Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

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Diversity

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Multidisciplinary Engineering

Paper ID #18886Formalizing Experiential Learning Requirements in an Existing Interdisci-plinary Engineering CurriculumDr. Harold R. Underwood, Messiah College Dr. Underwood received his Ph.D. in Electrical Engineering at the University of Illinois at Urbana- Champaign (UIUC) in 1989, and has been a faculty member of the engineering Department at Messiah College since 1992. Besides teaching Circuits, Electromagnetics, and Communications Systems, he su- pervises engineering students in the Communications Technology Group on credited work in the Inte- grated Projects Curriculum (IPC) of the Engineering Department, and those who

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering

Paper ID #11223Strategies to Integrate Writing in Problem-Solving Courses: Promoting Learn-ing Transfer in an Interdisciplinary ContextDr. Reneta Davina Lansiquot, New York City College of Technology Reneta D. Lansiquot is an Associate Professor and Program Director, Bachelor of Science in Profes- sional and Technical Writing, as well as the Assistant Director of the Honors Scholars Program at New York City College of Technology. Dr. Lansiquot earned an A.A.S. in Computer Information Systems, a B.Tech in Computer Systems at the New York City College of Technology, City University of New York, a M.S. in Integrated Digital

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University-Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville

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Diversity

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Multidisciplinary Engineering

. Page 26.992.1 c American Society for Engineering Education, 2015 Integrating Research in Sustainable Energy and the Environment across Disciplines through a NSF funded REU SiteAbstract:This REU Site supported by the National Science Foundation's Division of EngineeringEducation and Centers is designed to develop and implement a model environment formultidisciplinary collaborative efforts where research and education are tightly integrated aroundthe different facets of energy research. It seeks to provide an impactful summer researchexperience in the emerging field of sustainable energy and expand research opportunities forunderrepresented students. The program is structured to teach students how

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Sunay Palsole, Texas A&M University; Mark H. Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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Multidisciplinary Engineering

, economy, and environment and graduate with thefoundation and technical skills supported by systems thinking, multidisciplinary training, andpractical engineering application to confront the challenges found in modern engineering practice[8].Based on data from our previous work with on measuring literacy in sustainable engineering andthe development and results of one teaching module, we proposed the creation of a course at theundergraduate level designed to help students develop sustainable thinking in engineering [9]. Thekey feature of introducing this course early in the curriculum is to ensure that the students aretrained in integration sustainability in their thinking which will help integrate sustainableengineering into whichever discipline

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

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Multidisciplinary Engineering

technology curriculum inthe classroom. The curriculum was incorporated in the team-teaching effort of an honorscourse at a four-year university. A case study description of the teaching experience andresponse by the students presented below.The honors course, Philosophy and History of Technology (HON 2013), was offered atthe University of Tulsa (TU) during the fall semester 2017. TU offers such courses tostudents in the TU Honors Program, a cohort program of students who receive honorsscholarships and live in a designated honors dormitory on the university campus. Thehonors students enroll in four seminars studying ancient history, medieval andEnlightenment studies, philosophy and history of science, and modernity.The course and teaching

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering

Paper ID #13550Multidisciplinary Vertically Integrated Teams Working on Grand ChallengesMs. Magdalini Z Lagoudas, Texas A&M University Magda Lagoudas, Executive Director for Industry and Nonprofit Partnerships, Dwight Look College of Engineering, Texas A&M University. Mrs. Lagoudas holds a BS and MS in Mechanical Engineering. She worked for the State of New York and industry before joining Texas A&M University in 1993. Since then, she developed and taught courses in the Departments of Mechanical Engineering and Engineering Technology. In 2001, she joined the Spacecraft Technology Center as an Assistant

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering

in the engineering curriculum for an electric circuitcourse that combines both analog and digital circuits, this section addresses related literature inthe field of engineering education. A number of recent papers address improved methods ofinstruction for a course on electric circuits. Skromme, et al. have described the latestdevelopments of a computer-based tutorial program involving a step-based approach to assiststudents in the learning key concepts of circuit analysis, resulting in significant gains for studentsover doing conventional textbook problems.3 Morrow recently reported on experience withimplementing a blended-learning model involving more active learning, technology-enhancedexercises for an electric circuit course, resulting

Conference Session

Multidisciplinary Curricular Design and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Vicki Stieha, Boise State University; Amy J. Moll, Boise State University; JoAnn S. Lighty, Boise State University

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Diversity

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Multidisciplinary Engineering

students. The new Engineering Plus degree has a core setof required foundational courses in engineering, a multi-year design sequence, and allows forself-defined pathways. The new curriculum also offers three defined degree pathways that havebeen chosen based on an examination of student “fate” data: secondary education, pre-medical,and environmental studies, with additional pathways planned for the near future. The fateanalysis examined the paths of students who were enrolled in an engineering or STEM major inone year and samples their major choice in the following year. This analysis maps the flow ofstudents into and out of the major with demographic slicers to more closely understand these in-migration and out-migration choices.This paper will

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

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Multidisciplinary Engineering

an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a Na- tional Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, cur- riculum redesign, and assessment. He has served

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

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Diversity

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Multidisciplinary Engineering

Engineering Education, 2016 Integrating Creative Writing and Computational Thinking to Develop Interdisciplinary ConnectionsAbstractA typical college curriculum does not make it easy for students to establish connections betweenrequired general education courses and courses in their majors. Intentional linking of coursesfrom different disciplines using interdisciplinary pedagogical strategies allows students to makethose connections while developing the interdisciplinary skills which will benefit their collegeand post-college careers.In addition to communication, critical thinking and reasoning, and collaborative skills, it hasbeen recently argued that computational thinking (i.e., the application of computing concepts

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

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Diversity

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Multidisciplinary Engineering

Elective Liberal Arts Core 4 Design (LCA) Design 6 Figure 1: Schematic illustrating the engineering curriculum [5].All students within the program are required to take courses in engineering science (statics anddynamics, thermal fluids, mechanics and materials, circuits and instrumentation, and systems analysis),engineering design, engineering management, and sustainability. Systems Analysis is the culminatingengineering science course in the curriculum, and as such, it builds off of all prior engineering sciencecoursework and integrates engineering design course knowledge through both qualitative andquantitative analysis of complex systems.The Systems Analysis course is innovative

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

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Diversity

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Multidisciplinary Engineering

Paper ID #15908Multidisciplinary Vertically Integrated Project (VIP) Teams at the Universityof Hawaii: Challenges and SynergyDr. A Zachary Trimble, University of Hawaii at Manoa A Zachary Trimble is an Assistant Professor of Mechanical Engineering and self described Gizmolo- gist. Zac received his bachelor’s from the University of Utah and both his Masters’ and PhD from Mas- sachusetts Institute of Technology (MIT) for his work on Vibration Energy Harvesting. Currently Zac is pursuing research in precision astronomical instruments, Anisotropy in 3D printing, Frequency Tuning of Vibration Energy Harvesters, automating

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

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Diversity

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Multidisciplinary Engineering

documented various aspects of the program over its first 9 years. The purpose of thispaper is to describe the current state of the integrated teaching and learning strategies that theprogram uses to facilitate engineering design learning with an entrepreneurial mindset in a PBLmodel.Awareness of the IRE program has increased recently with the program being recognized as theABET 2017 Innovation award winner and in the top ten emerging leaders in engineeringeducation in the “Global state of the art in engineering education” report by Dr. Ruth Grahamreleased in 2018 [1].Purpose of researchThe purpose of this paper is to describe how the Iron Range Engineering (IRE) program leadsstudent engineers to ”become the engineer they want to be” by working with

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

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Diversity

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Multidisciplinary Engineering

ofcollaboration technologies. Although there has been great emphasis on developing collaborationcompetencies in the engineering curriculum, empirical evidence of successful strategies fordistributed team settings is scarce. As an attempt to fill this gap this study investigates theimpact of a scalable intervention in developing virtual collaboration skills. The intervention,based on instructional scaffolds embedded with collaboration technologies, is aimed atsupporting specific processes including planning, goal setting, clarifying goals and expectations,communication, coordination and progress monitoring. A quasi-experimental design was used toevaluate the impact of the intervention on student teamwork skills. Data from 278 graduate andundergraduate

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

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Multidisciplinary Engineering

-Design YearFulbright recently completed its co-design year, which saw a group of 54 students (co-designers)working together with faculty members from different disciplines to design and develop both theculture and curriculum of the institution before the launch of the undergraduate program in thefall of 2019. Admission to the co-design year was competitive, with an acceptance rate of 14%.Students ultimately received a half-year of elective credit for their participation in the year.The co-design approach was inspired by the partner year at Olin College, which was an earlycollaborator in the establishment of the institution. However, while the co-design year was adeliberate choice to lay the groundwork for the university, at Olin it was more of

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

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Multidisciplinary Engineering

ethical training and data acumen of data scientists, integrating program assessment methodsinto the curriculum processes from design to operation, and continuing to innovate based onemerging needs in industry and application areas.Based on an understanding of the needs of industry within the state of Arkansas and the growingimportance of multi-disciplinary research that addresses high impact societal issues, theuniversity decided to invest in the development of a multi-college, multi-disciplinary,undergraduate program in data science. In the next section, we discuss the process fordeveloping the program, the program’s desired outcomes, and the resulting curriculum structureand operating methods.Program Development and DescriptionIn this section

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lei Miao, Middle Tennessee State University; Tanzeena Karim, Middle Tennessee State University; Tamir Shahir Hussain; Cen Li, Middle Tennessee State University

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Diversity

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Multidisciplinary Engineering

majors in the industrial setting, were reported. Arduino has beenwidely used for teaching junior and senior level controls [3]-[9] and microprocessor courses [10],computer engineering capstone projects [11], and communication systems courses [12].Arduino has also been widely used in lower-division courses. For freshman engineering students,Arduino was used as a platform to teach programming, design, and measurement [13]. In thiswork, the authors transited the Living with the LAB curriculum, which used the Boe-Bot mobilerobotics and the Basic Stamp microcontroller, to the Arduino platform. In [14], Sullivan et al. usedArduino in an Introduction to Mechanical Engineering course where freshman students designedand implemented a cornerstone project

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nael Barakat P.E., Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Selahattin Ozcelik, Texas A&M University, Kingsville; John Austin McCoy, Texas A&M University, Kingsville; Aws Al-Shalash; Jong-Won Choi, Texas A&M University, Kingsville

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Multidisciplinary Engineering

Paper ID #20602The CASCADE Experience: An Innovative Cascaded Peer-Mentoring ProjectDr. Nael Barakat P.E., Texas A&M University, Kingsville Dr. Nael Barakat is a professor of Mechanical Engineering and Associate Dean for Research and Grad- uate Studies at Texas A&M University - Kingsville. He is a registered professional engineer in Ontario, Canada, and a fellow of the American Society of Mechanical Engineers (ASME). His areas of interest include Controls, Robotics, Automation, Systems dynamics and Integration, Mechatronics and Energy Harvesting, as well as Engineering Ethics, professionalism, and Education. Dr

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Jill L. Roter, Arizona State University

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Diversity

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Multidisciplinary Engineering

and adapted by other instructors, and integrated intotheir own courses and/or GCSP, to reach an even broader audience.The on-ground version of this course uses a lot of active learning techniques and is discussion-based, incorporating activities such as mind mapping, debates, role-play-based simulation,design challenges, and case studies, to help students explore and understand the interdisciplinarynature of the complex global challenges. Additional detail on the on-ground version of the coursecan be found in [2]. This high level of in-person, active learning posed the biggest challenge totranslate to the MOOC. Therefore, in addition to reaping the benefit of modularization forportability, there was also a strong focus and intent on making

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

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Diversity

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Multidisciplinary Engineering

engineering, electricalengineering, and computer science into the design of a pace car intended to assist a runner duringhis athletic training. In terms of technical goals, the car needed to follow any type of line onindoor and outdoor tracks and perform different workouts, such as steady-state runs or intervaltraining. To situate the line on the track, the research team used infrared reflectivephototransistors to design sensing and control algorithms. An Arduino microcontroller was usedto interact with the sensors, manage the electronics, and encode a Proportional-Integral-Derivative (PID) controller4.This research experience was a unique opportunity for the student during the summer before hisjunior year. In a small liberal arts college setting

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, Virginia Tech; Nicole P. Pitterson, Virginia Tech

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Diversity

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Multidisciplinary Engineering

-employment experience hason students can help engineering education researchers (EER) understand the role that diverseteams, particularly in the capstone environment, can have for engineering students in thedevelopment of their collaborative abilities.In the long term, this study seeks to better understand how the social norms that are present ininterdisciplinary teams influence the development of effective collaborative behaviors. Thesebehaviors can be considered as belonging to a larger grouping of skills, sometimes called “meta-competencies,” that have become an increasingly important part of what employers look for fromengineering graduates [11]. However, this paper will focus directly on the curriculum design ofan interdisciplinary capstone

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Multidisciplinary Engineering

University. She teaches elementary science methods and secondary science and mathematics methods courses with emphasis on multicultural education and equity pedagogies. Her research interests include both formal and informal STEM education, with specialization in the integration of engineering and computer science into science education through preservice and inservice educator development.Dr. Stacie I Ringleb, Old Dominion University Stacie Ringleb is an associate professor in the Department of Mechanical and Aerospace Engineering at Old Dominion University. Dr. Ringleb received a B.S. in biomedical engineering from Case Western Re- serve University in 1997, a M.S.E. from Temple University in Mechanical Engineering in 1999

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

Umesh Adhikari, Michigan State University; Jade Mitchell, Michigan Sate University, Dept. of Biosystems and Agricultural Engineering; Julie Libarkin, Michigan State University; Mark H Weir, The Ohio State University (Eng. & Eng. Tech.)

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Multidisciplinary Engineering

Paper ID #20595Measuring the success of an educational program through box-and-arrowdiagram: A case study of the Quantitative Microbial Risk Assessment Inter-disciplinary Instructional InstituteDr. Umesh Adhikari, Michigan State University Dr. Adhikari is Postdoctoral Research Associate in the Department of Biosystems and Agricultural Engi- neering at Michigan State University.Dr. Jade Mitchell, Michigan Sate University, Dept. of Biosystems and Agricultural Engineering Dr. Jade Mitchell is an Assistant Professor in the Department of Biosystems and Agricultural Engineering at Michigan State University. She received her B.S

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Liberal Education/Engineering & Society, Multidisciplinary Engineering

of Research ethics, the MIT Kaufman Teaching Certificate Program (KTCP) course, and un- dergraduate genetics. She believes in the power of peer-coaching as a method of improving an entire community’s ability to communicate effectively.Dr. Marina Dang, Massachusetts Institute of Technology Dr. Marina Dang holds a PhD in Chemistry from Brandeis University, where she also served as an instructor for the Science Posse Boot Camp program. She taught chemistry at Emmanuel College and later became a STEM curriculum developer for an educational startup. In 2014, she joined the MIT Department of Nuclear Science & Engineering to serve as its first Communication Lab manager. As the Communication Lab model spread to new

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Ortegon, Universidad Icesi

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Diversity

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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

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Andrew Greenberg, Department of Chemical and Biological Engineering University of Wisconsin-Madison; Christine S. Grant, North Carolina State University at Raleigh; Ashley Brown

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Multidisciplinary Engineering

Paper ID #33671Work-in-Progress: The Design and Implementation of EFRI-ResearchExperience in Mentoring Catalyst InitiativeDr. Olgha Bassam Qaqish, North Carolina State University at Raleigh Olgha B. Qaqish, Ph.D. is a engineering educator and researcher, who has experience working with stu- dents at all levels in science, math, engineering, and technology (STEM). Dr. Qaqish is an author of a mathematics textbook: Algebra Essentials. She is currently a postdoctoral researcher at NC State. Courses that she’s taught in the last couple of years include BME 210: Biomedical Electronics and BME 490: Research in Engineering. In

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University

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Multidisciplinary Engineering

conducted a systematic thematic synthesis informed by intersectionality, critical racetheory, and community cultural wealth that highlighted how Black women experience isolationand drew on “giving back” to their communities as a navigational strategy [13]. Another studyfocused on the specific experiences of Black women studying engineering at Predominantly WhiteInstitutions. Similarly, this study highlighted how Black women felt isolated, unable to form studygroups (an integral aspect of succeeding in engineering), subjected to microaggressions, while alsofeeling Hypervisible, highlighting the polarized experiences of Black women in engineering [14].Although there is growth in literature specifically focused on Black women’s engineeringexperiences

Conference Session

Experiential Learning Initiatives

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

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Diversity

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Multidisciplinary Engineering

/universities have introduction to engineering for freshmen. However,most are offered in each department to fulfill the need for the department.Laboratory exercises play an important role in engineering education1-3. They provide theopportunity for students to work on modern machines, tools used in industry. There are differentways to deliver labs: individual lab exercises and project based lab exercises.Project-based learning is a dynamic method to inspire students to obtain a deeper understandingof the subjects, apply and integrate knowledge they are studying. Normally a project is acomplex task, which involves design thinking, decision making, problem solving, etc.2Laboratory work helps students learn actively, hence it has been widely applied to

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Burns, Western Michigan University; Megan Hammond, Western Michigan University

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Diversity

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Multidisciplinary Engineering

hand calculations over the use of software, but we believe this approach to be a disservice to engineering students in an introductory course because it is in stark contrast to what they will encounter during their careers. A well-designed, relevant, and engaging curriculum will provide ample opportunities for rigorous exploration of the concepts. We believe that aligning the curriculum more closely with modern practices (i.e., emphasis on software, real data sets, etc.) and integrating oral and digital communication principles into this course represents a natural progression for an engineering statistics curriculum. Our goal in thisTable 3 – Redesign Roadmap SM19

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, Arizona State University; Mark Vincent Huerta, Arizona State University, Polytechnic campus; Jared Joseph Schoepf, Arizona State University; Joshua Loughman, Arizona State University

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Diversity

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Multidisciplinary Engineering

potential benefitsand challenges of supporting multidiscipline teams in an academic curriculum. Whilemultidisciplinary project-based learning and multidisciplinary service-learning are not new ideas,rarely is the team composition considered in relation to the impacts to student learning andperception.This work examines the experiences of three multidisciplinary, sustainability focused teamsproviding solutions for use and education in communities considered food-deserts. The threeteam structures vary in degree of multidisciplinary composition, one of the EPICSdifferentiators. Students were asked to define multidisciplinary teams and then reflect on theirown team experiences and team compositions. Transcripts of focus group interviews with currentand