Conference Session

Multidisciplinary Learning, Evaluation, and Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Cindi Mason, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

experience isto expand the student perspective that engineers can have a positive impact on their communityand the world. Students from all engineering disciplines at WSU take this course and work as ateam on several course requirements. This paper describes the existing service-learning courseand presents the motivation behind its development with a review of the literature on servicelearning and the content of the course. The paper then focuses on the structured reflectioncomponent of the class. The reflective component of the class instills the broad aspects desiredby industry.MOTIVATIONThe primary goal of the Wichita State University (WSU) College of Engineering (CoE) is toeducate and prepare students to succeed in the engineering field upon

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Paper ID #10480When Engineering Meets Self and Society: Students Reflect on the Integra-tion of Engineering and Liberal EducationXiaofeng Tang, Rensselaer Polytechnic Institute Xiaofeng Tang is a PhD candidate in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute. Page 24.1374.1 c American Society for Engineering Education, 2014 When Engineering Meets Self and Society: Students Reflect on the Integration of Engineering and Liberal EducationIntroductionA

Conference Session

Experiences of Multidisciplinary Engineering Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyona Sharunova, University of Alberta; Mehwish Butt, University of Alberta; Jason P. Carey, University of Alberta; Ahmed Jawad Qureshi, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Paper ID #25333Alumni Feedback and Reflections on Industrial Demands and Transdisci-plinary Engineering Design EducationMs. Alyona Sharunova, University of Alberta Alyona Sharunova, BSc., is an Education Consultant at the Faculty of Engineering and a former Research Assistant at the Department of Mechanical Engineering at the University of Alberta. Her background is in Psychology, Design, and Educational Development. The scope of her work lies in Transdisciplinary Engi- neering Education, Design Processes, Teaching and Learning Methodologies, Cognitive and Educational Psychology, and Curriculum Design and Enhancement.Miss

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Danny D. Reible, Texas Tech University; Roman Taraban, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Chongzheng Na, Texas Tech University

Tagged Divisions

Multidisciplinary Engineering

Paper ID #31562Fostering Reflective Habits and Skills in Graduate Engineering Educationvia the Arts and HumanitiesDr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering education, arts & humanities in engineering, interdisciplinary

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, Texas Tech University; Roman Taraban, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Danny D. Reible P.E., Texas Tech University; Jill Hoffman, Museum of Texas Tech University; Chongzheng Na, Texas Tech University

Tagged Divisions

Multidisciplinary Engineering

Paper ID #19502Exploring the Effects of a Visual Thinking Strategies Workshop on the Re-flective Thinking of Undergraduate Engineering StudentsDr. Ryan C. Campbell, Texas Tech University Having recently completed his Ph.D. through the University of Washington’s interdisciplinary Individ- ual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering educa- tion, art in engineering

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Anne Rosewitz P.E., Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

bringchildren in for daily activities. This project is a first-time collaboration between University X andthe Town YWCA, and focused on a building a lasting relationship. The faculty advisors used acombination of assignments to evaluate the evolution and to track growth of students: equitytraining modules from an instructor handbook and self-reflection assessments based on Edutopia[1]. These assignments were given to the students on a per-term basis to track changes ortransformations in student behavior as they discover and address resource limitations, uniquedesign constraints, and working with team members from different disciplines. Morespecifically, these assessment measurements were: asset maps; changes to interpersonal teamdynamics from strangers

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Scott Schaffer, Purdue University; Daniel Gandara, Illinois Institute of Technology; Xiaojun Chen, Purdue University; Margaret Huyck, Illinois Institute of Technology; Jill May, Illinois Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

the basis identifyingmeasurement of these objectives across the four partner institutions. Section II represents apartial replication of research validating the CDTL framework. The emphasis in this study is onidentifying and measuring broad competencies as a function of doing cross-disciplinary teamwork. Thus, "cross-disciplinary" is defined in terms of team composition as in teams comprisedof multiple disciplines. The logic is then that measurement of such teams is a reflection of theteam's cross-disciplinarity.I. Development of cross-disciplinary team learning objectives and related self-efficacymeasuresMultiple theoretical perspectives are required to better understand how cross-disciplinary teamslearn and what interventions will support

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

-related skills,and enables them to become more self-aware/mature independent thinkers. While many studentsengage in experiential learning activities voluntarily, some schools have formalized a creditedversion as an elective to ensure the learning includes the reflective and conceptual components,as verified by a deliverable outcome. A few schools such as Messiah College have also gone astep further to require an approved experiential learning activity of all students, includingengineering majors, to enhance their career preparation and community engagement beforegraduation. Students matriculating to Messiah College as of 2015 may now opt to fulfill theExperiential Learning Initiative (ELI) by either credited internship, practicum, service

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Darrell Velegol, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering

Page 24.75.3 be applied back to problems with reanalysis and resolutions. 2 6. Personal Reflection. A closing analysis of what has been learned from working with a problem and a discussion of the concepts and principles involved are both essential. 7. Self- and Peer Assessment. Self- and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit. 8. Real-World Activities. The activities carried out in problem-based learning must be those valued in the real world. 9. Exams Measure PBL Progress. Student examinations must measure student progress towards the

Conference Session

Engineering in a Societal Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Elise Barrella P.E., Wake Forest University; Charles McDonald Cowan II, James Madison University; Robin D Anderson, James Madison University

Tagged Divisions

Multidisciplinary Engineering

(to environment) A8 Uses footprint analysis to estimate impact A9 Analyzes embedded energy of alternatives B1 Addresses stakeholder or client requests B2 Considers local circumstances and cultures B3 Incorporates public/stakeholder participation B4 Incorporates user experience Social B5 Protects human health and well-being B6 Uses inherently safe and benign materials (to humans) B7 Demonstrates ethics/ethical reasoning B8 Reflects social responsibility B9 Manufacturing complies with safety regulations

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anneliese Watt, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Society for Engineering Education, 2014 What’s in the Soup? Reflections from an Engineer, a Physicist, and an English Professor on an Interdisciplinary Summer Grand Challenge ProgramIntroduction to the Summer Grand Challenge ProgramThree professors with common interests and goals piloted in Summer 2013 a program focused onsolving one of the fourteen Grand Challenges of the 21st Century identified by the NationalAcademy of Engineering (NAE).1 These challenges range from providing energy from fusion toengineering better medicines. The summer program was centered on making solar power cheaperand locally manufacturable in a less developed region. The program purposefully broughttogether humanities, science

Conference Session

Engineering in a Societal Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Reddy, University of San Diego; Gordon D Hoople, University of San Diego; Austin Choi-Fitzpatrick, University of San Diego; Michelle M. Camacho, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

problem solving in multidisciplinary andinterdisciplinary teams. Undergraduate engineering students often are trained in disciplinaryconcepts and techniques of their specializations, but rarely given opportunities to reflect uponhow they work with collaborators. Here, we discuss a course that brings students fromengineering and non-engineering fields together to grapple with a technical and conceptualchallenge: designing and building drones for humanitarian purposes. This paper describes an“Engineering Peace” course and discusses preliminary findings from surveys, focus groups, andobservations regarding the course’s effects on students’ multidisciplinary and interdisciplinaryskills. This material allows us to analyze the emergence of professional

Conference Session

Multidisciplinary Design

Collection

2006 Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University-Pomona; Uei-Jiun Fan, California State Polytechnic University-Pomona; Saeed Monemi, California State Polytechnic University-Pomona

Tagged Divisions

Multidisciplinary Engineering

learn,develop, and reflect through active participation and thoughtfully organized communityinvolvement. It enhances the academic experience of students by relating academic content andcourse objectives to issues in the community.Community engagement through service learning has become a well-established educationapproach in liberal arts and science education. While engineering education seems like a naturalfit, community engagement through service learning with very few exceptions is not integratedwithin the engineering curriculum. To provide hands-on educational experience, traditionally,engineering schools have developed partnership with industry through various programs such asinternships, co-operative education and sponsored research

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering

AssignmentsIntroduction Week 1 Lecture (via VoiceThread) introducing Create electronic portfolio, course topics and the nature of familiarize yourself with engineering disaster course management software and on-line formatNature of Week 2 Lecture 2 on multidisciplinary nature Reflection (in eportfolio) onengineering of engineering design first two lectures;and design Readings on design process Assignment on design Readings from “Lessons Amid the process (and Design for

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Kahyun Kim, Virginia Tech; Jason Forsyth, Virginia Tech; Ed Dorsa, Virginia Tech; Thomas Martin, Virginia Tech; Eloise Coupey, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

AC 2012-5469: INTERDISCIPLINARY PEDAGOGY FOR PERVASIVE COM-PUTING DESIGN PROCESSES: AN EVALUATIVE ANALYSISDr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech where she serves as Assistant Department Head for Graduate Education and co-directs the Virginia Tech Engi- neering Communication Center. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include: interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in stat- ics courses, and a CAREER award to explore the use of e-portfolios

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

practitioners haveshown interest in evidenced-based methods of developing student engineers, such asproject-based learning, experiential learning, peer to peer learning, and game-based learning. Thispaper describes an engineering education program that emphasizes technical, professional,creative design skills in our 3rd and 4th year student engineers. This program is continuouslyimproving. Faculty and staff meet each semester to reflect on the prior semester, address studentfeedback, and make specific changes to improve. Learning science tips are weaved into thedynamic program. Motives are pure, but execution can have some challenges. This program’sphilosophy allows faculty to try, get feedback, and pivot. Faculty exemplify iterative design andthe

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

opportunity has emerged in building brand new liberalarts, science, and engineering programs at Fulbright University Vietnam, a new institution inVietnam. Founding faculty members have engaged in a “co-design year” to prototype and iterateall aspects of this new university together with students and staff. In this paper, we reflect on theco-design year and present the main considerations that have driven the design of theundergraduate program.IntroductionThere has been increasing awareness to “re-engineer” engineering education as society grappleswith increasingly complex, ill-structured, and adaptive problems, such as water scarcity, globalpandemics, climate change, poverty, and the loss of biodiversity, which technology alone cannotsolve. These

Conference Session

Experiential and Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Gregory Bucks, Purdue University; William Oakes, Purdue University; Carla Zoltowski, Purdue University; Frank DeRego, Purdue University; Silvia Mah, University of California-San Diego

Tagged Divisions

Multidisciplinary Engineering

needs and reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.Many disciplines have imbedded service-learning into their college curricula as well as many K-12 schools. Service-learning is aligned very well with the ABET Criteria[2], as well as theNational Academy’s Report on the Engineer of 2020[1, 8]. Engineering is a relative late comer tothe service-learning movement. While there is a growing momentum within engineeringeducation, the community has been slow to adopt the pedagogy on a large scale.Components of Service-learningService-learning has distinct and important components. These

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Mike Murphy, Dublin Institute of Technology; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

these existing assessment tools is that they have been developed basedon different frameworks, and hence, the integration of non-consistent assessment tools into anoverall program assessment is challenging. Beard et al.7 suggest that an assessment plan toevaluate curricular efforts to integrate professional skills into programs should includestandardized rubrics.Beyond the studies that focused on assessment of individual skills (e.g., teamwork), a few recentstudies proposed more comprehensive assessment tools targeting a larger set of professionalskills. For example, Huyk et al.23 studied engineering students enrolled in multi-disciplinaryproject team courses to investigate the impact of reflections on the service learning and otherproject

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana; Bradley Lane Kicklighter, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

summative surveys were distributed with each summative assessment(exams). The formative survey was distributed prior to the summative assessment and thesummative survey was distributed after the summative assessment. See Appendix A for the twosurveys. Questions are included in the figure captions, for convenient reference. Ample time wasgiven to complete the formative survey and the both surveys were generally returned with theexam. Students are informed to answer the formative survey questions reflecting on theformative assignments leading up to a summative assessment. For example, when filling outtheir second formative assessment students are asked to reflect on all homework leading up toExam 2 from the previous exam. Formative scores include the

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Harvey Bell, University of Michigan; Brian E. Gilchrist, University of Michigan; Gail Susan Hohner, University of Michigan, College of Engineering; James Paul Holloway, University of Michigan

Tagged Divisions

Multidisciplinary Engineering

-structured interview data served as the data informing this study. Theinterviews were grounded in students’ design experiences. Thus, the beginning interviewquestions were about the details of the experience, and were followed by questions about theimpacts on themselves they have seen from these experiences. This interview protocol designallows students to remember deeply about the experience and therefore, reflect more deeplyabout the impact of the experience, how they changed because of the experience, and how theyview and approach interdisciplinary design in general. The interviews were audio recorded andlasted approximately one hour. An outline with example questions of the protocol is includedbelow.Focus of Questions Example

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Maria Barichello, University of Waterloo; Christopher Rennick, University of Waterloo; Erin Jobidon, University of Waterloo; Richard Li, University of Waterloo

Tagged Divisions

Multidisciplinary Engineering

differences in power or values among other individuals leading to stalledprogress [17]. Norming occurs once a team has determined structure and established goals andtargets, or once they have resolved existing conflict. The team will typically have adopted amindset of ‘we’ as opposed to ‘I’ established stable roles and rules, and will typically reflect ontheir processes and progress. During the performing stage, the team will be driven towards theirgoals, be task oriented and they may be the most creative during this stage as they are moretrusting, open and enabled by their team members [17]. Finally, the adjourning stage representsthe end of the team’s work together. Depending on how the team functioned, they may celebrate,reflect or reminisce or

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

-up,educational goals, challenges and opportunities. In Part II, we then move on to a closer look atthe technical design of the project. Finally, in Part III, we revisit the educational goals set out atthe outset, make a reflective assessment of the experience, and propose insights andrecommendations for instructors working with similar experiences or sets of challenges. Page 26.468.2Part I: Educational Goals, Challenges, and OpportunitiesBefore diving more deeply into reviewing the educational goals, it would be important to explorethe background of the institution and other contextual matters that scaffolded the experience.The project was

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Gretchen A. Mosher, Iowa State University; Ann M Gansemer-Topf, Iowa State University ; Tejas Dhadphale Ph.D., Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

benefits and challenges of creating a multidisciplinarysenior capstone course from the perspective of engineering faculty. From this study five overallthemes emerged: 1.) multidisciplinary courses reflect real world, 2.) students are primarybeneficiaries of multidisciplinary courses, 3.) current university structure and organization cancreate obstacles, 4.) senior capstone is a critical component in engineering education, and 5.)dedication of resources. The paper will conclude with recommendations for working with facultyto create a more multidisciplinary learning environment for students and initial thoughts on thenext steps in the development process.Capstone as Part of Engineering EducationThe requirements of a 21st-century engineer are

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Lee Ann Jerome Clements, Jacksonville University; Cindy Leong; Misha M. Chalkley; Crandall Maines, Jacksonville University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

that emphasizes student discovery. Scholars are selectedannually based on academic ability and financial need. Faculty mentoring, tutoring, peer studygroups, college survival skills training, career development, and undergraduate researchexperiences are all tools to help the scholars. Some MEP Scholars are actively participating inthe following research projects: 1) Design and Development of an e-Health System, 2) Designand Development of an Electronic Health Records program, 3) Study of the Field Effect onCharge Transport through Conductive Polymers Injected in Vascular Channels of AngiospermLeaves, and 4) A 3D-printed desk organizer. In this paper, MEP Scholars briefly present theirprojects and share their thoughts and reflections about the

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

for her efforts in encouraging students to develop an entrepreneurial mindset. Amy has contributed to the development of a new hands-on multidisciplinary introduction to engineering course and a unique introduction to engineering MOOC. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfolios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Ms. Jill L. Roter, Arizona State University Jill Roter is a senior instructional design

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University Programs; Mark Shaurette, Purdue Polytechnic Institute; Wendy Hynes, Purdue University, West Lafayette (College of Engineering); Hyun Joo Kwon, Purdue University; Bill Hutzel, Purdue University, West Lafayette (College of Engineering); David Barbarash, Purdue University

Tagged Divisions

Multidisciplinary Engineering

, being two faculty from the College of Liberal Arts (Interior Design program), onefaculty from the College of Agriculture (Landscape Architecture program), and three from thePurdue Polytechnic Institute (two faculty from Construction Management Technology, and onefrom Mechanical Engineering Technology). The authors´ academic ranks also vary, includingfour assistant professors, one associate professor, and one full professor.The methodology for this study includes collecting individual reflections from the facultyinvolved. Faculty members were provided with twelve guiding questions to help them focus ontheir expectations about this collaborative process and experience during the early planningprocess. All faculty members involved in the DCI

Conference Session

Multidisciplinary and Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Tech.

Tagged Divisions

Multidisciplinary Engineering

consciousnessand is derived from two major engineering disciplines; chemical engineering and materialsengineering. It seeks to develop both knowers, who remember information and cansystematically repeat skills, and learners who can create, apply, modify and adapt concepts.The main thrust of this subject is a meta-cognitive one. Meta-cognition is the consciousnessof knowledge about knowledge and is based on the assumption that knowing about knowingaffects learning. In this subject • Students will be encouraged to think critically and monitor their understanding; and • Students will reflect not only on what they know, but on how they know itBecause new knowledge and skills are introduced in this subject, a more traditional pastoral-type educational

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach; Jayson F. Clifford; Michael P. Dop, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

disadvantages of modified process are discussed.We hope this paper serves as a guideline for course instructors who are considering going agilefor a capstone design course for computer engineers, software engineers, or multi-disciplinaryteams.Crystal Clear ProcessCrystal Clear is designed specifically to work with small to medium sized teams. Some of theproperties of this process include: frequent delivery via 2–4 week iterations; processimprovement via reflection workshops at the end of each iteration; osmotic communication byco-locating teams, and utilizing charts and boards to share information; personal safety; focusthrough a flexible plan that identifies fixed deliverables per iteration; and a technicalenvironment capable of supporting automated

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Eleanor Leung, Minnesota State University, Mankato; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

, curiosity, retention and accessibility ofknowledge, value-creation, and other desired learning outcomes. Much of the recent adoption ofactive and collaborative learning, self-directed learning, problem-based and project-basedlearning (PBL), peer to peer learning, and other similar learning strategies are aimed atdeveloping innovative and entrepreneurial mindset skills, but they have been limited to CapstoneDesign courses. Our aim is to develop the entrepreneurial mindset much earlier in the studentengineers’ undergraduate education.The Iron Range Engineering program is entrepreneurial in nature, based on continuousimprovement, self-directed learning, and reflective practice. Our student engineers learn incontext, by applying technical engineering