Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

various engineering concepts.The Technical Writing and Experimental Design encourages students to be writers, readers,reviewers and experimenters by providing them feedback at multiple stages of the experimentationand writing process, as well as iterative writing through peer review and grading of multiple paperrevisions. The course was created to follow a modular format, integrating a form of research orexperimentation paired with an appropriate writing or technical communication element, tointegrate both experimentation and documentation within a single module. Each module, learningobjective, and relationship to engineering career expectation is described as follows: • Essay: A formal research paper regarding ethical factors associated with

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

available until 2021). The plans are to develop longitudinal studies on how thestudents’ writing improves (or does not improve) throughout their four years in the programthrough a series of rubric assessments, feedback from clients, QEP and general educationassessments, and even peer evaluations. Incorporating writing in the engineering curriculum is arequirement at Methodist University through our Writing Across the Curriculum initiative;however, as writing is an important skill for which prospective employers desire, we can furtherdeepen the integration by implementing some of these concepts in every engineering class. Theplan we have in place will begin that process. Our hope is to create a meaningful and seamlessincorporation of writing from

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

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

. Morgantown: West Virginia University Press, 2019.[18] “FERPA | Protecting Student Privacy.” https://studentprivacy.ed.gov/ferpa (accessed Apr. 07, 2021).[19] USPTO, “USPTO Manual of Patent Examining Procedure, Title 35 U.S.C. 102 Conditions for patentability; novelty.,” Manual of Patent Examining Procedure. https://www.uspto.gov/web/offices/pac/mpep/mpep-9015-appx- l.html#al_d1d85b_11e72_2ee (accessed Apr. 07, 2021).[20] R. Lu and L. Bol, “A Comparison of Anonymous Versus Identifiable E-Peer Review On College Student Writing Performance and the Extent of Critical Feedback,” p. 17.[21] C. Bauer, K. Figl, M. Derntl, P. P. Beran, and S. Kabicher, “The student view on online peer reviews,” in Proceedings of the 14th annual ACM

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

coordination with other faculty.The first research question examined by this paper is to determine if students can be objectiveand constructive through peer assessments to make a positive difference in team members’leadership skills. It is important to point out that students enrolled in the sophomore levelTechnical Writing Course are mixed with students from four different engineering majors andtwo science majors. Additionally, these students are primarily residence-only students and sharemany campus activities: dorm life, dining facility meals, etc., and have increased contact witheach other.A quick comparison of the averaged individual score at week one and five indicates over 37.5%of the students had improvements in their overall peer leadership

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Clippinger, Pennsylvania State University, Behrend College ; Steven Nozaki, Pennsylvania State University, Behrend College; Ruth Camille Pflueger, Pennsylvania State University, Behrend College

Tagged Divisions

Multidisciplinary Engineering

were analyzed. These student papers formed the entirety of ayear-group cohort of students enrolled in a Mechanical Engineering Technology program at theauthors’ institution. As will be discussed in the conclusion, this analysis was part of a multi-yeareffort to measure the effect of student peer tutoring on student writing style. The cohort ofstudents whose work was measured for this paper were those who had received no peer tutoring.The nineteen works used as the source data for the examples of student writing averaged 463words in length (median = 387) and ranged between 1,595 words at the longest and 99 words atthe shortest (IQR 206 to 520).ResultsResults obtained from each of the methods described here are as follows in tables 2,3,4 and 5

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Media at Polytechnic University (now NYU Polytechnic School of En- gineering), and her Ph.D. in Educational Communication and Technology at New York University. Her mixed methodology research, focusing on interdisciplinary studies, has been presented at numerous na- tional and international conferences and published in peer-reviewed book chapters and journal articles on varied topics such as technical writing, the future of science education, game design, virtual reality, and problem solving. Her book is entitled Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms (Information Science Reference, 2013).Dr. Candido Cabo, New York City College of

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 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; Ha Hang Ai

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program TeamsAbstractTwenty-two colleges and universities have implemented the Vertically Integrated Projects (VIP)model, which consists of multidisciplinary teams, long-term large-scale projects led by faculty,the enrollment of students from different academic ranks, and the ability for students toparticipate for multiple years. At Georgia Institute of Technology, analysis of university exitsurveys found VIP participation correlated with a meaningful effect size on three questions: thedegree to which students’ education contributed to their ability to work in a multidisciplinaryteam; their

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

institutional contexts. In this paper, we analyze the adaptation of one such intervention,the Communication Lab (Comm Lab), a peer-to-peer coaching resource for writing, presenting,and other forms of technical communication [4]. By analyzing three institutions’ iterations of aComm Lab, we argue that a balance between core pedagogical strategies and attention to clientneeds makes the Comm Lab model both identifiable across institutions and flexible enough toadapt to new institutional contexts. For example, the client-based model relies on using peerswith disciplinary expertise to ensure quality feedback. However, the definitions of “peer” and“disciplinary expertise” become more multidisciplinary across institutions according to thestudent population

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

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Darrell Velegol, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering

generaldiscussion forum, a Professor Digest (for our own reflections), and a forum focused on studentssharing their creative journeys. For logistical support, we also set up a forum where studentscould self-organize study groups, as well as forums to address technical issues, errors in coursematerials, and suggestions/complaints about the course. The discussion forums served as themain mechanism for peer assessment of projects (for Adventurers), as we will discuss later.The Idea CloudIn addition to our own core content, we also posted supplemental writings and videos in aseparate section within the MOOC site called the Idea Cloud. Some of the videos were invitedguest speakers from our own professional networks, whose expert commentary served asvaluable

Conference Session

Multidisciplinary Curriculum Innovation

Collection

2008 Annual Conference & Exposition

Authors

Richard Ruhala, University of Southern Indiana; Laura Ruhala, University of Southern Indiana; Eric Sprouls, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

two 100-level engineering courses, an algebra-based physics course, and acollege algebra course. Otherwise, all other courses they take are the same as those offered inthe 4-year curriculum. The 5-year program also has the advantage of a lower credit load persemester which allows these students more study time per course. The three main goals of thefreshman curriculum developed for this program are to provide these students with (1) the skillsthey will need to compete with their peers in the 4-year program, (2) immediate contact with theengineering faculty and peer students, and (3) an introduction to the rigor and commitmentrequired to successfully complete an engineering program. The first 100-level engineeringcourse focuses on the

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering

. Higher Education, 57(4), 405-415.Rogers, P., & Freuler R.J. (2015). The “T-Shaped” Engineer, ASEE Annual Conference & Exposition, Seattle, 2015. Washington, DC: American Society for Engineering Education.VALUE. (2009). Integrative and Applied Learning VALUE Rubric. Assessing Outcomes and Improving Achievement. Association of American Colleges and Universities.Wolfe, C. R., & Haynes, C. (2003a). Assessing interdisciplinary writing. Peer Review, 6(1), 12– 15.Wolfe, C. R., & Haynes, C. (2003b). Interdisciplinary writing assessment profiles. Issues in Integrative Studies, 21, 126–69.

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anne M. Lucietto, Purdue University, West Lafayette ; Andrew Simon Scott, Western Carolina University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Frederick C. Berry, Purdue Polytechnic Institute, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

Content Analysis Guidebook. Los Angeles, London, New Delhi, Singapore, Washington DC, Melbourne: SAGE, 2002.[20] M. W. Ohland, H. R. Pomeranz, and H. W. Feinstein, "The Comprehensive Assessment of Team Member Effectiveness: A New Peer Evaluation Instrument," in American Society of Engineering Education Annual Conference, Chicago, IL., 2006.[21] N. Kidd, T. Parry-Giles, S. Beebe, and W. Mello, "Measuring College Learning in Communication," in Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century, ed: Jossey-Bass, 2016, p. 189.[22] C. Griffin, "Programs for Writing Across the Curriculum: A Report," College Composition and Communication, vol. 36, pp. 398-403

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

experiences for first year studentsa. By 1982, over 175 educators acrossthe country came together to discuss first-year seminars, and the following year the AnnualConference on the Freshman Year Experience was born. Today, an effective first-yearexperience has been identified as a high impact educational practice by the Association ofAmerican Colleges and Universities (AAC&U). Although these experiences differ significantlyfrom university to university, ranging anywhere from a single course specifically taken in themajor itself, through more involved practices including live-learn communities, Kuh emphasizesthe most influential points of a first-year experience include a “strong emphasis on criticalinquiry, frequent writing, information literacy

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Multidisciplinary Engineering

Paper ID #32955Exploration Elective: Students from all Disciplines Explore Engineeringand SciencesDr. Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico Dr. Esmeralda Campos is a postdoc researcher at Writing Lab at Tecnologico de Monterrey, and she has taught undergraduate physics courses at the School of Engineering and Sciences. She obtained her bach- elor degree in Engineering Physics at Tecnologico de Monterrey in Mexico. She studied a Master degree in Education, with a specialization in Science teaching and learning, and moved forward to the PhD in Educational Innovation, both at Tecnologico de Monterrey

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

using Apple i-pad Pros toefficiently write feedback on student work using the Apple pencil. Giving feedback to studentsquickly is one of the primary roles of both faculty and facilitators in this program.Active, integrated learning includes a range of activities from field trips, conference presentations,peer to peer teaching, workshops and trainings in the fabrication lab and electronics lab, STEMoutreach events, as well as workshops on professional expectations. Online gamificationresources such as Kahoot [14], Quizlet [15], and Plickers [16] are regularly used. In Design,students email and meet with clients, vendors, and subject matter experts. Teams travel toindustry client locations in a program-provided vehicle.Written reflections

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 Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering

different majors, the course has been very popular and has proven to enhance studentengagement in engineering-related topics for students from diverse academic backgrounds.To broaden the opportunities for students, an on-line version of the course has been developedwhich transforms the current course through: enhanced use of electronic portfolios and on-linecollaboration tools for group work; design of peer evaluation activities which leverage the on-line nature of the course to provide additional collaborative content and encourage thedevelopment of communication skills; a modular approach to provide key readings and videocontent while linking the analysis of real-world examples to key engineering and managementprinciples; design of a multimodal

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

relate to teamwork. Diversity hasbeen identified as important for better problem solving in a team setting, and faculty interventionthroughout a project or course, which leads to a team that values diversity and inclusive behavior[14]. Reading about and reflecting in writing on stereotyping and implicit bias is importantthroughout a student’s career, and can lead to recognition of implicit bias [11]. Equity training isnot only important for students, but professional development for educators is needed torecognize gender stereotype and bias in engineering and such training may lead to more youngwomen and people of color (PoC) being encouraged to pursue an engineering career [15].MethodsStudent growth and evolution was tracked via two methods

Conference Session

Multidisciplinary Engineering Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University

Tagged Divisions

Multidisciplinary Engineering

as junior level courses were visited and students were informed about the potential hiring opportunities by the PI. • Student interactions: PI has consistently visited computer labs to join discussions on students’ own research projects. This was an effective way of informing suitable students about the job openings.4. Engagement MethodsFrom the very beginning, students were given clear expectations, i.e. work schedule, goals, andthe research methods. Each student was asked to provide a resume and had a short interviewabout expectations and goals. Students were also asked what they wanted out of their experience.Students were expected to write frequent reports (almost every day starting from the first day ofemployment

Conference Session

Sustainability & Environmental Issues

Collection

2007 Annual Conference & Exposition

Authors

Roger Hadgraft, The University of Melbourne; Jenni Goricanec, RMIT University

Tagged Divisions

Multidisciplinary Engineering

, decision-making and report writing. These are the new basics.Compare this list with the old basics, which includes mathematics, physics, chemistry,applied mechanics, fluid mechanics, thermodynamics, etc. These map onto the new basicsthrough the analysis phase (Figure 2). It is clearly time to rethink how we practise engineeringeducation. Yet, the temptation remains to continue with the basic sciences through years oneand two, with some engineering design being introduced in the third or final years. Page 12.654.4Of course, the accrediting bodies have beensaying this for sometime now (above). The

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Motahareh Tina Alaei, Minnesota State University, Mankato; Michael Ryan Lynch

Tagged Divisions

Multidisciplinary Engineering

(Outcome E). A bigportion of the project deliverables was four to five presentations made both to the client and otherpeers at the program, and the writing of several technical reports. After each presentation, the teamreceived feedback from the faculty and peers on the content and delivery of the presentation andtheir technical writing skills. Each section of the final technical report was reviewed and gradedby the team mentor (Outcome G). One of the deliverables was the contextualization documentthat reports what significance the final design might have on the environment, health and safetyconcerns, economics, ethics, etc. (Outcome H). Based on the technical evidence and submitteddocuments, these outcomes were evaluated, and the faculty mentor

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley; Lisa Pruitt, University of California, Berkeley

Tagged Divisions

Multidisciplinary Engineering

; facilitated by library staffTechnical writing: Presented the basic ideas for strong technical writing; examples and class activitiesOral presentation: Presented the basic ideas for strong technical oral presentationsEditing writing: Groups traded drafts of their papers and peer evaluated themExhibit feedback: Feedback on the students’ ideas for their exhibit from staff of the science museumGroup work: The students worked on the final project in groups throughout the semester Page 15.1305.4At the beginning of the course, the students’ demographic information was

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lydia Wilkinson, University of Toronto; Deborah Tihanyi, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

the pedagogical approaches and classroomstructure in their HSS lectures and tutorials. If they manage to enroll in a course withcomparatively low engineering representation, they often feel isolated from their peers, and ifthey choose to enroll in an HSS elective with high out of department enrollment they are oftenshepherded into a non-arts and science lecture section or tutorial with no change in the way thatmaterial is delivered or discussed. While they may watch different modes of thought at work, it’sunlikely that they are proficient in their use or convinced of their benefit by course’s end. Andwhile another calendar entry strongly encourages students to “plan their complementary studieselectives in accordance with their career

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luciana C. El Debs, Purdue University, West Lafayette; Rich Dionne, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

. Observations were made duringclass time, in the last months of the students’ first semester in the program. Using Jonassen’s9seven steps of ill-defined problem solutions to classify the observations and analyze howsuccessfully peer contributions are made by each student, researchers are able to follow howstudents collaborate, organize themselves, and share experiences to conduct their design tasks.Also, one of the authors of this study, who was one of the course instructors, shares his thoughtson the experience of teaching this course for students with varying backgrounds and interests.This paper approaches multidisciplinary problem solving through the lens of socialconstructivism. In this sense researchers assumed that students learn from sharing

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University

Tagged Divisions

Multidisciplinary Engineering

transform materialscience.3,4 In order to expose undergraduates to the fast growing field of nanotechnology, a newcourse was developed as an elective for seniors and graduate students at Rowan University.There have been numerous similar courses developed to address this topic in a multitude ofways, therefore this effort is in no way a novel endeavor. There are nanotechnology courses thatinvolve students writing research summaries 5 and courses that incorporate various hands-onactivities6,7, among others.8-11 This course in particular was designed with two goals in mind; onewas to expose students to nanotechnology and the other to familiarize them to literaturereviewing skills. Therefore, the primary learning objective of the course was to enable

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

and others that are not as successful. Projects thatincorporate small wins throughout the semester typically have better outcomes as students aremore engaged in the project from the start and build momentum as they progress toward the finalproject deliverables. An example of a project that works well in this regard is using data toidentify relevant metrics and using these metrics to create a tool. A Fall 2014 project involvedanalyzing the elements of customer payment tendencies that ultimately impact cash-on-hand.This required distinct phases that helped keep the team engaged in the project.Conversely, projects that require teams to conduct research among industry peers or competitorsare typically not successful. QUEST students do not have

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi P.E., Mercer University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

Student Outcomes Innovative solutions to problems in the real world 1, 2, 7 Graphical presentation, technical writing, oral 3 presentation Engineering interdisciplinary teams 5 Application of computer software to solving 1, 7 engineering problems Engineering design process 1, 2, 7 Cost estimation 2 Hands-on learning and experiments 6 Professional organizations

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

. Students were prompted to complete the activity with the following set ofinstructions: 1. Get a blank piece of paper, a writing instrument, and write and circle ‘Sustainability’ in the center of the paper. 2. The general form of your map should be a series of connected bubbles, with the ‘Sustainability’ bubble at the center. These bubbles do not have to be strictly hierarchical, and can include anything from words to phrases to images. They can be nested if that fits your understanding of concepts. Don’t try to put too much into any single bubble. You can label connecting lines (often with words describing the relationship) though you do not have to. You should not consult outside sources or others’ maps during