Displaying all 13 results
- 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
Media at Polytechnic University (now NYU Polytechnic School of En- gineering), and her Ph.D. in Educational Communication and Technology at New York University. Her mixed methodology research, focusing on interdisciplinary studies, has been presented at numerous na- tional and international conferences and published in peer-reviewed book chapters and journal articles on varied topics such as technical writing, the future of science education, game design, virtual reality, and problem solving. Her book is entitled Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms (Information Science Reference, 2013).Dr. Candido Cabo, New York City College of
- 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
- Teaching Problem Solving in a Multidisciplinary Context
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Luciana C. El Debs, Purdue University, West Lafayette; Rich Dionne, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Mark Shaurette, Purdue University, West Lafayette
- Tagged Divisions
- Multidisciplinary Engineering
. Observations were made duringclass time, in the last months of the students’ first semester in the program. Using Jonassen’s9seven steps of ill-defined problem solutions to classify the observations and analyze howsuccessfully peer contributions are made by each student, researchers are able to follow howstudents collaborate, organize themselves, and share experiences to conduct their design tasks.Also, one of the authors of this study, who was one of the course instructors, shares his thoughtson the experience of teaching this course for students with varying backgrounds and interests.This paper approaches multidisciplinary problem solving through the lens of socialconstructivism. In this sense researchers assumed that students learn from sharing
- 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
and others that are not as successful. Projects thatincorporate small wins throughout the semester typically have better outcomes as students aremore engaged in the project from the start and build momentum as they progress toward the finalproject deliverables. An example of a project that works well in this regard is using data toidentify relevant metrics and using these metrics to create a tool. A Fall 2014 project involvedanalyzing the elements of customer payment tendencies that ultimately impact cash-on-hand.This required distinct phases that helped keep the team engaged in the project.Conversely, projects that require teams to conduct research among industry peers or competitorsare typically not successful. QUEST students do not have
- Conference Session
- Multidisciplinary First-year Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
11 55 Page 26.816.10 Table 5. Attributes of Value for the GE+ Community Top 6 Attributes Valuable for Highly Valuable GE+ Community n % Faculty Accessibility 15 75 Career Counseling 15 75 Upperclass Student Mentoring 14 70 Common Classes 11 55 Peer Tutoring 10
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
with a solid foundation in analytical, writing,and presentation skills and to enhance interactions between REU students and faculty mentors.The research, educational, and career mentorship provided by the program is envisioned tostimulate the students to look at their academic work in a new light and to provide a spark forpossible careers in academic research or industrial innovation. Participating students will tacklevarious topics of energy research, interact with faculty mentors and students from differentengineering departments, and develop a holistic perspective of energy research.1. IntroductionThe importance of sustainable energy research, and the impact of the current continuing path ofutilizing fossil fuel on the environment, dominate
- Conference Session
- Novel Teaching Methods in a Multidisciplinary Context
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer R. Amos, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign; Princess Imoukhuede, University of Illinois, Urbana-Champaign
- Tagged Divisions
- Multidisciplinary Engineering
), CHBE unidisciplinary (n=194). Table 1. Project Timeline Week BIOE CHBE BIOE CHBE Crossdisciplinary Crossdisciplinary Unidisciplinary Unidisciplinary 1 Receive project & begin Receive project Receive project & Phase I & begin Phase I begin Phase I 2 Complete Phase I, meet Meet with BIOE peers & Complete Phase I Complete Phase I with CHBE peers & share review Phase I write-up Phase I write-up 3 BIOEs support CHBE
- 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
I’d like to ask you about what you currently do for class. • What are the goals of your class? o When your course is over, what should your students be able to do? o Can you identify words on the following chart that describe the types of objectives you would like the students to be able to do (show Eberly chart)? o • To what extent do students achieve those goals? o What kind of activities do you do during class? o What Data do you hope students will learn? o What Skills do you hope students will learn? § Gathering data § Assessing data § Writing
- 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
making based on initial problem articulation to address tradeoffs,performance, design requirements, and broader impacts. The challenges allow for peer teaching andclass discussions of what answers/decisions are justifiable, as well as an opportunity to clear up anymisconceptions. Table 2: Summary of In-class Activities Analysis Phase Multidisciplinary Systems for In-class PBL Activities Coffee maker, Vehicle suspension, Land use planning, Wyndor Glass Co. Define manufacturing, Radiation therapy treatment design Represent Stereo speaker, Vehicle suspension, Student motivation to study in college Stereo speaker
- Conference Session
- Multidisiplinary Student Research Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
menu ofchoices, identify resources and supply relevant literature background.Faced with this issue, we introduced strategies and tools to help students explore potentialresearch topics in a timely manner through log-files and discussions with peers and faculty.Once the question was formulated in the timely manner, students were usually able to identifyresources and gather necessary information. In most cases, the proposed scope of work wasoverly ambitious and did not consider the need to validate the simulation data, and facultyintervention to correct deficiencies was required.Throughout the semester, we help students develop skills in technical report writing andcommunicating orally. We emphasize that organizing information into a coherent
- 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
nine years, teaching Technical Writing and also serving on the teaching team for the NSF Freshman Integrated Program for Engineering (FIPE). She returned to NMSU in 2002 and began work- ing for New Mexico AMP, where she currently holds the position of Alliance Programs Manager. In this position, Jeanne works with the thirteen partner institutions statewide and helps with reporting and publications of New Mexico AMP. She is also involved with the professional development training of the Undergraduate Research Assistants (URAs), and each summer, Jeanne coordinates the Summer Commu- nity College Opportunity for Research Experience (SCCORE) program, a bridge program for community college students that provides research
- Conference Session
- Multidisciplinary Course Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jodi Reeves, National University; Brian Arnold, National University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
12 2 9 12 OS 12 0 10 16 OL 3 13 11 9 OS 9 0 12 16 OL 5 11 Total 156 89 67This paper will investigate student engagement with their instructor and with their peers, asassessed by end-of-course evaluations, in these 12 offerings of EGR 320L to see if there is anyvariability in student responses in online vs. onsite courses or between engineering vs. computerscience students. Before analyzing the student
- 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
how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to