context and ParticipantsThis pilot study was conducted at a small, mid-Atlantic, private college (Elizabethtown College)that is starting up a new “incubation” location in Vermont (The Greenway Center for Equity andSustainability in Engineering). The engineering program at the incubation campus was designedaround evidence-based practices with proven effectiveness at supporting the success ofunder-represented students, including: ● strong mentorship, ● hands-on and problem-based learning, ● supportive and mastery-based assessment, and ● a mission-driven focus (sustainability) ● close connection to business and industry applicationsLearning was organized around a series of projects with real world applications. Each of theseprojects
- 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
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
. ©American Society for Engineering Education, 2025 Empowering Undergraduate Motivation Through Interdisciplinary Project-Based Learning: Insights from Self-Determination Theory Abstract This Full Empirical Research Paper aims to showcase the findings from the first year ofan interdisciplinary project-based learning course in the Department of Engineering Education ata large mid-Atlantic research university. Both literature and industry have expressed the need forundergraduate students to gain experience in interdisciplinary environments and prepare for theirpost-graduate careers, whether they aim to continue their education or enter industry aftercompleting their bachelor’s
- 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)
] O. E. LeDee, R. T. Barnes, R. Emanuel, P. B. Fisher, S. K. Henkel and J. R. Marlon (2011).Training a new scientist to meet the challenges of a changing environment. Eos, TransactionsAmerican Geophysical Union, 92(16), pp.135-136.[9] L. Potts and H. Jin (2022). Cognitive strategies in STEM education: Supporting thedevelopment of engineers’ multi- and cross-disciplinary competence, Paper presented at 2022Spring ASEE Middle Atlantic Section Conference, Newark, New Jersey.https://peer.asee.org/40044[10] G. Schmidt and E. Moyer (2008). A new kind of scientist. Nature Climate Change, 1(808),102-103.[11] M. Caeiro-Rodríguez, M. Manso-Vázquez, F. A. Mikic-Fonte, M. Llamas-Nistal, M. J.Fernández-Iglesias, H. Tsalapatas, and L. T. Sørensen (2021
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Margaret Webb, Virginia Tech Department of Engineering Education; Xiaoqi Feng, Aalto University, Espoo, Finland; Hanna Aarnio, School of Engineering, Aalto University, Espoo, Finland; Julia Sundman, School of Engineering, Aalto University, Espoo, Finland; Felicity Bilow, Virginia Polytechnic Institute and State University; Maija Taka, Aalto University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Marko Keskinen, Aalto-yliopisto/Elektroniikan, tietoliikenteen
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
following: RQ 1. How do graduate engineering and design students commonly conceptualize interdisciplinary education across two universities? RQ 2. What are the variations in students’ conceptualizations of interdisciplinary education across the two universities?MethodsStudy BackgroundStudy Site 1: A United States UniversityOur first project site was an interdisciplinary graduate program (referred to as the IDR Programfrom here) funded through the National Science Foundation (NSF) Research Traineeshipprogram at a large land-grant university in the mid-Atlantic region of the United States. As theNSF website states, “The NSF Research Traineeship (NRT) Program is designed to encouragethe development and