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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

students took ownership over the course syllabus and explored,debated, and defined which topics should be covered, while examining their own assumptions,background, and culture [14]. To this day, the experience in the Rhetoric course is oftendescribed as a moment of true co-design.In the engineering realm, a group of students took part in a course called Creating & Making. Inthe course, students worked in small groups throughout the term to build toys to teach eight-year-olds about a topic of their choice [15]–[17]. Students learned about the user-centered designprocess, ideation techniques, modern fabrication technologies (including CAD), and scrummethodology. Importantly, these kinds of project-based experiences are a part of the

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

Engineering Education, 2015 From Catch-all to Clarity: Revising a First-Year, Multidisciplinary Introductory Course    I. Introduction and History of Florida Gulf Coast University  The National Resource Center for The First-Year Experience and Students in Transitiondescribes South Carolina’s University 101 course, which was first taught in 1972 as the impetusto improve educational

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

anddepartments as well; recent non-engineering participants have included pharmacy, animalsciences, and exercise physiology students. The course has also recently expanded to includestudents from a second university as well as online distance students that span four time-zones.Adding students from a variety of locations and disciplines has increased diversity among thestudents’ educational backgrounds and interests (both as undergraduates and graduates). Thediversity of the students’ skills and knowledge fosters multidisciplinary collaboration within thecourse itself and enhances innovative problem solving as each student can offer their ownresources and expertise to the class.In this model, each student is responsible for proposing a potential team

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. They also write their recommended scores on a grid on a whiteboard,so grading consistency can be verified.Assessment in DesignProject work is graded collaboratively by the Design course instructors, the facilitators, and thedesign panel members. Most project work is graded as a team, and individual contributions areassessed by instructors and facilitators to increase or decrease an individual learner’s grade, asshown in Figure 1.Figure 1: Assessment summary from Design course syllabus, Spring, 2019, shows point allocationfor various deliverables and contributions to project completion.A new question was recently developed by a faculty member: “On the IRE Scale, how would yourate the team’s performance, relative to it’s potential?” (IRE Score