Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Tanya Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

, implementation, and assessment of modeling and design activities with authentic engineer- ing contexts. She is currently a member of the educational team for the Network for Computational Nanotechnology (NCN).Krishna Madhavan, Purdue University, West Lafayette Dr. Krishna Madhavan is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity. He is Co-PI and Education Director of the NSF-funded Network for Computational Nanotechnology (nanoHUB.org which serves over 330,000 global researchers and learners annually). Dr. Madhavan was the Chair of the IEEE/ACM Supercomputing Education Program 2006. In January 2008, he was awarded the US National Science Foundation (NSF) CAREER award for work on learner

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jodi Reeves, National University; Brian Arnold, National University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

universities and community colleges as part of a $5.0 million technical workforce development initiative funded by New York State. She has pub- lished diverse articles on topics ranging from engineering education to high temperature superconductors and has spoken at many national and international conferences. Her doctorate in materials science and engineering is from the University of Wisconsin, Madison, and she holds five patents.Mr. Brian Arnold, National University Assistant Professor and Lead Faculty for National University’s Digital Media Design Program, Brian is also a hybrid PhD student in Michigan State University Educational Psychology and Educational Technol- ogy Program. Career highlights include a five year

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign; Princess Imoukhuede, University of Illinois, Urbana-Champaign

Tagged Divisions

Multidisciplinary Engineering

empathy across disciplines coupled with deep knowledge in specific areas1. One keyaspect of the T-shaped individual is the ability to see opportunity and bring it into their owndiscipline2. Facilitating an environment where students studying different disciplines can worktogether should enhance cross-discipline thinking later as well as a greater sense of their ownstrengths in the common career paths of the two disciplines3, 4.The fields of Chemical Engineering and Bioengineering have historically worked together5, 6.The US Bureau of Labor Statistics classifies these disciplines as similar, and some overlappingemployment opportunities include: biosciences equipment and supplies manufacturing; scientificresearch and development services

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

this regard. • Provide the students with abundant instruction on ideation. • Develop a strategy to prevent the instructors from giving teams conflicting advice. • Do not underestimate the importance of providing the students with convenient transportation options.References[1] H. Bridle, A. Vrieling, M. Cardillo, Y. Araya, and L. Hinojosa, “Preparing for an interdisciplinary future: A perspective from early-career researchers,” Futures, vol. 53, pp. 22-32, 2013.[2] M. Levy, Y. Shlomi, and Y. Etzioni, “When engineering and design students collaborate: The case of a website development workshop,” in Knowledge, Information and Creativity Support Systems, S. Kunifuji et al. Eds., Springer, 2016, pp

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nima Lotfi, Southern Illinois University, Edwardsville; Jacob Allen Novosad, Southern Illinois University, Edwardsville; Huan Phan-Van, Southern Illinois University, Edwardsville

Tagged Divisions

Multidisciplinary Engineering

andrandomly-assigned members could be extremely beneficial for students future careers in which,they would need to work in such teams. Finally, below are some of the students comments inregards to this course:“The instructor is teaching a very intensive and difficult topic and did a good job of getting theinformation across in the time frame provided. He expects a lot out of his students, and for thisreason, I feel like I have benefited greatly by trying my best to keep up with his expectations. Ifeel like I have gotten more out of his class than I have from any other professor.”“The robots may still have some bugs to work out. I hope the prior experience from the labs andproject this semester will be helpful for this class in the future

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

enrollment in many majors.NEET is based on the following four principles: 1. Our education should focus on preparing our students to develop the new machines and systems that they will build in the middle of the 21st century. 2. We should help our students prepare themselves to be makers, discoverers or positioned along this spectrum, and we should teach engineering fundamentals as a foundation for careers in both research and practice. 3. We should build our education around the way our students learn best, engaging them in their learning, and implementing pilots to understand the desirable balance of classroom, project, and digital education for the digital natives. 4. In view of the speed of scientific

Conference Session

Multidisciplinary Teams

Collection

2007 Annual Conference & Exposition

Authors

Robert Crockett, California Polytechnic State University; Jon Whited, St. Jude Medical; Daniel Walsh, California Polytechnic State University

Tagged Divisions

Multidisciplinary Engineering

recruiting ramps up. Third, itgives insight into a company’s own business practices and interests and possibly helps studentsdecide on a career path. When students succeed, the company succeeds. To facilitate asuccessful process, communication is emphasized. Weekly status reports showing progress,problems and questions needing answers are required to be submitted in written form. Studentsare accountable for milestones and their estimated completion dates. Domain knowledge and acompany’s specific engineering process are provided by technical mentors. For example, ourpilot corporation stresses “six pillars” of competencies for university students: • Quality • Innovation • Teamwork • Communication and interpersonal

Conference Session

Multidisciplinary Teams

Collection

2008 Annual Conference & Exposition

Authors

Samantha Jacques; Deepti Suri, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

courses were seen as opportunitiesto improve students’ ability to work in teams7-9, and improve their communication skills10-14. Page 13.1101.2 However, it is challenging to accomplish all the tasks recommended by ABET during thecapstone design projects. Several institutions (including MSOE) are finding ways to introducethis experience to the students much earlier in their career. This allows the capstone designexperience to be the place where these skills are polished and re-assessed.There have been several approaches tried by various engineering programs to incorporate theABET mandated “experience in multi-disciplinary teams”12,13. Most common

Conference Session

Multidisciplinary and Liberal Education

Collection

2006 Annual Conference & Exposition

Authors

Tom Roberts, Kansas State University; John Mingle, Kansas State University

Tagged Divisions

Multidisciplinary Engineering

, the chemical engineering faculty are not likely to Page 11.570.7favor such a change. An additional possible consequence is a graduate lacking sufficient chemi- Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition Copyright ø 2006, American Society for Engineering Education Session 1823cal engineering coursework to enter a purely chemical engineering profession should they chooseto make a career change from bio-engineering.The current university paradigm is for baccalaureate

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

M. Brian Thomas, Trine University; Andrea Mitofsky, Trine University; Vukica M. Jovanovic, Old Dominion University; John Eiler

Tagged Divisions

Multidisciplinary Engineering

Page 24.122.2programs 31-35.A less common approach towards multidisciplinary education is the module-level project,defined here as a project having a time span of less than a semester. One example of a module-level project is a robot design-build assignment within a “circuits for non-electrical students”course, where students apply concepts presented earlier in the semester 36. Another example is aset of mini-projects placed at the beginning of a two-semester capstone course. Theseexperiences provide students with a low-risk introduction to the multidisciplinary design skillsthey are expected to exercise later in the academic year 37 and in their careers. It should be notedthat both examples occur within the context of a single course.This

Conference Session

Capstone and International Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob T. Allenstein, Ohio State University; Clifford A. Whitfield, Ohio State University; Bob Rhoads, Ohio State University

Tagged Divisions

Multidisciplinary Engineering

tunnel test model.They then learned the process to physically countermeasure that model to further reduce aerodrag inside of a wind tunnel. At that point we were able to discuss feasibility issues andconstraints that currently influence automobile design and aero countermeasures. We felt it wasa great real world learning experience for these university students and demonstrated twodifferent paths they could choose for a future career. Their overall design and individual ideaswere unique and the results were above the expectation of our company. They worked as a teamin design, construction and problem solving.”The student team felt that this project was a great experience not only as a capstone design-buildproject but in gaining an appreciation

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

inengineering enrollment. Materials will allow students with different learning preferences to studyand solve problems at their own pace in “gateway” courses.)Enhancing Liberal Studies for Engineering Students (Goal: To better expose engineeringstudents to the humanities and social sciences by providing recommendations on how studentscan maximize elective credits to gain a comprehensive understanding of the social contexts ofengineering careers.)International Engineering Development (Goal: To provide leadership training for studentsparticipating in international projects, and in particular in countries where the Engineers WithoutBorders chapter is active.)Video-Enhanced Instructional Material for Statics (Goal: To help students better understandbasic

Conference Session

Multidisciplinary Programs and Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron M. Cramer, University of Kentucky; Lawrence Holloway, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering

disciplines. Within thiscontext, the Power and Energy Institute of Kentucky, a multidisciplinary engineering instituteoffering certificates in power and energy at the University of Kentucky has been created. Amotivating observation guiding this educational program is that exposure to multidisciplinaryideas within the power and energy field will better prepare engineers from all disciplines for thetypes of multidisciplinary problems that they will encounter in their careers. As part of thisprogram, a senior-/graduate-level course in electric power system fundamentals was created.This course is a core course within the power and energy program and is an option forundergraduate students and a requirement for graduate students studying within the program

Conference Session

Multidisciplinary Engineering Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Don E. Malzahn, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

Wichita State University. He received his B.S., M.S., and Ph.D. degrees from Oklahoma State University. In his 38-year teaching career, he has taught a wide range of industrial engineering courses and currently directs the department’s capstone design experience. His research interests are in systems engineering, decision analysis, and engineering education. Page 25.1263.1 c American Society for Engineering Education, 2012 Team Decision Skills Development with MBTI © Step IIAbstractAs part of an Engineer as Leader course, students learn to dynamically take leadership

Conference Session

SE Capstone Design Projects, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Radu F. Babiceanu, University of Arkansas, Little Rock; Daniel Rucker, University of Arkansas, Little Rock; Hussain M Al-Rizzo, University of Arkansas, Little Rock; Seshadri Mohan, University of Arkansas, Little Rock

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

ofbuilding the specialty engineering education on a sound systems engineering foundation.Being close to graduation, students enrolled in the capstone design sequence expect that theprojects selected for the course are part of the real-world such that they can apply the knowledgeand skills acquired in their undergraduate program to solving problems that have relevance to Page 22.613.4real-world organizations, and thus being better prepared to start their career, upon acceptance ofa job offer. Students expect to be actively involved with the client organization in data collection,and information sharing with both the management and the engineering

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meg Krudysz, City College of New York; Ann Wittig P.E., City College of the City University of New York

Tagged Divisions

Multidisciplinary Engineering

civil,electrical, mechanical, and chemical engineering, computer science, mathematics, and earth andatmospheric sciences, chemistry, physics, and biology. This flexibility allows students to designpersonalized curricula that support their individual career plans or interests.An engineering student completing the ESE program is required to take 127 credits total, withrepresentation in these curricular areas: 38% engineering (with 6/18 of the courses withsubstantial design content), 31% math and basic science, and 31% other. At a minimum, 46 ofthe credit hours are dedicated to environmental topics. Since this is a multidisciplinary programbetween science and engineering, students are able to select courses from a list of science andengineering

Conference Session

Sustainability, Service Learning, and Entreprenuership

Collection

2010 Annual Conference & Exposition

Authors

Randall Brouwer, Calvin College; Steven VanderLeest, Calvin College; Paulo Ribeiro, Calvin College; Robert Medema, Calvin College

Tagged Divisions

Multidisciplinary Engineering

different from what was traditionally seen as proper training of an engineer. Thegeneral approach to engineering education has always emphasized the benefits of a broadeducation and its advantages throughout the career of the engineer compared to a narrowengineering education that trains students for entry-level tasks or highly specialized engineeringwork. The adaptability of a broadly educated engineer will help her respond to system-levelchallenges and rapidly evolving technology and thus will set her apart in the 21st century.One of the best ways to enhance a broad engineering education is to complement it withcontextual knowledge which is associated with a liberal arts curriculum. Courses taken in non-technical disciplines help students

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Mike Murphy, Dublin Institute of Technology; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

differences in both the level andmechanisms to impart problem solving and professional skills around the world.Despite the unavoidable differences we still expect that our engineering graduates will, at somepoint in their careers, work with their international peers in collaborative settings. Cognizant ofthis, engineering programs provide opportunities for course level collaborations across multiplecountries to provide students with an understanding of working in global engineering teams.Mostly, programs involve design-based problem solving in order to practice professional skills(i.e., teamwork, communication, leadership) in a context. We have not found an extensivequantitative study showing the differences in the way students and faculty members

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Cassandra Gribbins, Embry-Riddle Aeronautical University; Ian T. Ferguson, University of North Carolina, Charlotte

Tagged Divisions

Multidisciplinary Engineering

introduced afterhand drawing, followed by auxiliary and section views, dimensioning, and tolerances. However,the students often struggle with visualization at the beginning of the semester; especially, how tocomplete an incomplete or missing orthographic view and the isometric view of the orthographicprojections. If this lack of understanding continues the students will quickly fall behind and willhave a difficult time transitioning to understanding the 3-D computer aided parametric modelingtool. The relatively short class time means that not all students get the immediate help they need.In addition, many of them do not follow up during office or tutoring hours for additionalassistance. Since it is early in their university career they often are not

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Eric C. Pappas, James Madison University; Gretchen Anne Hazard, James Madison University; Matthew Swain, James Madison University

Tagged Divisions

Multidisciplinary Engineering

and senior academic years.Following the sophomore design experience, students have the opportunity to “specialize” theirdegree through the selection of their two-year capstone project and their technical electives.Some students choose a very specific path with the desire to enter a particular field of study ingraduate school, while others choose to remain non-discipline specific.It is during the sophomore design experience where student’s paths are most common, andconsequently, the sophomore experience is the ideal time in our students academic career tostudy their values related to individual behavior on teams. Students have two different teamexperiences during the sophomore design sequence.2,3 During Engineering Design I, studentswork in

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

responsibility is identifying Health Science, non-profit and industrially sponsored projects for engineering student teams to work on. Dr Ward is also Principal Investigator for the Engineering Critical Patient Care VIP team, which develops medical devices for various constituencies in the VCU Health System. One of the developed devices has been taken private by a company founded by former students. Prior to joining Virginia Commonwealth University, Ben had an industrial R&D, Engineering and Product Development career spanning 33 years. This includes Hoechst Celanese from 1981 to 2000, and Filtrona (Essentra) Porous Technologies as VP of R&D from 2001 to 2013. He led successful product development activities in

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, Pennsylvania State University, University Park; Lois Calian Trautvetter, Northwestern University; Sarah L. Codd, Montana State University; David B. Knight, Pennsylvania State University, University Park; Carla M. Cortes, Northwestern University

Tagged Divisions

Multidisciplinary Engineering

general engineering major. At HMC and MIT, the required general educationcurricula also stressed disciplinary connections and thus interdisciplinarity. Institutions –particularly ASU, Howard, and the University of Michigan (UM) – incorporatedinterdisciplinarity into courses and programs: ASU’s Innovation Space course brings togetherstudents from business and engineering; at Howard, senior design courses are interdisciplinary,involving students within engineering and from other fields as well; the focus at UM was on thedevelopment of three interdisciplinary minor programs that would allow students to combinestudies across engineering majors to meet their career goals. At Virginia Tech (VT) and UM,curricular efforts were greatly supplemented by co

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

executive in the medical device industry and in academic instruction as a professor in biomedical engineering. His industry experience includes medical product development, marketing and sales, international business development, strategic and business planning, and senior man- agement with P&L responsibility. Currently, Bost is the Executive Associate Dean in the School of Engineering at Virginia Commonwealth University. He oversees development of innovation and outreach programs along with the School’s mar- keting and communications, human resources, information technology, and student career service activ- ities. Bost is also Director of the VCU Institute of Engineering and Medicine located in the Virginia

Conference Session

Capstone Design & Project Courses

Collection

2007 Annual Conference & Exposition

Authors

Matthew Green, LeTourneau University; Paul Leiffer, LeTourneau University; Thomas Hellmuth, LeTourneau University; Roger Gonzalez, LeTourneau University; Stephen Ayers, LeTourneau University

Tagged Divisions

Multidisciplinary Engineering

Hellmuth, LeTourneau University Dr. Tom Hellmuth is Dean of the School of Engineering and Engineering Technology at LeTourneau University in Longview, Texas. He obtained a B.S.M.E. from Rice University in 1978, an M.S.M.E. from Colorado State University in 1980, and a Ph.D. from New Mexico State University in 1995. He worked in industry in the area of machine and thermal system design for about five years before beginning his teaching career. He has taught for 20 years in mechanical engineering and engineering technology programs. Current interests are in modeling of thermal systems and engineering design. Email: TomHellmuth@letu.eduRoger Gonzalez, LeTourneau University Dr. Roger V. Gonzalez

Conference Session

Multidisciplinary Curriculum Innovation

Collection

2008 Annual Conference & Exposition

Authors

Greg Waidley, University of Wisconsin - Madison; Jason Bittner, University of Wisconsin - Madison

Tagged Divisions

Multidisciplinary Engineering

, this appears tobe the case based on a preliminary review of the program. The Master of Science in CivilEngineering is a research degree and requires a 6 credit transportation thesis and 7 credits intransportation engineering electives. The Master of Civil Engineering requires a 3 credittransportation project and 7 credits in transportation engineering electives.The GITP is now being offered as a six-course certificate program. The certificate wasdeveloped for early and mid-career transportation professionals in response to a need expressed Page 13.188.7by the profession for increased training in interdisciplinary approaches to transportation

Conference Session

Research in Multidisciplinary Education

Collection

2008 Annual Conference & Exposition

Authors

Chris Bachmann, James Madison University; Jeffrey Tang, James Madison University; Carl Puffenbarger, James Madison University; mike kauffman, James Madison University

Tagged Divisions

Multidisciplinary Engineering

partnership with the university’s Facilities Management, developed a highly instructiveand useful Alternative Fuel Vehicle Lab. Using existing university resources and a broad base of Page 13.509.2cross-disciplinary knowledge, we have been able to provide students with diverse, hands-oneducational experience that is often inaccessible to students outside of traditional engineeringprograms. Furthermore, the resulting K-12/STEM educational outreach program demonstrateshow these student-generated projects can inform the general public and inspire K-12 students topursue careers in science and engineering.Introduction & HistoryAs educators struggle to

Conference Session

Sustainability and Environmental Issues

Collection

2009 Annual Conference & Exposition

Authors

Bradley Striebig, James Madison University; Susan Norwood, Gonzaga University

Tagged Divisions

Multidisciplinary Engineering

components of the course, but this is no surprise considering the applied nature of theparticipants’ majors. The most valuable evaluation input, however, came from narrativecomments to open-ended questions on the survey tool and from excerpts from student journals.These comments confirm that the experience is life-changing:“I have gained perspective into my major.”“I was pushed outside of my comfort zone and had to learn to solve problems and think aboutthings differently.”“Paradigm shift – we are all one world.”“[The most meaningful part was] taking information and using it to improve lives.”“I learned about myself and new career paths.”“I need/want to go back in the Peace Corps.”To date, evaluation of other dimensions of the WATER program has been

Conference Session

Multidisciplinary Course Innovation

Collection

2006 Annual Conference & Exposition

Authors

David Baca, University of Missouri-Rolla; Steve Watkins, University of Missouri-Rolla; Ray Luechtefeld, University of Missouri-Rolla

Tagged Divisions

Multidisciplinary Engineering

examining the data and reasoning that led to a particular conclusion willincrease trust, openness, and learning, leading to better working relationships and betterdecisions. Good habits formed during work on student teams will be practiced in the long-termteamwork situations of an engineering career. Effective collaboration and consistent groupdecisions are more likely when each member of the team operates using the Mutual LearningModel. In the hypothetical examples, Mutual Learning behavior would have produced clearbenefits. If Joe had surfaced his fear that his teammates were not going to pull their weight at thefirst sign of trouble, he would not have to engage in the covert and deceitful behavior. If Sue had

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mei-Mei Song, Tamkang University; Shang-Hsien Hsieh, National Taiwan University; Shih-Yao Lai, National Taiwan University, Graduate Institute of Building and Planning

Tagged Divisions

Multidisciplinary Engineering

disciplines by nature. Teacher A’s professional training traverses the disciplinesof civil engineering and information technology. He was also engaged in various co-teachingactivities with professors from other fields in the same discipline, from architecture, and fromelectrical engineering, though the levels and forms of co-teaching varied. Teacher B also had2 semesters of teaching experience working with civil engineering professors before thisproject. Teacher C’s entire career was mostly built on crossing different academicboundaries—from education to cultural studies to futures studies. To all three teachers, theleap between disciplines seemed to be the greatest this time. However, it was not acompletely foreign experience to any of them. The

Conference Session

Multidisciplinary Design Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alireza Yazdanshenas, University of Texas, Tyler ; Caleb Nathaniel Nehls, The University of Texas, Tyler; Chung-Hyun Goh, University of Texas, Tyler

Tagged Divisions

Multidisciplinary Engineering

exist.In actuality, most engineering jobs are much more diverse than the engineering curriculum.Companies of today, to stay competitive, demand more and more out of their engineers becauseof their ability to learn and problem solve. Most engineers claim that the learning begins aftergraduation, on the first job and continues through the entire career. In today’s world, anengineering student cannot only rely on a high GPA to help them land a job. Today’s marketsrequire an engineer who can handle diverse situations with multiple outcomes and multiple areasof knowledge. These challenges that the modern economic world demands need to be tackledand solved. It is the responsibility of universities to produce high quality engineers by providingthe