Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Lijun Wang, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder

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Diversity

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Multidisciplinary Engineering Division (MULTI)

listening to music.Dr. Malinda S. Zarske, University of Colorado, Boulder Dr. Malinda Zarske is the current Chair of the ASEE Board of Director’s Commission on P-12 Engi- neering Education and a faculty member and Associate Director of the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate engineering core and product design courses. Her primary research covers the effects of intrateam segregation on engineering teams and the impacts of project-based service-learning on student identity and perseverance in P-12 through undergraduate engi- neering education. ©American Society for Engineering Education, 2023Multidisciplinary Engineering Programs: Does

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn R. Gosselin, State University of New York, Maritime College; Martin S. Lawless, State University of New York, Maritime College

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #40188A Generative Learning Approach to Teaching Engineering Calculations inan Introductory CourseDr. Kathryn R. Gosselin, State University of New York, Maritime College Kathryn R. Gosselin is a Senior Assistant Professor in the Mechanical & Facilities Engineering Depart- ment at SUNY Maritime College. She has a Ph.D. in Mechanical Engineering from the University of Connecticut. She joined Maritime College in 2018 and teaches upper-division courses in the thermo- fluids area. Additionally, she is Coordinator of Advising for the School of Engineering and is involved in assessment.Dr. Martin S. Lawless, State

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Markvicka, University of Nebraska-Lincoln; Jason Daniel Finnegan; Kasey Moomau; Amie Sueann Sommers; Markeya S. Peteranetz, University of Nebraska, Lincoln; Tareq A. Daher, University of Nebraska, Lincoln

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Multidisciplinary Engineering Division (MULTI)

intrinsically soft materials (e.g. rubbers, gels, fluids). Dr. Markvicka has taught in the Department of Mechanical and Ma- terials Engineering for four years, teaching classes in robotics, engineering controls, entrepreneurship, and machine learning. His interests include creating and evaluating novel experiential learning experiences that complement existing curricula. Before arriving at UNL, Dr. Markvicka received his B.S. and M.S. in Mechanical and Materials Engineering from UNL and his M.S. and Ph.D. in Robotics from Carnegie Mellon University.Jason Daniel FinneganKasey MoomauAmie Sueann SommersDr. Markeya S. Peteranetz, University of Nebraska, Lincoln Dr. Peteranetz is the Learning Assessment Coordinator for the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #42469Engineering Student Success: Implications of combined Scholarship, Academic,and Community Support InterventionsSeyedehsareh Hashemikamangar, The University of MemphisDr. Stephanie S Ivey, The University of Memphis Dr. Stephanie Ivey is a Professor with the Department of Civil Engineering in the Herff College of Engineering at the University of Memphis. She directs the Southeast Transportation Workforce Center and the West TN STEM Hub.Craig O. Stewart, The University of Memphis Dr. Craig O. Stewart is a professor of Communication at the University of Memphis.Dr. Aaron Robinson, The University of Memphis Dr

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; John Schrock, The Ohio State University

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Electrical Engineering (ICITEE). https://doi.org/10.1109/icitee49829.2020.9271781Sense of Belonging References: [2] Walton, G. M., & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125(5), 617–655. https://doi.org/10.1037/rev0000115 [3] Walton, G. M., & Brady, S. T. (2017). The many questions of belonging. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 272–293). The Guilford Press. [4] Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. https

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis

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Diversity

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Multidisciplinary Engineering Division (MULTI)

technical writing skills in STEMdisciplines is well documented. Solutions have been proposed, implemented, and inconsistently sustained.One approach to improving disciplinary technical writing is through Writing Assignment Tutor Trainingin STEM (WATTS). WATTS is an interdisciplinary, collaborative approach in which STEM faculty workwith writing centers and generalist peer tutors to provide just-in-time assignment-specific feedback tostudents. WATTS research was funded by an NSF IUSE collaborative grant (award #s 2013467,2013496, & 2013541). In WATTS, the STEM instructor collaborates with the writing center supervisorand prepares materials for the tutor-training including assignment examples, a glossary of terms, areas ofconcern, and the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Sumito Nagasawa, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

important. As acountermeasure to this issue, two assessment tools were applied to the SIT’s OnlineInterdisciplinary Robotics workshops held in March in AY2021 and AY2022. One is ourglobal competence assessment framework formed by combining the Miville-GuzmanUniversality-Diversity Scale - Short Form (MGUDS-S) and SIT’s student satisfaction survey.It will be used to evaluate participants’ global competence as well as to investigateweaknesses in the design of the online gPBL program. The other new tool is a new method ofassessing students’ level of engagement in group work based on an analysis of students’activity within the Slack collaboration platform. We believe that Slack-based evaluation cankeep a more effective, accountable track of student

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Clippinger, Pennsylvania State University, Behrend ; Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend ; Johanna Fouts Bodenhamer

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

understand the reasons/rules 6. Disagree behind my* suggestion 7. Strongly disagree. *the tutor’s *the tutor’s 2. To what extent do you agree to the following statements 7-level scale: about student(s) interest in your* suggestions about: 1. Strongly agree a) Grammar 2. Agree b) Style 3. Somewhat agree c) Content 4. Neither agree nor disagree d) Format 5. Somewhat disagree e) Citations

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

history component was therefore created, and launchedat the Japanese university, with Indonesian undergraduates also taking the course as remotelearners. To evaluate the effectiveness of the new interdisciplinary COIL, it was assessedalongside five other existing modules and the results were compared, with the key object ofinvestigation being the effect on participating students’ global competence. In total twoSTEM non-COIL modules, two STEM COIL modules (including the newly created one witha history component), and two history modules (one COIL and one non-COIL) had their pre-and post-program GC scores calculated using the Miville-Guzman Universality DiversityScale – Short Form (MGUDS-S). Results indicated that the two STEM non-COILs and

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duy Duong-Tran, United States Naval Academy; Siqing Wei, Purdue University, West Lafayette; Li Shen, University of Pennsylvania

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

panel, interdisciplinary collaboration results inan emergent field [ABC] that requires a complete rethinking and development frominterdisciplinary fields A, B, and C. In the bottom panel, multidisciplinary collaboration, overtime, might bring A, B, and C disciplines “closer” but does not result in an emergent discipline.Note that //’s on the dashed lines denote the independence between the disciplines while the solid||’s represents the existence of commonalities between disciplines.Over time, these organic fusions induced by inter-/trans-disciplinary approaches cannot beeffectively and exhaustively categorized into any single, isolated, independent mother fields(e.g., squares A, B or C Figure 1, top left panel). The field of interdisciplinary

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristiane Maria Barra Da Matta, Instituto Mauá de Tecnologia; Daniel Kashiwamura Scheffer, Instituto Mauá de Tecnologia; Susana Marraccini Giampietri Lebrão; Maria do Carmo Fernandes-Martins, Universidade Metodista de São Paulo; Fernando Silveira Madani, Instituto Mauá de Tecnologia

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #38028Board 145: Possible Relations between Self-Efficacy, SociodemographicCharacteristics, Dropout and Performance of Freshman Students inEngineering CoursesDr. Cristiane Maria Barra Da Matta, Instituto Mau´a de Tecnologia Master’s degree in Food Engineering at the Instituto Mau´a de Tecnologia and PhD in Psychology at the Universidade Metodista de S˜ao Paulo (2019). Assistant professor and coordinator of the Student Support Program (since 2007) at Instituto Mau´a de Tecnologia. It investigates themes of School and Educational Psychology: academic experiences, self-efficacy, school performance and dropout in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wiline M Pangle, Central Michigan University; Itzel Marquez, Central Michigan University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

model,processes, and results, we inspire others to implement similar models aimed at advancing ourdisciplines.8. References[1] R. B. Mitchell and C. S. Weiler (2011). Developing next-generation climate change scholars:The DISCCRS experience. Journal of Environmental Studies and Sciences, 1(1), 54-62.[2] M. Mobjörk, C. Berglund, M. Granberg and M. Johansson (2020). Sustainable developmentand cross-disciplinary research education: Challenges and opportunities for learning. HögreUtbildning, 10(1), pp.76-89.[3] National Academy of Sciences (2005). Facilitating interdisciplinary research. Washington,DC: The National Academies Press.[4] D. McGunagle and L. Zizka (2020). Employability for 21st-century STEM students: Theemployers’ perspective. Higher

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Colleen King, University of Illinois at Urbana - Champaign; Piper Marie Pascarella, University of Illinois Urbana-Champaign; Lucy Hamilton Cinnamon, University of Illinois at Urbana - Champaign

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, research, planning,conducting interview(s), editing, and assessing. The development phase includes topic selectionand story arc refinement, to ensure a clear vision heading into each episode. Next, the interviewershould research the topic, guest(s) and other relevant materials needed for question preparation.Interviewers may conduct pre-interview with the guest to learn specifics for the episode, as needed.A team member from the Journalism Department in the College of Media prepared a lecture called,“Interviewing 101”, to provide faculty with a step-by-step guide for preparing for interviews.RecordingGiven the popularity of podcasts as a media platform multiple podcast studios exist on campus,available for use free of charge. So far, we have found

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Gabriele Trovato, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

of the technology used for theShinkansen was developed during the war for non-peaceful purposes. However, post-warJapanese engineers felt the need to expunge their guilt at having developed such technologyand instead utilised it for more peaceful purposes. The learning outcomes from this lecture were measured by filling out a questionnaire.Most of them mentioned their redemption by developing technology used for the war,importance of having a peaceful mindset, safety, and/or the contribution of the threeengineers as the most impressive lessons learned (see their feedback in ‘Program evaluation’below). Figure 4: Some slides from Lectures on ShinkansenProgram evaluation1. Quantitative analysis: MGUDS-S SIT values

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

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Diversity

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Multidisciplinary Engineering Division (MULTI)

and active learning. It is not possible to learn these concepts bydoing only mathematical problems. It is also important for instructors to follow goodpedagogical practices including having clear learning objectives and assessments. 1. Identify possible sociotechnical collaborators 2. Identify a salient course topic that has broader social and environmental implications 3. Identify, add or update existing course learning objectives and/or ABET student outcome that this sociotechnical course topic aligns with 4. Create learning objectives for specific sociotechnical modules 5. Create modules by designing activities for homework before and/or after class session(s) as well as class session(s) that

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najjiya Almallah, Rutgers, The State University of New Jersey; Mahmoud Al-Quzwini, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

to explain the effect of filtering in the frequency domain orwhen explaining the causes of frequency and phase distor�ons, I have no�ced that the studentslack the understanding of what are the results of the Fourier analysis and how to relate thoseresults to the amplitudes and frequencies of the harmonics cons�tu�ng the �me-domain signalanalyzed by the Fourier series/transform. As such, I have spent �me explaining these concepts,and by now, the students understand the term “frequency spectrum” or “spectrum.” However,the students s�ll do not know how to prac�cally generate the frequency spectrum of real data oruse the straigh�orward spectral analysis tools in MATLAB. 3. THE SPECTRAL ANALYSIS MODULEThis module is added a�er the ADC lecture. The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D Palmer P.E., Louisiana Tech University; William C. Long, Louisiana Tech University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

confidence developed during the first year and theongoing support offered by the program. Tracking future retention and graduation rates of thestudents in this study is planned, which will provide additional insights into the long-termoutcomes of SSP participants. Further research is needed to isolate and evaluate the specificeffects of SI on performance in first math and engineering courses, as well as its contribution tooverall academic success and persistence.Acknowledgement of Support and DisclaimerThis material is based upon work supported by the National Science Foundation under Grant No.2221638.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Jessica C Hill, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

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Diversity

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Multidisciplinary Engineering Division (MULTI)

, providing holistic support for interdisciplinary identities benefits faculty career success andcreates broader pathways for solving the world’s multifaceted and complex global issues.References:[1] S. N. Conley, R. W. Foley, M. E. Gorman, J. Denham, and K. Coleman, “Acquisition ofT-shaped expertise: an exploratory study,” Social Epistemology, vol. 31, no. 2, pp. 165–183,Mar. 2017, doi: 10.1080/02691728.2016.1249435.[2] M. C. King, “Interdisciplinarity and Systems Thinking: some implications forengineering education and education for industry,” European Journal of Engineering Education,vol. 13, no. 3, pp. 235–244, Jan. 1988, doi: 10.1080/03043798808939422.[3] D. M. Etter and J. Bordogna, “Engineering education for the 21st century

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon ; KENNETH OHNEMUS, Amazon; Jessica Blackburn; Anshul Mittal, Amazon; Yan Dong, Amazon; Savannah LaFerriere; Robert Pulvermacher; Marina Dias, Amazon; Alexander Gil; Shahriar Sadighi; Neerav Kumar, Amazon

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

/jee.20048.[5] O. Rompelman, “Assessment of student learning: Evolution of objectives in engineeringeducation and the consequences for assessment,” European Journal of Engineering Education,25(4), 2000, pp. 339-350.[6] R.M. Felder and B.A. Soloman, “Learning styles and strategies,” 2000[7] J. Ventura, “Applying EC 2000 criteria to engineering programs,” In 2003 AnnualConference, Proceedings of the 2003 American Society for Engineering EducationAnnual Conference & Exposition, June 2003, pp. 8-230.[8] T.M. Chowdhury, S. Bhaduri and H. Murzi, “Understanding the development of teamworkcompetency to comprehend the transformation in systems engineering discipline,” In 2021 ASEEVirtual Annual Conference Content Access. July 2021.[9] D.L. Evans

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jana Pavlasek, Polytechnique Montreal; Broderick Charles Riopelle, University of Michigan; Abhishek Narula, University of Michigan; Shaw Sun, University of Michigan; Peter Gaskell, University of Michigan Robotics Department

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. [2] O. C. Jenkins, J. Grizzle, E. Atkins, L. Stirling, E. Rouse, M. Guzdial, D. Provost, K. Mann, and J. Millunchick, “The Michigan Robotics undergraduate curriculum: Defining the discipline of robotics for equity and excellence,” arXiv preprint arXiv:2308.06905, 2023. [3] T. Balch, J. Summet, D. Blank, D. Kumar, M. Guzdial, K. O’hara, D. Walker, M. Sweat, G. Gupta, S. Tansley, et al., “Designing personal robots for education: Hardware, software, and curriculum,” IEEE Pervasive Computing, vol. 7, no. 2, pp. 5–9, 2008. [4] I. M. Souza, W. L. Andrade, L. M. Sampaio, and A. L. S. O. Araujo, “A systematic review on the use of LEGO® robotics in education,” in IEEE Frontiers in Education Conference (FIE), pp. 1–9, IEEE, 2018

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

ofsociety and engineering solutions/technologies related to each theme. They are provided withopportunities to further explore theme(s) that they are interested in through individualizedresearch-based assignments and a team project. In this course, students also learn about programrequirements and opportunities to achieve the program competencies, and develop a customizedfour-year plan for the program, i.e., they identify opportunities they would like to pursue to meeteach competency requirement and plan out when to pursue each opportunity during their fouryear journey. Due to the active learning and group based nature of this course, the first yearstudents also closely connect with their peers and the first year community in the GCSP. Moredetails

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Maxell Lumbera, Purdue University at West Lafayette (COE); Robin Adams, Purdue University – West Lafayette (College of Engineering)

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Multidisciplinary Engineering Division (MULTI)

) (COE) Robin S. Adams is Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, ac ©American Society for Engineering Education, 2025Creating a Course Dashboard to Continually Assess and Improve the Quality of EducationAbstractThis paper develops a program dashboard designed to continuously assess and improve thequality of education. Continuous assessment and improvement of education are essential formaintaining the quality and integrity of educational excellence and achieving effective

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siobhan Rigby Oca, Duke University; Blake Hament, Elon University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

documentation, developer support,and reliability than older options, however these may not be barriers depending on the coursescope and goals. With that said, there may be courses that are better served by other softwareentirely. ROS mastery requires significant time and energy apart from that required to mas-ter robotics and other STEM concepts. However if a student aspires to a career in roboticsresearch and development, ROS mastery is likely well worth the initial investment.References [1] K. Scott and T. Foote, “2022 ROS Metrics Report,” Available at http://download.ros. org/downloads/metrics/metrics-report-2022-07.pdf (2024/02/07). [2] T. M. Santos, D. G. S. Favoreto, M. M. d. O. Carneiro, M. F. Pinto, A. R. Zachi, J. A. Gouvea, A. Manh

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Colon, University of Puerto Rico; Andrea Karola Rivera Castro, University of Puerto Rico; Aidsa I. Santiago-Román, University of Puerto Rico; Christopher Papadopoulos, University of Puerto Rico; Sandra Loree Dika, University of North Carolina at Charlotte; Nayda G. Santiago P.E., University of Puerto Rico; Kaishmarie Alicea Romero, University of Puerto Rico

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

questions are presented in Table 4.Table 4 – Survey questions administered to participants. # Survey Questions and their Intended KSBA Model Elements SQ1 What ideas, concepts, knowledge, or facts have you learned? (K) SQ2 What skills have you developed? (S) How have some of your behaviors, habits, or practices changed, and/or what are SQ3 new ones that you have developed or adopted? (B) How have some of your attitudes or beliefs changed, and/or what are new ones SQ4 that you have developed or adopted? (A) Based on what you now know and have studied, how do you understand the idea SQ5 of Sustainability? (K) What

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Ona Egbue, University of South Carolina, Upstate

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

,frequent feedback and regular interactions between students and teachers [4]. Assessment andfeedback are crucial components in teaching and learning in engineering education [5]. Therefore,the impact of assessments on students can be significantly influenced by the quality of feedbackthey receive.Feedback serves various purposes including notifying students about their current performance,their achievement of course objectives, and bridging the gap between students’ currentperformance and desired performance [6]. Furthermore, good feedback practices encourage self-assessment, provides clarification on what is good performance, motivates and fosters self-esteemand informs the instructor’s teaching [7].According to Subheesh, N. P., & Satya, S. S

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

defined as a limit of Riemann sums. White down the limit form and then decide 𝑏on the units of ∫𝑎 𝑓(𝑥)𝑑𝑥 .Fancier version: assume g(s,t) is a function of two variables, where s is measured in v units and tis measured in w units and g is measured in o units (for output) .Write down the limit and difference quotient that is used to find ∂g/∂s.What does that make the units of ∂g/∂s ? 𝑏 𝑑What would be the units for the double integral ∫𝑎 ∫𝑐 𝑔(𝑠, 𝑡)𝑑𝑠 𝑑𝑡 ?Reflection: 1. Did you remember how to obtain units on derivatives and integrals? (Please elaborate) 2. Does this exercise refresh your understanding of calculating units from Calculus I or Linear Algebra

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tao Zhou, Pennsylvania State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

-School High School Science Experiences and Influence on Students’ Engineering Choices,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 6, no. 2, Jan. 2017, doi: 10.7771/2157-9288.1131.[5] F. Lewis, J. Edmonds, and L. Fogg-Rogers, “Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers,” Int J Sci Educ, vol. 43, no. 5, pp. 793–822, Mar. 2021, doi: 10.1080/09500693.2021.1887544.[6] M. Riojas, S. Lysecky, and J. Rozenblit, “Adapting Engineering Education to Resource- Constrained Middle Schools: Teaching Methodologies and Computing Technologies,” in 2010 17th IEEE International Conference and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Masoumeh Farhadi Nia, University of Massachusetts, Lowell; Grace E. Callen; Gayatri Aroskar, University of Massachusetts, Lowell; Justin An, University of the District of Columbia; Kavitha Chandra, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Kelilah Wolkowicz, University of Massachusetts, Lowell; Max Denis, University of the District of Columbia

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Diversity

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Multidisciplinary Engineering Division (MULTI)

gyroscopethat would consume less power than vibration-based gyroscopes. The gyroscope they designedwas created with the help of MEMS-Microfluidic solutions that enabled the implementation ofmicrofluidic channels in etched glass layers, which sandwiched a bulk-micromachined siliconsubstrate consisting of the sensing structures. Micro-Electro-Mechanical System (MEMS)gyroscopes are motion sensors that detect and measure the angular motion of an object [28]. Theycompared the angular rate sensitivity results of the designed gyroscope with a reference device,indicating an angular rate sensitivity of fewer than 1°/s, equivalent to that of the natural VS. Anultra-low power consumption of 300 μW was achieved without continually excited vibrating mass,which

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rasika Ravindra Kale, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University - Daytona Beach; James E Hand, Embry-Riddle Aeronautical University - Daytona Beach; Matthew Scheinblum-Brewer, Embry-Riddle Aeronautical University - Daytona Beach

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Multidisciplinary Engineering Division (MULTI)

Master Training Specialist Certification (the military’s highest instructor accreditation), Nuclear Professional Engineer Certification, two Naval Achievement Medals, the Military Outstanding Volunteer Service Medal, and a Naval Commendation Medal for his work troubleshooting and repairing the Moored Training Ship 635’s reactor and electrical distribution faults. Following his transition from active duty, Bryan earned his PhD as a member of both the Computation and Advancement of Sustainable Systems Lab, where he developed a new method for distributed system demand estimation, and at the Sustainable Design and Manufacturing lab, where his work focused on increasing System of System resilience. Bryan’s work has been

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Martinez, Purdue Anthropology Programs; Sherylyn Briller, Purdue University; Greg J Strimel, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

commitment to fostering innovative,transdisciplinary approaches in higher education played a critical role in shaping both the directionand depth of this work.References[1] M. S. Thompson et al., “What is Convergence?: A Systematic Review of the Definition of and Aspects of Convergent Work,” in 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA: IEEE, Oct. 2023, pp. 1–5. doi: 10.1109/FIE58773.2023.10343511.[2] S.-W. Kim and Y. Lee, “Developing Students’ Attitudes toward Convergence and Creative Problem Solving through Multidisciplinary Education in Korea,” Sustainability, vol. 14, no. 16, Art. no. 16, Jan. 2022, doi: 10.3390/su14169929.[3] W. S. Bainbridge and M. C. Roco