Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anika Coolbaugh Pirkey, West Virginia University; Daniel Augusto Kestering; Lizzie Santiago, West Virginia University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

program in the Mid-Atlantic region were tasked to write a reflective essay explaining the challenges faced intheir first four weeks in college. A thematic analysis of the qualitative data was used to analyzethe reflective essays.This “work in progress” paper will summarize the main results of the study. Based on theanalysis, we propose interventions to assist these students in their transition from high school tocollege. This project is relevant to institutions seeking to improve the retention of students intheir engineering programs.Background:First generation college students are defined as students whose parents completed only a highschool diploma or equivalent. Some researchers include in this classification those studentswhose parents

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

benefits, and environmental sustainability.In response to these complex and interrelated challenges, The Sustainability and SocialEntrepreneurship (SSEF), a collaborative effort between the University of Waterloo in Canadaand Harvey Mudd College in the United States, launched its inaugural iteration in the summer of2023. The SSEF aims to foster innovative, human-centered, and sustainable urban designsolutions through interdisciplinary international collaboration. The SSEF reflects anunderstanding of the multifaceted nature of urban problems and seeks to bring together diverseperspectives and expertise to address these issues.The program was structured as a multi-week, multi-institutional pilot that brought together nineexceptional third-year

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Gael Graham, Western Carolina University; Russell Sarwar Kabir, Hiroshima University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

responded to an IRB-approved follow-up survey about their learningexperiences. Reflective student feedback from both multidisciplinary trips indicated thatengineering students deepened their understanding of chosen topics in consideration of global,cultural, and societal factors, and that the non-engineering students enjoyed the visits more thanthey expected and overcame initial fears about engineering-related coursework, discoveringengineering practices in many aspects of their social lives. Overall, the students gave positivefeedback about the multidisciplinary trips and demonstrated achievement of the learningoutcomes. In the future, the authors plan to continue collaborations to further integrate the coursemodules and regularly evaluate the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Liesl Folks, The University of Arizona; Erin Rowley, University at Buffalo, The State University of New York

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Multidisciplinary Engineering Division (MULTI)

infiltrates many areas of engineering andscience. Yet within engineering programs, students often have few opportunities to developexpertise in data science or even to explore how data science is relevant to their degreespecializations. This paper reports on an NSF-funded study of a program that prepares STEMstudents to engage with data science in coursework and then mentors them as they secureinternships and complete a capstone that demonstrates their application of data science expertise.Drawing on a mixed-methods study, including student reflections, capstone project assessment,and survey reporting, this paper suggests not only that students make deep connections betweentheir existing majors and data science but also that students trained in our

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Edward Paul Weingart; Shareen Hertel, University of Connecticut; Shoshana Armington; Kathryn Libal, University of Connecticut

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Diversity

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Multidisciplinary Engineering Division (MULTI)

and communicate across a variety of disciplines,which might include product design and development, installation, testing, operation, andmaintenance [2].All of these signs reflect a growing awareness of the need for an educational model that willrespond to rapidly evolving challenges. The National Academy of Sciences has raised theconcern that the current educational model should better align existing engineering models withsuch emerging challenges, broadening the context through an increased number of thematic callsand engaging with a wider range of users. In addition, academic literature on Science,Technology, and Society has called for a move towards a heightened awareness of the contextand factors that influence engineering decision

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Lourdes A. Medina; Ivan J. Baiges-Valentin, University of Puerto Rico, Mayaguez Campus

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Diversity

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Multidisciplinary Engineering Division (MULTI)

experiences and instructionalactivities with acceptable evidence.[18] To ensure a longitudinal study, we will include at leastone reflective exercise in each major program element, including recruitment meetings, summercamps, courses, JEDI seminars, and research/practice experience. Finally, the researchers willobserve student, faculty, and stakeholders' interactions during these activities. We will usegrounded theory to identify emerging patterns and themes for the analysis. We will use instrumentsfrom the works cited in the previous section to provide a coding scheme of expected categories.[19]5. Design of the Sustainable Engineering MinorThe new Minor will establish and enculturate a Sustainability Engineering Mindset – to bedeveloped through

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Temileye Omopariola Ibirinde, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adebayo Iyanuoluwa Olude, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Niangoran Koissi, Morgan State University

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Multidisciplinary Engineering Division (MULTI)

, which is our desired result of the relevant cognitive load.This theory was used in designing the instructional modules for the course where experiment-centric pedagogy was implemented, as shown in Figure 2. 1. Information 2. Purpose of the 3. Instructional module Process 4. Reflection about the module a. Module Title a. Questions a. Materials needed a. Reflection b. Placement within the b. Module objectives b. Procedures curriculum c. Formative assessment c. Primary/ Secondary audience d. Summative assessment d. Standards

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology; Masaomi Kimura, Shibaura Institute of Technology; Faiqoh Agustin, University of Maryland, College Park

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Diversity

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Multidisciplinary Engineering Division (MULTI)

development. These business achievements are reflected in his academic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at international conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University in Japan.Dr. Maria Anityasari, Sepuluh Nopember Institute of Technology Maria Anityasari is the Director of ITS Global Engagement. Institut Teknologi Sepuluh

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

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Diversity

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Multidisciplinary Engineering Division (MULTI)

pressabout Tesla. These are not just technical issues, but ethical violations have been reported as well.A simple Google search can help one find these news items. Students were asked to researchsome of these articles and analyze Tesla’s vehicle electrification effort through the Design Justicelens using answers to the following questions as guides: Who do you think created the originaldesign? Who benefitted/benefits from it? Who were/would be harmed from it? What designjustice principles are being violated, if any?Upon completion of the above tasks, all students were asked to reflect on what they learned byanswering the questions: a. What are some things you learned about Design Justice? b. Name at least three new things you

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania; Stephen Andrew Wilkerson, P.E., York College of Pennsylvania

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Multidisciplinary Engineering Division (MULTI)

of the COVID-19 pandemic, to the current year’s team concentrating onimplementing sensors in the hand and refining the ergonomics of the existing design. The paperwill also include student & faculty reflection and discussion of the faculty facilitation needed forsuch a service-based project and how engineering educators can consider implementing suchprojects into their programs.IntroductionInterdisciplinary team-based projects in engineering education are an approach to experientiallearning which can provide students with a diverse learning opportunity to work closely withindividuals from different disciplines [1, 2, 3]. Some of the benefits of participating on aninterdisciplinary team include unique solutions to solving complex problems

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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Multidisciplinary Engineering Division (MULTI)

reflected on the implications of unsustainable practices such as pollution, deforestation, and overconsumption, recognizing the need for individual and collective action to mitigate environmental degradation and promote sustainability. (A)(3) Recognition of Societal Responsibilities: Students acknowledged their role in creating awareness and promoting societal sustainability. They discussed the importance of raising awareness about environmental issues and advocating for sustainable practices. Students highlighted the significance of collective action and community engagement in addressing global challenges such as climate change and resource depletion. They expressed a commitment to positively changing their lifestyles and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret A Hunter, Hofstra University; David M. Rooney, Hofstra University; Richard J. Puerzer, Hofstra University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

2023-2024 accreditation cycle[1]. ASEE has created the Diversity Recognition Program (ADRP) which recognizesengineering schools implementing DEI initiatives [2]. Hofstra’s Engineering school underwentreaccreditation for six programs in the 2023-2024 cycle and participated in the pilot of the DEIcomponents of Criteria 5 and 6. In addition, the university was accorded renewal of Bronzestatus under the ASEE ADRP. The present paper discusses the plans and assessments utilized toreach these goals.The need to address DEI in the region where the university resides is critical in the attraction andretention of students to engineering. The region is a diverse metropolitan area in which thestudent body reflects the diversity. In addition, the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

undergraduates toward advanced degrees but also help develop crucialresearch skills like data analysis and problem-solving [6], [11]. The diverse nature of UREs leads to arange of skill development and interest among participants, adding complexity to the landscape ofundergraduate research experiences. Thus, the type of UREs could develop a varying degree of skills andinterests.Theoretical Framework In the development of this research, we have applied the theoretical framework of engineeringstudent identity [17] to develop our interview protocol for a large project. In this framework, there arethree key constructs that contribute to one’s identity as an engineering student. The first is engineeringstudent interest, which reflects curiosity and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Celeste Chavis, Morgan State University; Petronella A. James, Morgan State University; Kofi Nyarko, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Masud Salimian, Morgan State University

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Multidisciplinary Engineering Division (MULTI)

submit student feedback, reflections onstudent performance, and proposed action for course improvements.4 Advantages and Disadvantages of Each ToolEach assessment tool has advantages and disadvantages. Table 2 shows the strengths of eachtool. Excel, Google Forms, and Canvas are readily available to the university community. Whilethe spreadsheet-based methods are easy to use, they are tedious for the coordinator to compile.Spreadsheet tools and SearchLight require faculty to submit an outcome score for each student atthe conclusion of the course. While these scores are linked to signature assessment instruments,it is not clear how faculty aggregate performance and determine the scores. Canvas overcomesthis limitation by clearly linking the

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

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Multidisciplinary Engineering Division (MULTI)

the problem that has been proposed to them. In theMDC course, the instructors have the students spend 4 weeks at the beginning of the projectidentifying the problem and root causes before beginning work on possible solutions. Thisprocess was emphasized for students to reflect and modify their problem identification as theygain knowledge progressing through the design process. The instructors reinforced thisrelationship between their performance and knowledge gained through revisions to past writtenreports that were used to build on their project. Retrieval practice helps students to monitor their learning by encouraging them to retrieve priorknowledge [30 – 46]. The MDC instructional team implemented this practice by giving writtenfeedback to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marina Dias; Sreyoshi Bhaduri, Amazon ; Amulya Mysore; Wanqun Zhao; Amelia Rivera-Burnett; Shahriar Sadighi; Robert Pulvermacher

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Diversity

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Multidisciplinary Engineering Division (MULTI)

differences could be driven by other factors, such as characteristics ofparticipants in these groups, different environments or context that they face, among other things.Tech companies have for decades favored A/B tests to understand adoption choices bycustomers. They also conduct experiments to determine the most effective approaches formanaging people and maintaining a productive environment. An example is Lazear (2000) whostudied the impact of piece rates on productivity. The study estimated a 44% overallimprovement in productivity due to piece rates by gradually implementing a new compensationscheme. Around 22% of this was due to greater effort (the incentive effect), and the remaining22% reflected sorting (better new hires) or potentially some

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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Multidisciplinary Engineering Division (MULTI)

; (iv) Student voice and choice; (v)Reflection; (vi) Critique and revision; and (vii) Public product. The public product in this instancewas this publication.The four graduate student members of this project came from two different institutions, three fromthe University of Massachusetts Lowell, majoring in Biomedical Engineering, ElectricalEngineering and Mechanical Engineering and one from the University of the District of Columbia,majoring in Mechanical Engineering. The group co-created the material for this research withfeedback from three faculty mentors in the two participating institutions. Faculty and studentinteraction is crucial in the co-creation process, and it has been found to provide many benefits onstudents’ educational

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jenna Wong, P.E., San Francisco State University; Zhaoshuo Jiang, San Francisco State University; Robert Petrulis; Wenshen Pong, P.E., San Francisco State University; Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Fatemeh Khalkhal; Yiyi Wang, San Francisco State University

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Multidisciplinary Engineering Division (MULTI)

engineering. 5.1 Increased my awareness of job opportunities in engineering. 5.1 Equipped me with knowledge and skills to advance towards my career… 4.9 Exposed me to engineers who reflect my identity (e.g. gender,… 4.8 Expanded my industry network 4.8 Assissted me in acquiring a position 4.6 Figure 6. Info SessionMentorship Assessment Assessment (Arranged by Mean) Arranged by Mean

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)

● Suggestions include (employer facing): help explaining multidisciplinary pathways to prospective employers and grad schools, connections to alumni, mentoring, overall better marketing/awarenessDiscussion and Recommendations for Future WorkResults from the analyses presented in this paper support the need for and value of nontraditionalundergraduate engineering pathways and other faculty negotiating multidisciplinary pathways inengineering settings. Student voices are an important contribution of departments and colleges asthey develop strategic statements and learning outcomes for the next generation of engineers,especially if they desire the populations of engineers to reflect the populations of theircommunities.The most popular emphasis in

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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Multidisciplinary Engineering Division (MULTI)

), provided by CourseNetworking, LLC is a key component of the projectby which students can communicate and collaborate via the online academic networking platform.CN facilitates intercampus activities to lead to cultivation of the scholars’ STEM identity. TheePortfolio feature of CN allows scholars to showcase their accomplishments, academic work andmicro-certification badges that verify their project participation, knowledge, behaviors, and skillsets. Student self-reflection and student-student and student-faculty interactions are improved byCN posting and reflection tools.‘Seeds’ and ‘badges,’ are features of the CN that are used as incentives for scholars to engage inproject activities. They help incentivize, monitor, reward, and celebrate

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rana Hussein, Boston University; Muhammad Hamid Zaman, Boston University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

example, rather than producing a formalreport in which they analyze and interpret a dataset related to displacement patterns, studentsmight instead record a podcast which explores displacement patterns, assesses the types ofexisting data and explores how the availability of data and their representations determine theattention and resources allocated to a given community. Allowing students the opportunity toreflect on their learning through assigned reflection prompts or writing assignments is also usefulin courses like this and can also reveal student growth and mindset shifts over the duration of thecourse. Allowing students to develop a diversity of skills, including communication and writingskills, will allow them to become more well-rounded

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

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Multidisciplinary Engineering Division (MULTI)

, various short-term mobility programs and student exchanges have been started. He is also Chair of the Mobility Special Interest Group of Asia Technological University Net- work (ATU-Net) and initiated a COIL program called Virtual Asia Exploration (VAx) by orchestrating the collaboration of six Asian universities. He is also an entrepreneur through his consulting company established in 2004, and has been rendering management consultation services to both small-medium size companies and multi-national enterprises such as global strategy planning, cross-border business entry, middle manager training, and partner development. These business achievements are reflected in his aca- demic activities through the designing of

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)

Competency Mindset in an International, Faculty- led Program in Brazil focused on Sustainable Energy”, 2023 American Society for Engineering Education Annual Conference Proceedings, Baltimore, MD, 2023. https://peer.asee.org/44647[7] Kane, A., C. Dietz, and C. Pfluger, “Reflections on an Immersive International Engineering Program Focused on Sustainable Energy in Brazil: A Students Perspective”, American Society for Engineering Education Annual Meeting, Baltimore, MD, 2023. https://strategy.asee.org/44075[8] Pfluger, C. “Lessons learned developing and running a virtual, faculty-led, international program on sustainable energy in Brazil”, 2021 American Society for Engineering Education Annual

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

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Multidisciplinary Engineering Division (MULTI)

Table 5: Stakeholder Requirementsstrategies, the MRC lab will cultivate an educational setting that prepares graduates to makemeaningful contributions as soon as they enter the workforce.This approach to the design, of the MRC Lab reflects a multidisciplinary perspective, integrat-ing aspects of mechatronics, robotics, and control to create a dynamic environment for learningand innovation. Here, students, researchers, and practitioners can engage in practical problem-solving, collaborate across disciplines, and develop new technologies and solutions focused onrobotic dexterity and precision.Furthermore, the Measures of Effectiveness (MOEs) for the MRC Lab, as detailed in Table6, are defined and related to the stakeholder requirements. They are

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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Multidisciplinary Engineering Division (MULTI)

% of the variance in performance. The greatest weight inexplaining performance is given by academic self-efficacy, thus the perceived confidence inthe ability to learn, demonstrate, and apply course content should be strengthened. The results lead to reflect that the academic environment should promote activities thatcan strengthen students' self-efficacy so that they can confidently enjoy the course and, thus,succeed in school and professionally. Important limitations of the study are highlighted, the main one being the sample, whichcame from a single institution and was not very diverse in terms of where the students camefrom age and engineering course. The specificity of the instrument used in the research. Thefive dimensions

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

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Multidisciplinary Engineering Division (MULTI)

in a classroom context. A couple of usefulquestions that an engineering educator might address when considering students’ neuro diversity: a) How should an educator respond to the needs to train students to solve complex, multidisciplinary engineering problems in an academic setting? b) What we do know thus far is the fact that assessment strategies such as quizzes would not be effective in measuring or reflecting students’ level of tackling new challenges? 8 Duong-Tran et al.Referring back to Section 3, we also note that the thickness of e and f arrows indicates theeffectiveness of a multidisciplinary engineering education system in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tijesunimi Abraham Adeyemi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Perception ItemsFigure 4: Bar graph representing the frequency of responses of the six perceptions. P1-TheArduino, M1K, M2k or others provided opportunities to practice content; P2 - The useof Arduino, M1K, M2k or others reflected course content; P3 - The use of Arduino, M1K, M2kor others was relevant to my academic area; P4 - The use of Arduino, M1K, M2k or othersreflected real practice; P5 - The time allotted for Arduino, M1K, M2k or others use wasadequate; P6 - The use of Arduino, M1K, M2k or others suited my learning goals 120 100 97 96 89

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Lauren Singelmann, Minnesota State University, Mankato; Rob Sleezer, Virginia Tech; Emilie A. Siverling, Minnesota State University, Mankato

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Diversity

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Multidisciplinary Engineering Division (MULTI)

“Verbal Exam Expectations” document thatlists all the learning outcomes of the course (e.g., Describe the Materials Paradigm and itsimportance; Draw reduced-sphere unit cell models of SC, BCC, FCC crystal structures;Calculate engineering stress and strain from an applied force and initial and final dimensions).Throughout the course, students practice these learning outcomes and receive feedback from theinstructor through formative assessments such as homework problems, quizzes, conceptualdescribe and define sheets, reflective learning journals, and a DLA. During the last class session,students review the Verbal Exam Expectations document as preparation for the oral exam. Thelearning outcomes that are directly related to the five FPs and a few

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Ann Weitnauer; Jacqueline Rohde, Georgia Institute of Technology; Thomas Martin, Georgia Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

capstone design; this requirement is reflected in Outcomes 11-13. In the multidisciplinarycapstone program at Georgia Tech, professors (as well as sponsors) can propose capstoneprojects. The student teams bid on the proposed projects and the course instructor matches teamsto projects based on their bids. Therefore, since Prof. Weitnauer clearly indicated in herproposals that the capstone projects would require built prototypes that would be used in theNovember exhibit, and she was the primary advisor, the Fall 2022 capstone students were eagerto not only produce a prototype, but do so early, so it could be included in the exhibit. It is notedthat for the next version of the exhibit, which will show in Spring or Fall 2024, Prof. Weitnaueris a