Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Gen Sasaki, MathWorks; Stephen Andrew Gadsden, McMaster University; Scott F. Kiefer, York College of Pennsylvania; Brian Nguyen, McMaster University; Noah Roberts, MathWorks

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Multidisciplinary Engineering Division (MULTI)

. Gen holds a Bachelor’s and Master’s degree in Mechanical Engineering, with a specialization in control systems. His professional journey spans nearly three decades, during which he has made significant contributions to the automotive and aerospace sectors, focusing on powertrain systems and a variety of embedded controls.Dr. Stephen Andrew Gadsden, McMaster University Dr. S. Andrew Gadsden is currently the Associate Chair (Graduate Studies) and an Associate Professor in the Department of Mechanical Engineering at McMaster University. He is the Director of the Intelligent and Cognitive Engineering Laboratory.Dr. Scott F. Kiefer, York College of Pennsylvania Scott Kiefer has spent the past twenty-one years teaching

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, University of Arkansas at Little Rock; Kristin Dutcher Mann, University of Arkansas at Little Rock; Amar Shireesh Kanekar, University of Arkansas at Little Rock; Albert L Baker, University of Arkansas at Little Rock; Srikanth B Pidugu P.E., University of Arkansas at Little Rock

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

familiarity with LLMssuch as ChatGPT, we will look for differences in student response based on their level ofexposure to and familiarity of use with LLMs.References[1] I. Asimov, "Runaround," Astounding science fiction, vol. 29, no. 1, pp. 94-103, 1942.[2] M. Haenlein and A. Kaplan, "A brief history of artificial intelligence: On the past, present, and future of artificial intelligence," California management review, vol. 61, no. 4, pp. 5-14, 2019.[3] P. Wang, "On defining artificial intelligence," Journal of Artificial General Intelligence, vol. 10, no. 2, pp. 1-37, 2019.[4] M. Javaid, A. Haleem, R. P. Singh, S. Khan, and I. H. Khan, "Unlocking the opportunities through ChatGPT Tool towards ameliorating the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hsin-Li Chan, Penn State University; Yuan-Han Huang, Penn State University; Barukyah Shaparenko, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

complexities of LP modeling successfully. In conclusion, integrating mathematicalconcepts with applied examples can serve as a crucial bridge, linking theoretical understanding topractical application. This approach fosters a deeper comprehension of the subject matter,benefiting students across engineering disciplines. Through delving into the intricacies ofengineering education, it becomes evident that a holistic approach, encompassing factors such aseffective learning strategies, cognitive skills development, and practical application, is essentialfor nurturing well-rounded and successful engineering students.References[1] E. Crawley, J. Malmqvist, S. Ostlund, D. Brodeur, and K. Edstrom, “Rethinkingengineering education,” CDIO Approach, vol

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Christine Kawa; Marco Winzker

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-group interaction-process quality during the murder mystery. Theexperiment ended with informing the participants about the experiment`s background andanswering their questions.3.2. Measures3.2.1. DemographicsThe demographic survey consisted of 17 items to assess the participants’ age, gender, enrolleddegree program, semesters spent in higher education, the degree of familiarity in each small-group, the participants’ personality traits, and the device used during the experiment. Thedemographic variables were used (a) to describe the sample in detail and (b) to ensure theinternal validity [24] of the experimental approach by capturing possible systematic participantrelated differences between the sub-samples of the three experimental conditions

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siobhan Oca, Duke University ; Genevieve M. Lipp, Duke University

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

, and D. S. Thomas, “An roi comparison of initiatives designed to attract diverse students to technology careers,” Journal of Information Systems Education, vol. 27, no. 2, p. 105, 2016. [8] M. K. Ponton, J. H. Edmister, L. S. Ukeiley, and J. M. Seiner, “Understanding the role of self-efficacy in engineering education,” Journal of Engineering Education, vol. 90, no. 2, p. 247, 04 2001, copyright - Copyright American Society for Engineering Education Apr 2001; Last updated - 2023-02-15; CODEN - JEEDEQ. [Online]. Available: https://login.proxy.lib.duke.edu/login?url=https://www.proquest.com/scholarly-journals/ understanding-role-self-efficacy-engineering/docview/217958437/se-2 [9] C. Pannier, C. Berry, M. Morris, and X

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Reynolds, Embry-Riddle Aeronautical University; Omar Ochoa, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the program’s effect tobe reviewed. Comparison of these students and their career paths over a long period will determineif the program has any effect on encouraging Ph.D. enrollment, particularly for minority groups.The results of these efforts will be disseminated in future publications.References[1] R. Tormey, S. Isaac, C. Hardebolle and I. Le Duc, Facilitating Experiential Learning in Higher Education : Teaching and Supervising in Labs, Fieldwork, Studios, and Projects, Milton: Taylor & Francis Group, 2021.[2] National Society for Experiential Education, "Eight Principles of Good Practice for All Experiential Learning Activities," in 1998 Annual Meeting, Norfolk, 1998.[3] B. A. Al-Sheeb, A. Hamouda and G. M. Abdella

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roya Salehzadeh, Lawrence Technological University; James A. Mynderse, Lawrence Technological University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. 02, 2024. [Online]. Available: https://neuralink.com/?202308049001[4] S. K. Mudgal, S. K. Sharma, J. Chaturvedi, and A. Sharma, “Brain computer interface advancement in neurosciences: Applications and issues,” Interdisciplinary Neurosurgery, vol. 20, p. 100694, Jun. 2020, doi: 10.1016/j.inat.2020.100694.[5] M. Xiong et al., “A Low-Cost, Semi-Autonomous Wheelchair Controlled by Motor Imagery and Jaw Muscle Activation,” in 2019 IEEE International Conference on Systems, Man and Cybernetics (SMC), Oct. 2019, pp. 2180–2185. doi: 10.1109/SMC.2019.8914544.[6] “BCI Exploration of User Responses to Vulnerable and Expressive Robot Behaviors | Companion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

while doing VIPundergraduate research. We want to highlight not just what they learned in theory, but also the practicalskills they gained during their research. This close look will help us better see the actual advantages andreal-world uses that students get from being part of the VIP program. References[1] J. Gentile, K. Brenner, and A. Stephens, Eds., Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. Washington, D.C.: National Academies Press, 2017. doi: 10.17226/24622.[2] D. Lopatto, “The Essential Features of Undergraduate Research,” CUR Quart, vol. 24, Nov. 2002.[3] A. L. Zydney, J. S. Bennett, A. Shahid, and K. W. Bauer

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Gabriele Trovato Ph.D., Shibaura Institute of Technology; Ahmet Cetinkaya Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

discussions. students’ understanding of the course Inviting guest speakers. contents Including mid-term and final presentations. Conducting program evaluations using the MGUDS-S tool (quantitative) and gathering student feedback (qualitative). Figure 3 Strategies for enhancing students’ understanding of the course contents1.2. Research questionsThe authors have observed over several years that while most international students canarticulate their thoughts effectively in verbal discussions, their writing clarity tends to varysubstantially. Therefore

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rackan Sami Mansour, Texas A&M University at Qatar; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

AI'scapability to tailor assessments to individual learning requirements and curriculum standards. Thisapproach deepens student engagement and advances educational strategies by equipping educatorswith dynamic tools that respond to the evolving educational landscape. The current studyparticularly emphasizes prompt engineering with AI, a critical element in optimizing AI’s utilityfor generating advanced, curriculum-aligned assessments. It assesses how effectively craftedprompts can guide AI to produce more relevant educational content, thereby enhancing learningexperiences. As effective prompts are developed, GPT-4’s potential to customize assessments tomeet specific student needs and address the complexities of material science theories ishighlighted

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institution of Technology; Jennifer A. O'Neil, Rochester Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, #RecallRatherThanRecognition, #flexibility, #NotMinimalist, #NoErrorRecovery, etc.,) 5. In a paragraph explain the user’s goal/s using the product, the required procedures for users to reach their goal/s, and why you think the product fails to satisfy users’ needs. You should also refer to any human factors’ goals (enhancing performance, safety, and satisfaction) that the example may fail to satisfy. 6. Up to a paragraph, suggest or propose your solution/s. It can be simple or technical. (Try to find an innovative solution for improving the design, redesigning, or changing the procedures--you can be simple but creative)Instruction for contributing to other students’ cases: 1. Each student is required to read all other students' cases

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

George Tan, Texas Tech University; Sampa Halder; Luke LeFebvre, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-294.[2]. Howard, T. J., Culley, S. J., & Dekoninck, E. (2008). Describing the creative design processby the integration of engineering design and cognitive psychology literature. Design studies, 29(2),160-180.[3]. Purzer, Ş., Quintana‐Cifuentes, J., & Menekse, M. (2022). The honeycomb of engineeringframework: Philosophy of engineering guiding precollege engineering education. Journal ofEngineering Education, 111(1), 19-39.[4]. Shafique, I., & Kalyar, M. N. (2018). Linking transformational leadership, absorptive capacity,and corporate entrepreneurship. Administrative Sciences, 8(2), 9.[5]. Basadur, M., G.B. Graen, and S.G. Green, Training in creative problem solving: Effects onideation and problem finding and solving in an

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, satellitecampuses may have limited resources and extracurricular activities compared to larger campuses,but the benefits in terms of unique academic programs tailored according to the community needsand student interest, reduced tuition costs, and several internship/job opportunities with industriesbased in the local community, make them an impactful choice for undergraduate students.References1] Al Hassani, A.A. and Wilkins, S., 2022. Student retention in higher education: the influences of organizationalidentification and institution reputation on student satisfaction and behaviors. International Journal of EducationalManagement, (ahead-of-print).2] Jongbloed, B., Enders, J. and Salerno, C., 2008. Higher education and its communities: Interconnections

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siavash Farzan, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talia Capozzoli Kessler, Georgia Institute of Technology; Keisha Simmons, Georgia Institute of Technology; Katherine Leigh Boice, Georgia Institute of Technology; Justina Jackson, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, NY:Routledge, 2012.[2] The White House Office of Science and Technology Policy, “Equity and Excellence: A Visionto Transform and Enhance the U.S. STEMM Ecosystem,” The White House, 2022. [Online].Available: https://www.whitehouse.gov/ostp/news-updates/2022/12/12/equity-and-excellence-a-vision-to-transform-and-enhance-the-u-s-stemm-ecosystem/. [Accessed January 30, 2024].[3] The White House Office of Science and Technology Policy, “Progress Report on theImplementation of the Federal STEM Education Strategic Plan,” The White House, 2021.[Online]. Available: https://www.whitehouse.gov/wp-content/uploads/2022/01/2021-CoSTEM-Progress-Report-OSTP.pdf. [Accessed January 30, 2024].[4] Society of Women Engineers, “Global STEM Workforce,” Society of Women

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. – chapter 6[4] ABET. (2021). Criteria for accrediting engineering programs. ABET website:https://www.abet.org/wp-content/uploads/2022/01/2022-23EAC-Criteria.pdf[5] Jonassen, D., J. Strobel, and C. B. Lee. 2006. “Everyday Problem Solving in Engineering:Lessons for Engineering Educators.” Journal of Engineering Education 95 (2): 139–151.doi:10.1002/j.2168-9830.2006.tb00885.x.[6] D. G. Rees Lewis, S. E. Carlson, C. K. Riesbeck, E. M. Gerber, and M. W. Easterday,“Encouraging engineering design teams to engage in expert iterative practices with tools tosupport coaching in problem‐based learning,” J of Engineering Edu, vol. 112, no. 4, pp.1012–1031, Oct. 2023, doi: 10.1002/jee.20554.[7] G. S. Stump, J. Husman, and M. Corby, “Engineering Students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Karami, Pennsylvania State University, Harrisburg; Xinwei Niu, Pennsylvania State University, Harrisburg; Rafic Bachnak, Pennsylvania State University, Harrisburg

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Table 4: Capstone Design Final Report RubricName(s): Included? Quality Weight ScoreElement (Y or N) (1 to 5)Title page Y 0%Abstract Y 3%Acknowledgements Y 0%Table of Contents Y 0%Tables of Symbols, Figures, Y 0%EquationsIntroduction Y 3%Technical

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pradeep Radhakrishnan, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

requires anencrypted connection to the server.Apart from issues with defective components, some groups, initially, were provided withRaspberry Pi 3’s instead of Raspberry Pi 4’s which resulted in slow response and irregular drivingby the RC cars. Through testing, it was seen that there were significant differences in drivingperformance on Raspberry Pi 3’s because they had only 1GB RAM. As latency increases, the carcan oscillate more. At high speeds, this can cause the car to drive off the track. This is why it isrecommended that a Raspberry Pi 4 with at least 4GB of RAM be used. In addition to running thedriving code, the Raspberry Pi is responsible for sending the sensor data and camera feed to theserver and receiving driving requests from a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Engineering Education, vol. 47, no. 1, pp. 3–22, 2017. doi: https://doi.org/10.1177/0306419017749580[7] H. Nguyen, Liang Li Wu, G. N. Washington, Kyu Yon Lim, and C. Fischer, “Collaboration Patterns and Design Practices in First-Year Project-Based Engineering”, 2020 ASEE Virtual Annual Conference, June 2020. doi: https://doi.org/10.18260/1-2--34298.[8] H. Nguyen, L. Wu, C. Fischer, G. Washington, and M. Warschauer, “Increasing Success in College: Examining the Impact of a Project-Based Introductory Engineering Course”, Journal of Engineering Education, vol. 109, no. 3, pp. 384–401, 2020. doi: https://doi.org/10.1002/jee.20319.[9] S. Jacques, S. Bissey, and A. Martin, “Multidisciplinary Project Based Learning within a collaborative

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaditya Khanal, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler; Mohammad Abu Rafe Biswas, The University of Texas at Tyler

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

% 0% a. b. c. d. e. a. b. c. d. e. (D) (E) Strongl y di s a gree Somewha t di s a gree Nei ther a gree nor di s a gree Somewha t a gree Strongl y a greeFigure 2. The student responses for the sub-questions of Question 2 (Table 2) for (A) CHEN 3302 (B) CHEN 4320(C) MENG 4349 (D) MENG 4312 (E) MENG 5330Next, we evaluated the responses for Q3, which gauged the students' understanding of the concepts relatedto sustainability in engineering. The descriptive statistics for each course are summarized in Table 5

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, Ohio: ASEE Conferences, Jun. 2017, p. 28697. doi: 10.18260/1-2--28697.[3] N. Ramirez and C. B. Zoltowski, “First-Year Experiences – How the Vertically Integrated Projects (VIP) Model Addresses Grand Challenges and ABET Outcomes,” in 2022 IEEE Frontiers in Education Conference (FIE), Oct. 2022, pp. 1–4. Doi: 10.1109/FIE56618.2022.9962409.[4] S. Marshall, E. Coyle, J. Krogmeier, R. T. Abler, A. Johnson, and B. Gilchrist, “The vertically integrated projects (VIP) program: leveraging faculty research interests to transform undergraduate STEM education,” Oct. 2014. Accessed: Feb. 01, 2024. [Online]. Available:https://www.semanticscholar.org/paper/The-vertically-integrated-projects-(VIP)- program%3A-Marshall-Coyle

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

Undergraduates Leave STEM Majors: Changes Over the Last Two Decades,” in Talking about leaving revisited: Persistence, relocation, and loss in undergraduate stem education, E. Seymour & A.-B. Hunter, Eds., Springer International Publishing. https://doi.org/10.1007/978-3-030-25304-2, 2019, pp. 87-114.[6] A. Bandura, “Self-efficacy: Toward a unifying theory of behavioral change,” Psychological Review, vol. 84, pp. 191-215, 1977.[7] C. Dweck, “Is math a gift? Beliefs that put females at risk” in Why aren’t more women in science?, S. J. Ceci & W. M. Williams, Eds.,Washington, DC: American Psychological Association, 2007, pp 47-55.[8] C. Good, J. Aronson, & M. Inzlicht, “Improving adolescents

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

College Students: Additional Evidence on College Experiences and Outcomes,” J. Higher Educ., vol. 75, no. 3, pp. 249–284, 2004.[3] S. S. Mehta, J. J. Newbold, and M. A. O’Rourke, “Why do first-generation students fail?,” Coll. Stud. J., vol. 45, pp. 20–35, 2011.[4] M. J. Fernandez, J. M. Trenor, K. S. Zerda, and C. Cortes, “First generation college students in engineering: A qualitative investigation of barriers to academic plans,” 2008 38th Annu. Front. Educ. Conf. IEEE, 2008.

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

technology.ReferencesAmerican Educational Research Association. (2018). Standards for educational andpsychological testing. American Educational Research Association.Binning, J. F., & Barrett, G. V. (1989). Validity of personnel decisions: A conceptual analysis ofthe inferential and evidential bases. Journal of Applied Psychology, 74(3), 478–494.https://doi.org/10.1037/0021-9010.74.3.478Bothma, C. F., & Roodt, G. (2013). The validation of the turnover intention scale. SA journal ofhuman resource management, 11(1), 1-12.Cable, D. M., Gino, F., & Staats, B. R. (2013). Reinventing employee onboarding. MIT SloanManagement Review.Carrico, C., Matusovich, H. M., & Bhaduri, S. (2023, June). Preparing Engineering Students toFind the Best Job Fit: Starting

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Milad Rezvani Rad, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, counting for a minimum of 35% of total course evaluation in a threecredit-hour course, or its equivalent; (3) Instruction should include brief lessons on writing in theparticular discipline; (4) Each course should have at least one sustained or long-term writingproject, e.g., a research paper, an argument, a detailed lab results report; (5) The sustained projectshould synthesize some of the major objectives of the course; (6) At least one assignment mustinvolve instructor feedback on student drafts and opportunities for revision; and (7) Eachcollege/department should determine broad parameters for what constitutes acceptable writing inthe discipline(s).” [5].As a course directed towards engineers, most writing assignments are specific to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, Santa Clara University; Christelle Sabatier, Santa Clara University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, includingthose outside engineering, allowing for comparison to our interdisciplinary-listed course. A tablesummarizing these offerings is shown in Table 1. Details relevant to these offerings followchronologically. Analysis for the courses are in the Analysis section. Table 1. Summary of course offerings including quarter course was held, course code(s), number of students initially enrolled and number of students enrolled after withdrawal deadline Quarter Course Course Code(s) # Students initially # Students enrolled after Offered enrolled withdrawal deadline Winter 2022 ASCI 10/ENGR 35 30 17 Fall 2022

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Clippinger, Behrend College; Ruth Camille Pflueger, Penn State University; Steven Nozaki, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

presented at 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland.[3] Clippinger, D., Pflueger, R., Nozaki, S. (2022, June) Using Writing Center Peer Tutors as a Means to Improve Mechanical Engineering Technology Student Writing Paper presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, Minnesota.[4] Clippinger, D., Pflueger, R., Nozaki, S. (2021, June) Quantitative Assessment of Writing Register in Engineering Technology Students, Paper presented at 2021 ASEE Annual Conference and Exposition, (virtual conference).[5] Clippinger, D., Pflueger, R., Nozaki, S. Bodenhamer, J (2023, June) Using Trained Tutors to Improve Mechanical Engineering Technology Student Writing, Paper presented at 2023 ASEE Annual

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

- identifier for each student the assessment instrument light and perform course- (name or ID) and then in- and assess in SpeedGrader level student assessment put course-level outcome (each instrument is as- scores sessed)Collection Department notes assign- No action required Faculty can attach theof Samples ments on spreadsheets and since rubrics are tied signature assignments(s) must save siganature as- to assessment instru- into SearchLight and signment in Google Drive ment/assignment. Sam- select which Sos and Pis ples (as

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emi Aoki, University of Massachusetts, Lowell; Bach Tran, University of Akron; Nathan Esosa Uhunsere, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Shivakumar Sastry, University of Akron; Kavitha Chandra, University of Massachusetts, Lowell

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Mezei and L. Tamas, "Augmented reality integration into MES for connected workers," Robotics and Computer-integrated Manufacturing, vol. 68, p. 102057, 2021.[5] A. Tang, C. Owen, F. Biocca and W. Mou, "Comparative effectiveess of augmented reality in object assembly," in SIGCHI Conference on Human Factors in Computing Systems, 2003.[6] M. R. Marner, A. Irlitti and B. H. Thomas, "Improving procedural task performance with Augmened Reality annotations," in 2013 IEEE International Symposium on Mixed and Augmented Reality (ISMAR), 2013.[7] S. Henderson and S. Feiner, "Exploring the Benefits of Augmented Reality Documentation for Maintenance and Repair," IEEE Transactions on Visualization and Computer Graphics, vol

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Melissa Wrobel, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Doing Enough and Doing it Right?.,” J. Learn. Des., vol. 4, no. 3, pp. 71–79, 2011.[5] S. Živković, “The importance of oral presentations for university students,” Mediterr. J. Soc. Sci., vol. 5, no. 19, p. 468, 2014.[6] M. Baranowski and K. Weir, “Peer evaluation in the political science classroom,” PS Polit. Sci. Polit., vol. 44, no. 4, pp. 805–811, 2011.[7] T. Girard, M. Pinar, and P. Trapp, “An exploratory study of class presentations and peer evaluations: Do students perceive the benefits,” Acad. Educ. Leadersh. J., vol. 15, no. 1, pp. 77–94, 2011.[8] S. Van Ginkel, J. Gulikers, H. Biemans, and M. Mulder, “Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher