Displaying all 10 results
- Conference Session
- Multidisiplinary Student Research Experiences
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford
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- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
Paper ID #11176Forging a Sustainable Student Research InitiativeDr. Tom A. Eppes, University of Hartford Professor of Electrical & Computer Engineering Ph.D. Elec. Engr., University of Michigan MSEE, BSEE, Texas A&M UniversityDr. Ivana Milanovic, University of Hartford Prof. Milanovic is a full-time faculty member in the Mechanical Engineering Department at the University of Hartford. Her area of expertise is thermo-fluids with research interests in vortical flows, computational fluid dynamics, multiphysics modeling, and collaborative learning strategies. Prof. Milanovic is a con- tributing author for more
- Conference Session
- Multidisciplinary Effects on Student Learning
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Tela Favaloro, University of California, Santa Cruz; Tamara Ball, University of California, Santa Cruz; Zachary W Graham, University of California, Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz
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- Diversity
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- Multidisciplinary Engineering
Associate Dean of Research, Graduate Studies and Professional Education in the College of Engineering. c American Society for Engineering Education, 2016 Facilitating Learner Self-Efficacy through Interdisciplinary Collaboration in Sustainable Systems DesignAbstractAn educational partnership between a minority-serving community college and a researchuniversity has been offering STEM students an eight-week summer internship in sustainableenergy systems with the goal of providing applied research experiences while strengtheningcommunity and institutional bonds. In 2015, the interns’ involvement in the successful design,development, and implementation of an innovative testbed for assessment
- 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
teams that exist inworkplaces within the United States and abroad. As such, the purpose of this paper is to describethe process of creating and subsequent plans for implementation of an interdisciplinary capstonecourse at a large research-intensive institution in the Southeast US. The challenges associatedwith developing a course that meets the need of each disciplinary capstone experience and spansthe boundary of different approaches to pedagogy, knowledge structure and learning will beexplored as well.Background and ObjectivesOne of the most common complaints among recruiters of engineering graduates is a failure ofuniversities to properly prepare their students to collaborate within a diverse workplaceenvironment [1], [2]. Students typically
- Conference Session
- Multidisciplinary Learning and Teaching Experiences
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign; José G. Andino Martínez, University of Illinois at Urbana-Champaign; Olivia C. Coiado, University of Illinois at Urbana-Champaign; Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Flavia Andrade, University of Illinois at Urbana-Champaign; Tim Pollack-Lagushenko, University of Illinois at Urbana - Champaign
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- Diversity
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- Multidisciplinary Engineering
seminarseries for the fall 2021 semester, which will be offered under liberal arts, engineering, andagricultural/consumer sciences rubrics to bring together graduate students around weekly topicsof interest to the Working Group faculty members. Working through the Illinois Global Institute,a home department was identified to coordinate concurrent sections of the seminar in each ofthree colleges of the university, and Working Group members obtained course approvals tocreate concurrently meeting sections of the seminar. Using this process, no one college or schoolis the seminar host, eliminating a sense of primacy among student registrants. Working Groupfaculty will take turns lining up topics and presenters in a mini-roundtable fashion for theseminar
- Conference Session
- Multidisciplinary Teamwork
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo
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- Diversity
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- Multidisciplinary Engineering
from the University of Victoria in 1987. As a Professor of Mechanical Engineering at the University of Waterloo, his research focus is machining, and he is well known for developing innovative 5-axis tool-positioning and flank- milling techniques. c American Society for Engineering Education, 2016 Towards a Multi-Disciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-Year WorkshopsAbstractTeams have become the default work structure in organizations; thus, in work settings thatemphasize teamwork, employees must have knowledge, skills and abilities (KSAs) tocommunicate and coordinate with their
- Conference Session
- Multidisciplinary Engineering Design II
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sara Gusmao Brissi, Purdue University; Luciana Debs, Purdue University; Mariana Watanabe, Purdue University
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- Diversity
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- Multidisciplinary Engineering
. 15874].The U.S. DOE is also inspiring university students to engage in sustainable building designthrough a program called Race to Zero, which is an annual competition focused on the design ofZEB buildings (housing or elementary school). The Race to Zero student design competition isopened to graduate and undergraduate students from any interested program of differentinstitutions worldwide [9].Competitions can be an effective tool for student engagement and collaboration, but it canpresent some drawbacks or challenges for students, such as worsened academic performance,disappointment and stress [10]. It is important to emphasize that even defeat can benefitcompetition participants, because they will learn from real-world experiences, dealing
- 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
, Salt LakeCity, Utah. Jun. 2018.[3] Yoritomo, J. Y., Turnipseed, N., Cooper, S. L., Elliott, C. M., Gallagher, J. R., Popovics, J.S., Prior, P., and Zilles, J. L. “Examining engineering writing instruction at a large researchuniversity through the lens of writing studies,” in Proceedings of the 2018 ASEE AnnualConference, Salt Lake City, Utah. Jun. 2018.[4] Hanson, A. J., Lindahl, P., Strasser, S. D., Takemura, A. F., Englund, D. R., and Goldstein, J.“Technical communication instruction for graduate students: The Communication Lab vs. acourse,” in Proceedings of the 2017 ASEE Annual Conference, Columbus, Ohio. Jun. 2017.[5] R. Day Babcock and T. Thonus, “A sample research question: What is a successful tutorial?”in Researching the Writing
- 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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- Diversity
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- Multidisciplinary Engineering
Center which promote innovation and entrepreneurship among engineering students and in collaborations with other colleges on campus and partnering with other institutions across the country.Dr. Donna C. Llewellyn, Boise State University Donna Crystal Llewellyn received her BA (major in Mathematics and minor in Economics) with High Honors from Swarthmore College in 1980. She went on to earn an MS in Operations Research from Stanford University in 1981 and a Ph.D. in Operations Research from Cornell University in 1984. After 30 years at Georgia Tech in a variety of roles, Donna became the Executive Director of the new Institute for STEM and Diversity Initiatives at Boise State University in January 2015. Donna’s current
- 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
and multidisciplinary systems ; 2) use of pedagogies of engagement; and 3) instruction inqualitative and quantitative analysis. The theories of System Dynamics, Dynamic Systems, andOptimization are woven together with concepts from engineering design, engineering science, andsustainability taught in other courses in the curriculum. A five stage analysis process is utilized toprovide structure for the course content, as well as model the complete analysis thought process withfeedback loops scaffolding the students in their application and synthesis of the course material. Avariety of pedagogical approaches, including deep, collaborative, and problem-based learning, havebeen utilized to develop the course learning activities and materials. The
- Conference Session
- Design in Multidisciplinary Learning Environment
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lina Zheng, Tsinghua University; Dexin Hu, Tianjin University; Brent K. Jesiek, Purdue University at West Lafayette (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
100After the full text appraisal, the 36 results were classified according to six emergent categories by their keyfocus, as summarized in Table 6. The most common focus of papers on capstone projects was related to thestructure and experience of one specific capstone project, which implied that only well-designed projects werepossibly effective in accomplishing multidisciplinary engineering education. Particularly, there was also atendency to introduce system engineering in other engineering fields to contribute to a more reasonable designof multidisciplinary capstone projects [11-14]. However, only a few articles cast insights on assessment orproject work or student learning, suggesting a need for further research to identify which kinds