Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Kirk St.Amant, Louisiana Tech University

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

communication and management acumen (e.g., technicalwriting, technical presentations, and project management). Such an approach is essential topreparing future engineers for the workplace [1]. The challenge becomes providing studentswith effective exposure to both kinds of skills within engineering programs.Traditionally, the development of such skills has been a matter of content-specific courseworkintegrated into a school’s engineering program(s). (A classic example is the technical writingcourse often offer by English or communication departments and required of engineeringundergraduates.) As institutional resources shrink and student demand increases, the need tofind alternative methods for offering training in these “soft-skill” areas grows

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Zoe Loughmiller, Kansas State University

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Multidisciplinary Design I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amanda C. Rutherford, Montana State University; Brad Thomas Stanton, Montana State University; Staci Turoski; Elizabeth B Varnes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

in their own section(s) anddivide the classes up into student groups of 4-5 students. Our instructional team consistscompletely of teaching professionals (non-tenure track faculty) with a variety of backgroundsand industry experience. In order to make mentoring 10 to 20 teams tractable, all students teamscomplete the same design challenge. Creating a “good” design challenge is crucial, as the coursedoes more than simply teach the design process (see Figure 1). Teaming and leadership skills,project management, ethics, and technical communication are important outcomes for the course.All of these “Soft-skill” areas are made more palatable to our students if our design challenge isengaging and fun.With eleven different engineering disciplines

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

hours of technical coursework leaving little roomto add new courses, especially those that integrate soft skills.1 The workforce demands technicalskills, and the changing work environment and competitive global market also drives demand forteamwork, ethics, problem solving, and communication within the engineering curriculum.1Previous research2 detailed competence in college graduates and the demands of the workplace,but also noted that a skills gap is present between the technical training and experience ofstudents and the responsibilities of the job. Although other researchers3 reported employersatisfaction with employee skills, it is likely that there is still room to improve upon the skillsstudents acquire in their higher education programs

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert M. Park, Metropolitan State University of Denver; Ananda Mani Paudel, Metropolitan State University of Denver

Tagged Divisions

Multidisciplinary Engineering

equipment and materials that are driving advanced manufacturing in the U.S. andaround the world, in both the additive and subtractive manufacturing areas, lies at the heart of theprogram.In addition to a focus on technical skills development, the new program emphasizes soft skills, such ascritical thinking, problem solving, teamwork, leadership and communication, which represent skills thatare in high demand by the industry partners of the program. In addition, cyber risk and manufacturingdata protection issues are integrated into the curriculum in order to expose AMS degree students tosystem vulnerabilities on the manufacturing side.In an exciting time of cloud computing, rapid developments in additive manufacturing, robotics and theIndustrial

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Multidisciplinary Engineering

) outcomes. Accordingly, the instrument is directlyaligned to engineering ”soft skills” that are often difficult to measure via individual course examsand projects. The EGPI is not a student survey of perception of their learning; rather, it is a directmeasure of how prepared students are for global workforces in areas of communication,professional ethical responsibility, understanding of global issues and lifelong learning.Subscales for the index were developed accordingly, while also aligning with sound theoreticaland empirical research on global citizenry9, 10 and the National Academy’s expectations forglobal preparedness. The following four subscales are utilized as metrics in the engineeringglobal preparedness index (EGPI). These metrics are

Conference Session

Project-based Learning and Other Pedagogical Innovations

Collection

2010 Annual Conference & Exposition

Authors

Huanmei Wu, IUPUI

Tagged Divisions

Multidisciplinary Engineering

suggestions.[5] Outcome dissemination and project evaluation: In the end, the outcomes of the education and learning are disseminated by both students and mentors at different hierarchical events, including campus symposiums, local workshops, and national conferences. Students are also involved in project summary and conference presentations. Conference and journal papers are another way to present the project outcomes. Student and mentor evaluations are also carried out at the end of projects. Students will also evaluate the mentors and give tips to the mentors for future projects.During the project period, one focus is to improve the soft skills of students. Soft skills areimportant to complement technical requirements of a job

Conference Session

Experiences of Multidisciplinary Engineering Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyona Sharunova, University of Alberta; Mehwish Butt, University of Alberta; Jason P. Carey, University of Alberta; Ahmed Jawad Qureshi, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

technicalcommunication: “…explaining the technical details to end consumers from an engineering standof point is difficult…especially for new people coming into the industry.” This group alsoclaimed that teamwork, working effectively in teams and ensuring that all departments talk toeach other, is very important. One participant said: “…working effectively in teams in the sensethat, when you’re communicating what you’ve done to others, you’re also seeking their input andmaking sure that everybody’s had a chance to speak on your team…” According to Group 1,communication and teamwork are the soft skills essential for each engineer because their lackmay result in various “people” problems. All alumni agreed upon the following statement: “Allthe projects that I’ve

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne W. Scott, The Petroleum Institute; Jamal Sheikh-Ahmad, The Petroleum Institute; Jaby Mohammed, Petroleum Institute; Samuel N. Cubero Jr., The Petroleum Institute; Khalid Abdalla Alhammadi, The Petroleum Institute

Tagged Divisions

Multidisciplinary Engineering

effect of multidisciplinary information gathering  Eye-opening preparation for future work with other disciplines (learning what other disciplines do, how they approach problems differently)  The unexpected acquisition of skills in the “other” disciplinesThe students acknowledged the following challenges:  Lack of understanding of the other disciplines (jargon, technical skills)  Difficulty of combining the multidisciplinary subsystems of the project into their designIntroductionIn the past 20 years industry and engineering educators have recognized the need for engineeringstudents to acquire not only technical competencies but also soft skills associated with thepractices of engineering, including teamwork, communication

Conference Session

Integrating Art, Humanities, and Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Craig A Chin, Southern Polytechnic State University; Mir M. Atiqullah, Southern Polytechnic State University; John F. Sweigart P.E., Southern Polytechnic State University; Beth Stutzmann, Southern Polytechnic State University; Wei Zhou

Tagged Divisions

Multidisciplinary Engineering

; emphasis on social relevance, service learning, volunteerleadership, and collaboration. These skills can be taught without significant investment.Introduction and emphasis on more soft skills in engineering classes can help students develop Page 23.256.3these skills.In the engineering senior design courses for example, ethics and law (patent and trademark) canbe incorporated in the teachings. These could be in the form of assigned reading, case studies,videos, external lecturers, and webinars from professional organizations like ASME, IEEE, andAIAA. Moreover writing should also be much emphasized, assigned and graded. Further oraland technical

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kleio Avrithi P.E., Mercer University; Samuel Alan Fong, Mercer University

Tagged Divisions

Multidisciplinary Engineering

for improving the crumbling US infrastructure. It is especially important to incorporateprojects in a construction course that can significantly ameliorate the students’ soft skills, such asleadership, creativity, and interpersonal skills [18, 19]. These projects can further help studentsgain knowledge on sustainability, risk estimation, and decision making. Figure 5: Layered construction topics for progressive knowledge acquisitionConclusionsAn online search of civil engineering programs and undergraduate catalogs of 200 USuniversities revealed that 29% of them offer a mandatory course in construction, 45% offer it asan elective, and 26% do not offer a course dedicated solely to construction. We identified andranked the topics taught by

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

-century skills for workplace success: A contentanalysis of job advertisements.” Educational Researcher, vol. 49, no. 2, pp. 80–89, 2002.[2] United States. Bureau of Labor Statistics, Dept. of Labor. “Soft skills: The competitiveedge.” Web. March 2021. www.dol.gov/agencies/odep/publications/fact-sheets/soft-skills-the-competitive-edge.[3] W. Schneiter, “Writing and undergraduate engineers – a continuing problem.” Proceedings ofthe ASEE Annual Conference and Exposition, 2003.[4] K. Sura and N. Romond, “An outcome-based assessment of engineering writing proficiencyclasses.”, Proceedings of the Industrial and Systems Engineering Research Conference, 2017.[5] C.Prusty, A.K. Dwivedy, and J. Khuntia, “Why and how do engineers communicate?”, IUPjournal

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Festus Ogbaisi, Jacksonville University; Martins Slaboh, Jacksonville University; Emre Selvi, Jacksonville University; Maria Javaid, Jacksonville University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

department, we have more students in ME thanin EE. However, it is imperative for all students to have the basics of EE in order to work on therobotic projects. In this case, we mix students from two programs together in the engineeringorientation course. “What topics should be covered in this course?” is always a question and achallenge for the instructors. After 3-year practices and continuous improvements, we decide tocover not only the basics of ME and EE but also diverse soft skills trainings especially theproject management trainings. Three teaching assistants (two juniors from EE and one juniorfrom ME) are assisting a professor in the lab sections. This paper studies the outcomes of severalactivities such as the ethics debates, self-identities

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

the futureneed to be compatible with engineers of the older generation who might have limited to noknowledge of fields outside of their practice. To succeed in the future workforce engineeringstudents not only need technical knowledge, creativity, and soft skills, but also the quality tosynergize into engineering systems that include multiple disciplines. With these newrequirements of the future engineering education face a new duty of introducing challenges ofmultidisciplinary design and projects to its students. At the university level, the most effective way to unify various engineering fields is byintegrating students through multidisciplinary design projects. These projects encourage teams ofstudents to tackle engineering

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

design and communication: The case for interdisciplinary collaboration. International Journal of Engineering Education, 17(4/5), 343-348.Hora, M. T., Benbow, R. J., & Smolarek, B. B. (2018). Re-thinking soft skills and student employability: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 50(6), 30-37.Loughry, M. L., Ohland, M. W., & DeWayne Moore, D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and psychological measurement, 67(3), 505-524. doi:10.1177/0013164406292085Loughry, M. L., Ohland, M. W., & Woehr, D. J. (2014). Assessing teamwork skills for assurance of learning using CATME team tools. Journal

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park; M K Parfitt

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

]. Evaluation procedures wereformulated that allow for the measurement of technical and soft skills in students. Different metrics wereestablished for the following four student content categories: 1) technical content; 2) soft skills; 3)course/project management and 4) team dynamics. Technical content and management categories focusedon student deliverables whereas, team dynamics were the internal relationships within the team. Thegeneral timeline for when different assignments and assessments were deployed throughout the academicsyear is shown in Figure 1. Figure 1: Schematic Timeline of, Student Work, Assessments, and Faculty Interactions.To evaluate the technical and soft skill assignments, nine different metrics used which were provided to

Conference Session

Multidisciplinary Engineering Design II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vy-Linh Gale, New York University; Victoria Bill, New York University; Jessica Si

Tagged Divisions

Multidisciplinary Engineering

develop the brace itself, the team uses 3D scanning to create an accurately sized brace. Thebrace is then 3D printed and tested with the patient. Students practice design iteration andhuman-centered design principles as they focus on input from each of the various stakeholders:OTs, doctors, patients, and the graduate student and faculty leads. Future work includesdevelopment and assessment of student design and soft skills workshops for this non-traditionalcourse. The VIP program director at the university is piloting a series of workshops to buildpresentation, problem definition, entrepreneurship, and interviewing skills. As studentsparticipate in this course and are encouraged to attend the soft skills workshops, the goal is forthem to progress

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

tocollaborate across space and time in an environment with non-optimal data availability requiringthem to make decisions that fall outside the narrowly prescribed theoretical scenariosencountered in school. 9 In addition the dialogue between universities and industry has not yetyielded a balance between the academic foundational requirements and industry requiredapplication to real world problems. The skills gap is constituted of lacks in both “hard” and“soft” skills. 11,12In this paper the focus is on identifying opportunities to further develop these professional(“soft”) skills required by small and large companies alike. Almost all graduates in (STEM)fields will have interactions in a social web comprised of colleagues, suppliers, and

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Mehrnaz Mostafapour, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Andrea Prier, University of Waterloo; Erin Jobidon, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Christopher Rennick, University of Waterloo; Jason Grove P.E., University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Multidisciplinary Engineering

programs, the belief is that soft skills such asteamwork are self-learned, acquired organically through significant experiences of working inteams on engineering problems, whether in academic or industry contexts. In the other extreme,the belief is that if a skill is required, it should be taught explicitly, through planned courseinstruction. Despite the perceived benefit of improving students’ employability, the burden ofadding significant and meaningful soft skills training is difficult to overcome in alreadyoverloaded engineering curricula. Thus, faculty buy-in of piloting and integrating teamworkmodules into courses is a continuing challenge, yet key to the long term sustainability of theinitiative and ultimate success of the team. There have

Conference Session

Multidisciplinary Learning, Evaluation, and Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

controversial and encounters stiff opposition. • Learners’ efforts vindicate our effortsThe massive effort to reform undergraduate engineering education over the past 20 years hasgenerally emphasized breadth and soft skills, inevitably at the expense of quality and depth oflearning in core subjects. One easy metric is that while the number of credit hours needed forgraduation has gone down, typically by about 8%, a number of “softer” subjects has beenintroduced, at the expense of hours devoted to core depth. Thus the core courses have beencompressed heavily, while no compression effort is evident in the “soft” courses. Thiscompression certainly came at least in part from removing items that took too long to teach orlearn. A detailed presentation of

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Kelly Ottman, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

andcolleagues in campus offices. In part, these elements make us good teachers. Prior to March2020, face-to-face interaction was the way we taught, collaborated, served and learned. Then,COVID-19 became real and, within a week, we could no longer be physically present with ourstudents and peers. We shifted instruction to Emergency Remote Teaching (ERT). We alsoshifted the way we collaborated in our scholarship and service. Informed by research, this paperhighlights aspects of our journey, challenges along the way and lessons learned to apply to thefuture.As educators in a predominately engineering university, the courses we teach address identifiedgaps in traditional engineering education and focus on the “soft skills” [1]. Team-based learningand team

Conference Session

Multidisciplinary Capstone Design Projects

Collection

2009 Annual Conference & Exposition

Authors

Mark Redekopp, University of Southern California; Cauligi Raghavendra, University of Southern California; Allan Weber, University of Southern California; Gisele Ragusa, University of Southern California; Therese Wilbur, University of Southern California

Tagged Divisions

Multidisciplinary Engineering

marketing and engineeringstudents were more engaged, creative, took greater initiative, and expressed greater satisfactionwith both courses. The engineering capstone design course saw an increase in fully functional,completed projects than in previous semesters while marketing students expressed a deeperownership over the marketing concepts that were taught. Additionally, the metric’s results fromthe course provided valuable information that is aligned to the “soft skill” outcomes required byABET6.With our second offering in spring 2009, we have integrated the art and design course as ourthird partner and are implementing the approach outlined in earlier sections. With joint courseschedules and more time designated for group meetings during class

Conference Session

Capstone Projects, Design Projects, and Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael W. Prairie, Norwich University; Gregory Wight P.E., Norwich University; Peter Kjeer, Harvard University

Tagged Divisions

Multidisciplinary Engineering

, he said “are you kidding?” and then explained how he doubtedhe could get better hands-on engineering learning than what he was already getting. Assessmentfor the next implementation of this project will be more formalized, and formative assessmentthrough a reflection assignment will likely be the instrument used. This appears to be anappropriate instrument for assessing the professional or “soft” skills within the small sample size(N ~ 80) that spans the three disciplines at Norwich University. Questions will be formulated toevoke responses regarding the communication process between teams, the allocation of (or“negotiation” for) requirements between the subsystems, and the role of individual contributionsto the larger project.Another

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Multidisciplinary Engineering

, instructor preference, andindustrial standards. Contrary to the project schedule as dictated by ANL, the instructorsrequired the software engineering and computer engineering students to follow an agile process.This provides students from other disciplines the opportunity to witness this process first hand.Students from both departments also learned lessons on how different fields thinking about anddescribe very similar engineering concepts.Outcome (f) [An understanding of professional and ethical responsibility]. Professional andethical responsibility are soft skills that are challenging to assess, but important throughout theengineering lifecycle. Of course there are a number of professional and ethical issues that areaddressed as part of any

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Teresa J. Sakraida, Florida Atlantic University, Christine E. Lynn College of Nursing; Francis Xavier McAfee, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

rates.The main goal of this study is to understand how interdisciplinary instruction affects students’ability to identify, formulate, and solve problems, function on multidisciplinary teams, engagewith contemporary issues, communicate effectively in writing, verbally and visually, developappreciation of the impact of planning and engineering solutions in a variety of societal contexts,and develop understanding of their professional and ethical responsibilities. Soft skills, such ascommunication, team spirit, leadership, sociability, time management, documentation,presentation, ethics, negotiation, etc., are all critical in successful delivery of a standout App. Oursurvey questions cover these aspects in a succinct manner.Evaluation Design for

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

beenproviding students with supplemental philosophical and cultural background to the engineeringdiscipline, and soft-skills with practical preparation to help them get started in their career, theadvent of the ELI mandate at our school makes S1-2 an ideal place to embed the ELI elements.Three signature elements of the ELI graduation requirement at Messiah College have beenformulated to ensure authenticity, per the Kolb model, but also uniquely orient a student “…tooutcomes related to enhanced career preparation and community engagement.” The ELIsignature elements are 1) learning objectives, 2) learning outcomes and 3) the ELI deliverable.Students are required to design their learning objectives at the beginning of the experience infour areas: a

Conference Session

Engineering in a Societal Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bruce Edward Niemi, Tulsa Community College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

courses in carpentry, metalworking, or carshop. Teaching and learning today often happens online with advanced educationaltechnology. Humanities and soft-skills have taken a backseat teaching to the test. CADdrafting systems produces renderings for projects. Standards-based education nearlyobliterated vocational education in the late-20th century but CareerTech has reemergedtoday as pre-engineering, information technology, entrepreneurship, and culinary arts.The purpose of this paper is to present a new history curriculum incorporating the historyof technology for STEM students at our community and technical colleges that speaks totheir academic and career interests. The paper demonstrates how history of technologyfulfills outcomes expected of

Conference Session

Multidisciplinary Outreach and Early Transdisciplinary Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

possess patience and good soft skills which require practice,determination and perseverance. These are traits that cannot be mastered through lessons aloneand require time and experience to develop the needed mastery. The authors have accepted results with p-values of up to 0.10 to be statistically significant.While 𝑝 ≤ 0.05 is a commonly used statistical significance borderline in rejecting or failing toreject a null hypothesis (i.e. there is no increase in self-assessment ratings), working with smalldata sets means that – all else being equal – the standard errors calculated will be greater thanthose for large data sets. This causes p-values to exceed 0.05, which indicate a weaker evidenceagainst the null hypothesis just by virtue of having

Conference Session

Multidisciplinary Academic Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy S. Van Epps, Purdue University, West Lafayette; Iryna Ashby, Purdue University, West Lafayette; Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

. • Affordable education: elimination of redundancies across domains, embedded assessment, and validation of external learning enable a reduction in the financial burden on students and their families. • Flexible curriculum: a shift towards demand-driven education allows the faculty to focus on being facilitators of learning.2 • Mentoring and coaching: flexible curricula allow faculty to work with individual students and develop stronger learning domain and soft skills than may be possible within a traditional educational model.2• Student learning and professional outcomes • Clear and verifiable descriptions of students’ knowledge, skills, and abilities: unlike a traditional transcript that does not show