Displaying all 15 results
- Conference Session
- Multidisiplinary Student Research Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Natacha Depaola, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
designed toalso enhance the educational experience. Over 92% of students participants agreed that theexperience enriched their education (Figure 3C). Four percent of students disagreed. Page 26.25.9 Figure 2: Distribution of student responses for survey questions on (a) mentorship and (a) the overall value of the experience. Figure 3: Distribution of student responses for survey questions on the impact of the research experience on (a) interest in pursuing additional undergraduate research experience and/or graduate school, (b) seeking a career in research
- Conference Session
- Multidisciplinary Approaches to Sustainability and Grand Challenges
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Richard M. Goff, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
several university teaching awards, outreach awards, and best paper awards. His passion is creating engaging learning environments by bringing useful research results and industry practices into the classroom as well as using design research results to inform engineering practice. Page 26.1606.1 c American Society for Engineering Education, 2015 Travel for a Penny a Mile: An Engineering Design Challenge Inspiring Student Engagement and Sustainable LivingAbstractStudent engagement and success in engineering and science is paramount in developing thecountry’s needed
- 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
for educational purposes, a pragmatic pedagogical approach is needed to assistin the integration of simulations, based on best practices in education, to ensure that thesimulations are utilized effectively as part of a well-designed curriculum.To answer the question, “How can computational simulations be effectively used as apedagogical tool?” we draw from Bransford’s framework of How People Learn (HPL) 11, basedon a synthesis of and our experiences with a sophomore materials science course. The NRCreport, How People Learn (HPL)11, synthesized the research literature concerning the ways thatnew information is learned and conceptual change occurs in a format that is easily digestible fora wide audience. In addition, Wankat15 discussed direct
- Conference Session
- Multidisiplinary Student Research Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
for community college students at the four-year institution.Although a majority of the programs seemed to have more of a focus on the development ofskills to help students with coursework upon transition to the four-year institution, there areprograms that have the research focus similar to SCCORE’s. The following programs offer aresearch focus or a research component, serving as models of best practices for the SCCOREprogram and pointing to ways our alliance can improve SCCORE.Two programs that offer research in the biomedical field to underrepresented students includethe Bridge Summer Research Program at University of California at Los Angeles (UCLA) thatprovides students at eight (8) community colleges training in lab techniques
- Conference Session
- Teaching Problem Solving in a Multidisciplinary Context
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denia Djokic, University of California, Berkeley; Wil V. Srubar III, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
, but also the costs and benefits of nuclear energy and other energy sources.They appreciated the complexities of the field, the physics and chemistry behind it, and thesociopolitical issues surrounding it. They demonstrated critical thinking, learned how to questionand verify sources of information, and practiced their independent research skills andresourcefulness. At the end of the course, the students walked away with knowledge and skillsthat has solidly contributed to their preparation for a university-level engineering class.Introduction to Civil Engineering: Course Objectives and ComponentsThe Introduction to Civil Engineering course exposed student to both the art and the science ofengineered structures. Using principles of math and
- Conference Session
- Multidisciplinary Capstone and Collaborative Projects
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Miiri Kotche, University of Illinois, Chicago; Stephanie Tharp, University of Michigan
- Tagged Divisions
- Multidisciplinary Engineering
, forexample, and at the micro-level, related to instrument design and usage, depending on the projectfocus. A holistic view will help students understand the broader impact that device design canhave on overall improved interactions, experiences and outcomes in these environments.For most of the students, who are primarily undergraduates (although there are some first yearmedical students, and occasionally MFA Design graduate students and MBA students), this is adrastically different approach to problem solving than they have learned in previous classes, andperhaps more so for the bioengineering students. Usually, the subject matter of focus for aparticular team’s problem is new to all of the students, regardless of discipline, and
- Conference Session
- Multidisciplinary Capstone and Collaborative Projects
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jessica Macklin, University of Maryland, College Park; Kylie Goodell King, University of Maryland, College Park
- Tagged Divisions
- Multidisciplinary Engineering
engaged in team projects. This integration ofengineering with other disciplines would further enhance the experience of students and betterprepare them for teamwork after graduation by enhancing learning and facilitating self-efficacyand innovation.References 1. Holley, K.A., 2009, "Best Practices Related to Interdisciplinary Education," ASHE Higher Education Report, 35(2), 89-99. 2. Hotaling, N., Hermann, C. D., Fasse, B. B., Bost, L. F., and Foresta, C. R., 2012, “A Quantitative Analysis of the Effects of a Multidisciplinary Engineering Capstone Design Course,” Journal of Engineering Education, 101(4), 630-656. 3. Zohar, Ori. Letter to the author. 25 Jan 2015. TS
- Conference Session
- Multidisciplinary First-year Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Carol S. Stwalley, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Darryl Athos Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth Womack, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
Academic Boot Camp (ABC)which was initiated by the Purdue University Minority Engineering Program. It was created toaddress a nine percentage point difference between the 2004 underrepresented minority (URM)first year retention rates and the overall cohort’s retention (67% vs 76%). The program wasoffered for the first time in summer 2005. This program was designed to address transition issuesexperienced by URM students entering a majority institution through a rigorous simulation of thefirst semester engineering experience. Embracing the best practices of learning communities,engineering students are required to live, study, and attend classes together in preparation forglobal competition. Through these methods, the Academic Boot Camp aims to
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
computerprogramming-related problem-solving skills in particular.This study presents best practices and lessons learned from our LC, and we present three novelstrategies to integrate writing in PS courses for majors and non-majors. First, since implementationof LCs is not always feasible, to infuse narrative elements into problem-solving we developed anarrative module to help students develop narrative and writing skills that can be incorporated inall sections of the PS course. Second, we developed a series of student-assessed case studies thatcan be integrated in all sections of the PS course for computer systems majors. Cases studiesprovide a narrative context in which students learn basic constructs of computer programming suchas sequencing, selection and
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
sophomores, juniors and seniors interested in the program. • Descriptions of their research areasApplications are reviewed at the college level and they are supported to the extentthat funding allows. Each faculty member (or interdisciplinary faculty team) who isselected will receive support for a graduate student and prototype materialdevelopment.Design RationaleGiven the learning outcomes for the program, key program design decisions weremade during early development. The rationales for some of these design decisions arepresented in the following paragraphs.Multidisciplinary Teamwork: To develop knowledge and skills associated with thisoutcome, undergraduate students should work on a project in teams in which otherteam members are from
- Conference Session
- Multidisciplinary Engineering Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Deanna H Matthews, Carnegie Mellon University; Kelly Klima, Carnegie Mellon University
- Tagged Divisions
- Multidisciplinary Engineering
theoretical foundations for literacy teaching and learning. In Elementary and Early Childhood Education Faculty Publications. Paper 2 http://vc.bridgew.edu/elem_ed_fac/2 Last accessed March 7, 2015.7. Faria, F.; Klima, K; Posen, I.D., Azevedo, I. A New Paradigm of Science, Technology, Engineering, and Mathematics Outreach in Climate Change, Energy and Environmental Decision Making. In review at International Journal of Science Education, 2015.8. Nouri, A. Practical Strategies for Enhancing Interdisciplinary Collaboration in Neuroeducational Studies. International Journal of Cognitive Research in Science, Engineering and Education. 1(2), 2013.9. Caltech. “Environmental Science and Engineering| Course
- Conference Session
- Multidisciplinary First-year Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
experiences for first year studentsa. By 1982, over 175 educators acrossthe country came together to discuss first-year seminars, and the following year the AnnualConference on the Freshman Year Experience was born. Today, an effective first-yearexperience has been identified as a high impact educational practice by the Association ofAmerican Colleges and Universities (AAC&U). Although these experiences differ significantlyfrom university to university, ranging anywhere from a single course specifically taken in themajor itself, through more involved practices including live-learn communities, Kuh emphasizesthe most influential points of a first-year experience include a “strong emphasis on criticalinquiry, frequent writing, information literacy
- Conference Session
- Multidisciplinary Approaches to Sustainability and Grand Challenges
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Saviniano Samuel Perez, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
sustainabilitystrategies and participating in a network of like-minded sustainability peers. A sustainable futuredemands a leader not just immersed in the sustainability issues but also be able to articulate a Page 26.826.3new paradigm that addresses sustainability not in silos but as systems based and have interrelatedfocus.Putting it all together using Learning LabsOne learning structure to help integrate sustainability, leadership and engineering in onecohesive student experience is the use of Learning Labs. Learning Labs are a two part hands oncollaborative learning experience designed for students to apply theories, models and processesinto practice and
- Conference Session
- Multidisciplinary Course Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jacquelyn Kay Nagel, James Madison University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
). Washington, DC.6. Pierrakos, O., Nagel, R.L., Pappas, E., Nagel, J.K. (2013) A New Vision for Engineering Design Instruction: On the Innovative Six Course Design Sequence of James Madison University. 120th ASEE Annual Conference & Exposition. Atlanta, GA.7. Adams, R.S., L. Mann, and T. Forin, (2009) Cross disciplinary practice in engineering contexts. Proceedings of the International Conference on Engineering Design (ICED), Stanford, CA. 8. Adams, R.S., et al. (2010) Exploring student differences in formulating cross-disciplinary sustainability problems. International Journal of Engineering Education. 26(2): pp. 234-338.9. Goodman, J.S. and O’Brien, J. (2012) Teaching and Learning
- Conference Session
- Multidisciplinary First-year Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO
- Tagged Divisions
- Multidisciplinary Engineering
challenge of representing the transformational learning that occurswhen students participate in high impact practices such as project-based, multi-disciplinaryactivities, or first year experiences. This paper illustrates the context and components of one suchmulti-disciplinary, first year experience called SUSTAIN SLO, at Cal Poly San Luis Obispo, anddescribes the use of qualitative narrative analysis done to gain insight into learning outcomesbeyond typical institutional measures like retention and grades. To research these lessquantifiable outcomes, 22 students were interviewed one year after their experience in SUSTAINSLO. A team of one faculty member, a recent graduate, and four undergraduate students usedqualitative analysis techniques to see