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

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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

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Diversity

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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

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

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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 Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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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 Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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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

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Kelly Ottman, Milwaukee School of Engineering

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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 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

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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

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

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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

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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

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Diversity

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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 Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute; Chengbin Ma, University of Michigan–Shanghai Jiao Tong University Joint Institute; Pradeep Ray, University of Michigan Joint Institute, Shanghai Jiao Tong University

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Diversity

Tagged Divisions

Multidisciplinary Engineering

ethics, and “soft” skills such asleadership, communication skills, social awareness, etc. Figure 1 illustrates the kind of engineerswe want our graduates to be through the interdisciplinary curricula we designed for them. Figure 1. Goal of our interdisciplinary curriculaMultidisciplinary Design ProjectsThe freshman students matriculated into the JI do not declare a major until the sophomore year.In the first year, all students take an Introduction to Engineering course where they work inteams on self-proposed engineering design projects. In this course, they go through the entireengineering process from an initial idea to the design to manufacturing and finally to a workingprototype. They learn about the skills and

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Ortegon, Universidad Icesi

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Diversity

Tagged Divisions

Multidisciplinary Engineering

with engineeringtechniques and problem solving; and a set of “soft skills” associated with professional practiceand work environment skills. Although the means to develop each of these hard and professionalskills individually has been discussed in the past, since the creation of the ABET accreditationsystem, educational research has been centered on assessment methods and learning methods toimprove the attainment of (a)-(k) outcomes in students.2,3,4 Little attention has been given tolearning strategies that develop multiple student outcomes in an integrated way and theassessment and impact of real-world learning experiences on the developing of multi-outcomes.5,6The Solar Decathlon competition is one example of a variety of alternatives

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Bergquist, California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

Multidisciplinary Engineering

paper organizes student responses into two areas: (i) howinvolvement on the research team has impacted their personal engineering development(technical and soft skills, networking, and other professional development), and (ii) projectprogress and communication.Research Team Effect on Personal Engineering DevelopmentA major benefit that the students found in working on this research team were the technical andinterpersonal skills they developed through practical engineering experience. ClemsonUniversity’s Creative Inquiry program facilitated multidisciplinary research on the design of amedical device which engaged students in mechanical engineering, bioengineering, marketing,and nursing departments. These students indicated their participation

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Crawley, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology; Gregory L. Long Ph.D., Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; William Dickson, General Motors; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

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Diversity

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Multidisciplinary Engineering

months of discussion that wasinformed by evidence gathered from students, faculty and alumni; input from thought leaders; a NEET-commissioned global engineering education benchmarking study, and; inputs from industry. Seniormanagers from over forty companies were interviewed and surveyed on the NEET Ways of Thinking, interms of how proficient(scale of 0-5) they would expect a graduating MIT engineer to be on each ofthose cognitive approaches. Many managers said, for example, that it was no longer a question oftraining students on “communication skills” or “soft skills”. The ability to sell an idea properly ---marshal technical and other resources within the company and from outside (experts from MIT, otherexperts, conferences, online, etc.) and

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karl D. Schubert FIET, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas

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Diversity

Tagged Divisions

Multidisciplinary Engineering

development of theprogram discussed in this paper. A main finding is that data science programs tend to have moreprogramming, statistics, and higher mathematics requirements than programs that focus on dataanalytics. This is an important aspect to communicate to students and their parents. In addition,the authors called for more analysis of how programs teach the soft skills that are important tocareers in data analytics and data science. Borne et al. [7] describe the need for computationaland data science programs, especially within science related fields. This need is being driven byemerging interdisciplinary areas in bioinformatics, geoinformatics, astroinformatics, andmaterials informatics. An important point to emphasize is the broad nature of

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