Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

for basic cases first, and then, gradually tackling more challengingempirical cases, with the simplest case being the white line on black surface. On the other hand,empirical cases could be manifold: colored lines on the gym floor, white line on red surface onthe outdoor athletic track, or even extra lines and objects interfering with the trajectory of the car. Page 26.468.5Three major steps were therefore considered: basic case, basic empirical cases, and empiricalcomplications. The student was initiated to experimental PID tuning after the second phase of theplan. This strategy is illustrated in the table below.Table 1. Strategic Plan to

Conference Session

Multidisciplinary Efforts in Introductory Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Michael Escuti, North Carolina State University; Mehmet C. Ozturk, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

in the literature in recent years,with numerous publications on several variations of this concept. Broadly, this approach isunderstood to mean swapping the traditionally in-class lecture with the out-of class activities likeproblem solving and projects. Generally this means students are assigned some form of online orvideo lectures to watch at home, opening up class time for a variety of active and/orcollaborative learning experiences.Despite the fact that the term “flipped classroom” has been around for some years, severalsurveys of the literature conclude that there is a need for further research in this area.1-3 This isdue in part to the fact that instructor implementation of this educational model varies widely,meaning there is not one

Conference Session

Multidisciplinary Efforts in Introductory Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas A Baine P.E., Grand Valley State University; Huihui Qi, Grand Valley State University

Tagged Divisions

Multidisciplinary Engineering

opportunity to “tinker” and get comfortable with topicsthat they would not otherwise be motivated to learn. The desired end result is for students withthe Maker Experience to show an increase in confidence in their cross-disciplinary knowledge.Student Motivation Student motivation is necessary for them to perform in a class.1 Some students findmotivation due to the fact that a class is required to graduate or for certain goals associated withgrades. However, not all students are motivated to learn in this way or to the same extent.Students tend to make decisions on how to apply their effort. If they see a high pay-off with alow cost, they will tend to put forth the effort. On the other hand, if they see a low pay-off with ahigh cost, they will

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Wuerffel, Valparaiso University; Jeffrey Dale Will, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

the projects for a campus galleryspace.The flow of the course follows the diagram of Figure 1. The first course begins with four weeksof group lectures that focus on systems engineering topics and preparation for their early writtenassignments. Later in the first course, meeting times alternate between individual team meetingswith their advisor and large-group student presentations. The second course consists largely ofteam meetings and presentations, with three professional topics interspersed.Each team also has a customer who guides the formation of the system design requirements.Typically the customer gives vague desires, and it is up to the students to produce measurableoutcomes for their requirements. Customers are typically about half

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doanh Van, Union University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Assessment Through Performance Indicators1. IntroductionAll engineering programs have the same minimal set of student outcomes which are widelyknown as outcomes a-k by ABET currently.1Although these outcomes are subject to changes inthe near future,2documenting the assessments of these outcomes is key to the compliance ofcriterion 3 for the accreditation of the Program.For many years, our own system of assessing student outcomes produced acceptable results butin inconsistent manners because of its high degree of subjectivity (D.O.S) which depends largelyon the definition of the rubrics and the users of the rubrics as shown in Table 1 below. Table 1: Scoring Rubrics of student outcomes Score

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

, [and] collaborative learning.”1 Faculty at FloridaGulf Coast University (FGCU) set out to improve their gateway course to the engineeringcurriculum, a one-credit hour course common across three of the four programs within the U. A.Whitaker College of Engineering, being mindful not only of including identified high impacteducational practices, but also incorporating the University’s upcoming 5-year QualityEnhancement Plan (QEP), which focuses on “improving student learning in relation to Writing,Critical Thinking, and Information Literacy.”b The result of these efforts is a course with anemphasis on the development of information literacy, teamwork, and communication skills,focusing on engineering innovations related to the Grand Challenges

Conference Session

Promoting Multidisciplinary Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Kaiser, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

different departments represented by studentsmajoring in Mechanical Engineering, Mechanical Engineering Technology, ElectricalEngineering, Computer Engineering and Computer Science. This paper will present an overviewof the multidisciplinary capstone project, the lessons-learned from running several iterations ofthe project and recommendations for further improvements. It will present ideas and methodsthat should assist faculty at other small institutions in implementing similar contest-basedmultidisciplinary capstone project.1. IntroductionThe value of competition based senior design projects has been reported across numerousdisciplines. Electrical engineering students have created micromouse and line-maze solvingrobots1, while electrical and

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; Cynthia Wise Barnicki, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

Page 26.1456.1 c American Society for Engineering Education, 2015 Tagmemics: Using a Communication Heuristic to Teach Problem SolvingEngineering design is an important skill that is taught at many different levels within anengineering curriculum. ABET defines engineering design as [1]: The process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.Many different versions of the design process exist, but all have problem definition in some formas an early and important step. George

Conference Session

Multidisciplinary Outreach and Early Transdisciplinary Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liping Liu, Lawrence Technological University; Mansoor Nasir, Lawrence Technological University; Yawen Li, Lawrence Technological University; Selin Arslan, Lawrence Technological University; Changgong Zhou, Lawrence Technological University; Hsiao-Ping H. Moore, Lawrenece Technological University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

in the students about this field, which may lead to pursuance of graduatedegrees in nanotechnology, but to also open doors of high tech jobs which, alongsidenanotechnology products, are becoming available.Summer camps provide many high school students their first opportunity to learn about variousdisciplines in the science and engineering profession.1-3 Universities and programs also use theseopportunities to showcase their academic institution and attract students towards enrollment inthe program.4-6 Many programs, especially the ones with weeklong resident aspect built into thecamp, also allow the students to explore the general college lifestyle and campus activities.7Other programs may focus on increasing female or minority participation

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

evaluate themselves as “Proficient” or “Advanced” on every course learningoutcome, with nearly 100% of students evaluating themselves as “Proficient or Advanced” onmost outcomes. These results are detailed in Figure 1 below.The results of this survey were used to improve the curriculum in areas where students did notfeel that they were proficient or advanced. For example, a greater emphasis has been placed onquantitative analysis in future iterations of this class. The survey questions that were asked ofstudents to provide this data are included in Appendix 5. The program has recently made aneffort to improve accountability by identifying and measuring student learning outcomes.Therefore, while similar data do not exist for past years, this

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pilar Pazos, Old Dominion University; Nina Magpili, Engineering Management & Systems Engineering (EMSE), Old Dominion University; Zikai Zhou, Old Dominion University; Luis Jose Rodriguez, Naval Surface Warfare Center Dahlgren Division

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

focusedon supporting specific transition and action processes. Transition processes relate to preparationfor work accomplishment whereas action processes involve the actual execution of the task. Theintervention was designed to provide support for key transition and action processes that areknown to drive team effectiveness. Definitions of the types of action and transition processesfrom the team literature and the associated scaffolds used as part of the intervention evaluated inthis study are presented in Table 1. The last column in the table indicates the specific element ofthe intervention that was designed and utilized to support each team process. The scaffoldsincluded cognitive tasks such as an activity focused on the development of shared

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Derek T Reamon Ph.D., University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, multi-year study revealed that engineering differs from othermajors by “a dearth of female students and a low rate of migration into the major.”1 And, therigid, often lock-step nature of engineering programs presents a barrier to student migration intoengineering programs. Others have cited the need for increased flexibility in engineering degreeprograms and have experimented with novel approaches for flexible baccalaureateprograms.2,3,4,5 In a study that compared the students in Purdue’s highly flexible and coursechoice-friendly multidisciplinary engineering (MDE) program, it was found that “male studentsin MDE are more likely to be intuitive, feeling and perceptive than male students in otherengineering majors,” leading to the conclusion that

Conference Session

Integrating Systems Engineering into the Capstone Project

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fred J. Looft, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

system competencies that capstone project students (among other) should learn. Theseinclude: 1. Applying a system stakeholder view of values, trade-offs and optimization of a system. Stated another way, is the system concept, design and operation as it evolves what the stakeholders really want? 2. Defining a project as interconnected subsystems. 3. Understanding a system’s interactions and states (modes). 4. Specifying system technical requirements. 5. Creating and analyzing high-level designs including concept architectures and implementations, and (for example) HW/SW functional trade-offs. 6. Assessing solution feasibility, completeness and consistency. 7. Performing failure mode and risk analyses.Contrasting these

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tyler Susko, University of California, Santa Barbara; Ilan Ben-Yaacov, University of California, Santa Barbara; Tanya Das, University of California, Santa Barbara; Lubella Lenaburg, University of California, Santa Barbara; Francesco Bullo, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

staff advisors. Each advisor meets with two teams over a one hour“cohort” meeting once per week to discuss progress of the project. The teams come preparedwith a short slide deck (1-5 slides) detailing the progress made in the past week. Lectures areonce per week and serve the purpose of reinforcing the design process by introducing techniquesfor project management, research, design process management, sketching, ideation, prototypeplanning, photography and videography skills, effective presentations and writing skills.The Electrical Engineering capstone course consisted of 6 projects. Five of these projects weresponsored and defined by industrial partners, and 1 was industry sponsored but competitiondefined (SpaceX Hyperloop Pod). The course

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College; Donald George Pratt, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

level. Thus,at Messiah College, we have formed a new Circuits I core course combining introductory analogand digital circuit theory. Accordingly, we replaced our Circuit Analysis and Digital Electronicscourses with a new Circuits 1, 2 sequence. While the Circuits 2 course takes up more advancedtopics required for electrical and computer specializations, the Circuits 1 course covers basicanalog and digital theory, including both discrete circuits and selected integrated circuit devices,working knowledge of which is required for competency in all engineering disciplines. Suchcompetency allows multidisciplinary teams to work together more effectively, when decidinghow to implement circuit functionality, make digital measurements, analyze and share

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denia Djokic, University of California, Berkeley; Wil V. Srubar III, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

otherengineering disciplines.IntroductionEngineers must gain the ability to communicate and collaborate across disciplines in addition togaining a deep technical disciplinary knowledge. This is increasingly true in modern society inwhich scientists and engineers must address complex, interdisciplinary challenges on a globalscale. While current efforts at teaching interdisciplinary problem-solving at the collegiate-level(e.g., class projects, capstone courses) exist, the effectiveness of many of these approaches areineffective in achieving interdisciplinary learning objectives. Richter and Paretti (2009)identified two main learning barriers to common interdisciplinary approaches: (1) students areunable to identify the relationship between their own

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

sufficiently interdisciplinarytopic that a normal sequencing of classes might not fill student needs. Indeed, while manyengineering universities have begun tackling how to offer interdisciplinary curricula on climatechange (Table 1), it appears that few define a sequence of climate coursework. Most universitieshave disparate classes related to climate across the colleges of engineering, policy, architecture,and social sciences. Some few schools, such as the Massachusetts Institute of Technology,Columbia University, and Cornell University define degree requirements, but the course Page 26.786.2requirements are restricted to one department

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

tocommunicate what or whom is performing the action,1 thereby emphasizing the active role of theresearcher in qualitative research. Hence, the rest of this paper is written in first person, activevoice. The study is the first author’s dissertation project, so “I” is used; the second author is thedissertation advisor, who contributed to the intellectual development of the project but did notperform the actual research tasks.This particular qualitative research study borrows from ethnographic, narrative, and case studyresearch. This paper will describe the first author’s process for collecting multiple sources ofevidence, an important element of all three research traditions, in order to answer the researchquestion.2–4 The paper will then present the

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

team cannot be included.Highlights of each semester will be provided in order to enable a comparisonacross the teams. As shown in Table 1, during the first semester studentsconducted an in-depth literature review of each of the topics. Based on theirfindings and interest, two topics were selected for use: Acid Mine Drainage(AMD) and Flowback water from hydraulic fracking (Fracking). The AMD teamwas comprised of two biology, one mathematic, one civil engineering, twochemical engineering, and two electrical engineering students. The fracking teamcontained: one biology, one chemistry, one civil engineering, two computerengineering, and one mathematics undergraduate. Both teams had all of therequisite skills and background to complete the

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

A Zachary Trimble, University of Hawaii at Manoa; Wayne A. Shiroma, University of Hawaii at Manoa; David Garmire, University of Hawaii at Manoa; Aaron T. Ohta, University of Hawaii at Manoa

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, I’m mechanical engineering” to “we’reengineering.”Primarily, two parallel case studies are presented for comparison: 1 – Hyperboreans; Amultidisciplinary team which has an accepted entry into the Hyperloop Challenge, and consists ofstudents from civil (1), computer (1), electrical (2), and mechanical (3) engineering. The majorityof the students are participating because they are passionate about the project and only expectacademic compensation in the form of additional credits that show up as invaluable experience ona transcript and resume, but do not count directly toward a degree. 2 – University of Hawai‘iDrone Technology (UHDT); A VIP project involving 23 students: computer (3), electrical (6),mechanical (11), and pre-engineering (3

Conference Session

Multidisciplinary Academic Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kylie Goodell King, University of Maryland, College Park; Jessica Macklin, University of Maryland, College Park; Amanda Yard, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

majors. In the capstone course,students are presented with overviews of each of the sponsoring organizations along with thebasic scope of each organization’s challenge. Students rank projects based on interest and thenare placed into teams taking into consideration student rankings, distribution of majors, and anyspecial circumstances for the project. For both courses, students remain in these teams for theentirety of the course. The original structure of the QUEST program consisted of a one-cohort model in whichone cohort of students was admitted each year. In 1992, 30 first-year undergraduate studentswere admitted as Cohort 1. As the program gained popularity and more qualified studentsapplied, more students were admitted and cohort

Conference Session

Multidisciplinary Outreach and Early Transdisciplinary Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Candido Cabo, New York City College of Technology; Reneta Davina Lansiquot, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

along theway. We believe that this intentional emphasis on connections between disciplines develops theinterdisciplinary skills and perspectives which are important for graduation, and it lays thegroundwork for interdisciplinary thinking in the workplace.1. Interdisciplinary Learning in Undergraduate EducationUndergraduate degree programs consist of courses for a major and general education courses.Each degree program has learning outcomes mapped to the outcomes of its courses. Ideally,students establish synergistic connections among the different courses in the curriculum.However, abundant evidence suggests that transfer of skills between courses is relatively rare.1-3Students often do not make connections between general education courses and

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

focusing on humanitarian engineer- ing. In addition, she teaches STEP 1 and STEP 2 education courses through CU Teach Engineering, a new General Engineering Plus program specifically designed to prepare students to earn a secondary math or science teacher licensure through engineering. She manages and mentors graduate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineering digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE).Jaclyn L. Cunitz, University of Colorado Boulder Jaclyn L. Cunitz is an undergraduate student in the department of

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

engineeringdegree programs of 155.7. The GE+ program plans to seek accreditation under ABET’s generalengineering program criteria.BackgroundIn the 2005 publication, Educating the Engineer of 2020, the National Academy of Engineeringrecommended that undergraduate engineering programs introduce interdisciplinary learning and“more vigorously exploit the flexibility inherent in the outcomes-based accreditation approach toexperiment with novel approaches for baccalaureate education.”1 The American Society ofMechanical Engineers (ASME) Vision 2030 Task Force echoed this recommendation and named“increased curricular flexibility” as one of seven recommended actions intended to strengthenundergraduate mechanical engineering education.2 Developmentally, infusing

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

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Narges Balouchestani-Asli, University of Toronto; Matthew Kiprop Greenacre, Schulich School of Medicine and Dentistry; Kamran Behdinan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

partners. The students work in teams to design, build, and test proof-of-concept systems.25This process prepares students to enter the workplace. The workplace has been changing rapidly.Now, engineering students are required to work and function in a multidisciplinary environmentupon graduation. Because of that, many educational institutions have incorporatedmultidisciplinary capstone design in their curricula.There is a limited qualitative and quantitative research on multidisciplinary teams and theireffectiveness since educational institutions have only recently started to take more initiative inthis area. The existing literature shows that multidisciplinary students are better off with jobplacement than monodisciplinary students;1 however, the

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Eric G Meyer, Lawrence Technological University; Brian Thomas Weaver PE, Explico Engineering Co.

Tagged Divisions

Multidisciplinary Engineering

offorensic engineering was 4.33 (with 5 as most effective). The students were also engaged andenthusiastic during the semester with the average rating of 4.25 (with 5 as most enthusiasticallyinvolved). Some suggestions for changes to the future course offerings included more in-classactivities and developing detailed rubrics for major course assignments.IntroductionForensic EngineeringThe definition of forensic is of or relating to courts of law. Forensic engineering is amultidisciplinary field that focuses on the art and science of engineering in the jurisprudencesystem.1 These professionals can be called upon to assist with both criminal and civil litigationmatters. The responsibilities include not only an investigation into the physical and

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Aunshul Rege, Temple University; Saroj K Biswas, Temple University; Michael Haney, University of Idaho; Michael John Santora, University of Idaho; Brian K. Johnson, University of Idaho, Moscow; Ronald Laurids Boring; D. Subbaram Naidu P.E., University of Minnesota Duluth; John F. Gardner, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

University in 1981, and his M.S. and Ph.D. (all in Mechanical Engineering) from Ohio State in 1983 and 1987, respectively. He has published more than 60 peer-reviewed research papers, 2 textbooks and has been awarded 3 US Patents. He is a registered professional engineer in the state of Idaho and a Fellow of the American Society of Mechanical Engineers. c American Society for Engineering Education, 2016 Multidisciplinary Game Based Approach for Generating  Student Enthusiasm in Addressing Critical Infrastructure  Challenges Introduction  1​Building upon experiences from past course offering

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

different performance objectives and whereconflict situations are intentionally created. In the second workshop, students are assigned differentteam roles and challenged to build a simple LEGO structure under different conditions of verbaland written communication channel effectiveness. The combined learning outcomes of the firsttwo workshops are understanding the characteristics of effective teams, developing strategies foreffective teamwork, building active listening skills, and asking effective questions.As the workshops are developed and implemented, ongoing assessment of their effectiveness inimproving students’ teamwork-related KSAs is focused on the workshops’ impact on (1) students’knowledge of generic teamwork competencies (or “declarative

Conference Session

Multidisciplinary Academic Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

D. Cenk Erdil, Marist College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

undergraduate education—to (i) have hands-on coding skills at moreadvanced levels, (ii) be aware of how to orchestrate data and computational infrastructures, and(iii) know about contemporary tools and methods to analyze large datasets efficiently.1 IntroductionHealth Informatics is a translational discipline at-large. With recent popularity of big data inalmost every single health informatics field, from bioinformatics and medical informatics, topublic health, two particular skill sets have become increasingly important to train professionalsin these fields to deal with big data: (i) data analysis, and (ii) computational sciences. While mosthealth informatics programs have included courses to equip students with relevant data analysisskills, the