Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Brown, Montana State University, Bozeman; Leslie Hopkinson, West Virginia University; Saundra Duplicate Johnson Austin, University of South Florida; Sara E Wilson, The University of Kansas

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Multidisciplinary Engineering Division (MULTI)

calendar (such as a link or description of location on learning management system) is provided, this would be coded here. Calendar of important events (schedule of required readings, assignment due dates, exam dates, etc.) Dates can be identified as tentative dates and/or subject to change. Instructor Syllabus welcomes student interaction and explicitly tells students that the encourages student instructor, TA(s), and/or any part of the instructional team can be contacted for contact help or assistance. General campus Syllabus provides information about campus resources that students could go to resources for help or

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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Diversity

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Multidisciplinary Engineering Division (MULTI)

leading to a better understanding and applicationof experiment-centric teaching methods.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1915614. The opinions, findings, and conclusions or recommendations expressed are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] R. L. Stowe, L. J. Scharlott, V. R. Ralph, N. M. Becker, and M. M. Cooper, “You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments,” J. Chem. Educ., vol. 98, no. 8, pp. 2490–2495, Aug. 2021, doi: 10.1021/acs.jchemed.1c00532.[2] D. Lombardi et al., “The Curious Construct of Active Learning,” Psychol Sci Public Interest, vol

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Kaczynski, Tufts University; G. R. Marvez, Tufts Center for Engineering Education and Outreach

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Multidisciplinary Engineering Division (MULTI)

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, in CHI ’08. New York, NY, USA: Association for Computing Machinery, Apr. 2008, pp. 423–432. doi: 10.1145/1357054.1357123.[3]​ L. Buechley and H. Perner-Wilson, “Crafting technology: Reimagining the processes, materials, and cultures of electronics,” ACM Trans. Comput.-Hum. Interact., vol. 19, no. 3, p. 21:1-21:21, Oct. 2012, doi: 10.1145/2362364.2362369.[4]​ M. A. Kazemitabar, S. P. Lajoie, and T. Li, “A classification of Challenges encountered in Complex Teamwork Settings,” Intern. J. Comput.-Support. Collab. Learn, vol. 17, no. 2, pp. 225–247, Jun. 2022, doi: 10.1007/s11412-022-09370-0.[5]​ E. S. Ferguson, Engineering and the Mind’s Eye. MIT

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Bermudez Rivera, University of South Carolina; Fitya Syarifa Mozar; Christian Harito; Dianing Novita Nurmala Putri; Alessandro Vittorio Zago, Oregon Institute of Technology; Mohsin Al Mufargi, Oregon Institute of Technology; Vitaliy Vasilyevich Tveritin, Oregon Institute of Technology; Keora O'Meara, Oregon Institute of Technology; Roni Jack Rountree, Lehigh University, Department of Materials Science and Engineering; Tim Pasang, Western Michigan University; Bens Pardamean; Feng Shi, Oregon Institute of Technology; Derrick Speaks, Arizona State University; Endang Djuana; Arief Budiman, Oregon Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

Multidisciplinary Hands-on Student Design ProjectIan Bermudez Rivera1,2, Fitya S. Mozar3, Christian Harito4, Dianing N.N. Putri5,6, Alessandro Zago2,Mohsin Al Mufargi2, Vitaliy Tveritin2, Keora O’Meara7,8, Roni Rountree8,9, Tim Pasang8,10, BensPardamean3,11, Feng Shi2,7, Derrick Speaks7,8, Endang Djuana5,6, Arief S. Budiman4,7,8*1. Molinaroli College of Engineering and Computing, University of South Carolina, SC, 292082. Department of Electrical Engineering and Renewable Energy Engineering, Oregon Institute of Technology3. Bioinformatics and Data Science Research Center (BDSRC), Bina Nusantara University, Jakarta, Indonesia 114804. Industrial Engineering Department, BINUS Graduate Program - Master of Industrial Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi, Marian University

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Multidisciplinary Engineering Division (MULTI)

, “We must teach more effectively: here are four ways to getstarted,” Molecular Biology of the Cell, vol. 26(12), pp. 2151-2155, 2015.[3] Rossow, M., “Learning statics by studying worked examples,” ASEE National AnnualConference, Salt Lake City, UT, June 24-27, 2018.[4] R. O’Neill, R.C. Geiger, K. Csavina, and C. Orndoff, “Making statics dynamic!” Combininglecture and laboratory into an interdisciplinary, problem-based, active learning environment,”ASEE National Conference, Honolulu, HI, June 24-27, 2007.[5] A.K.T. Howard, “Gamification Design for Engineering Statics,” ASEE National AnnualConference, Virtual, July 26-29, 2021.[6] S. Mehta and S. Danielson, “Teaching statics “dynamically,” Session 1368, ASEE NationalAnnual Conference, Charlotte

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)

Sustainability Programs and Curricula at the Undergraduate and Graduate Levels." Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels. National Academies Press. https://doi.org/10.17226/25821.[2] World Commission on Environment and Development. (1987). Our Common Future. Oxford: Oxford University Press.[3] United Nations. (1992). Agenda 21: Programme of Action for Sustainable Development. Rio de Janeiro, Brazil: United Nations Department of Economic and Social Affairs.[4] Leydens, J. A., & Lucena, J. C. (2017). Engineering Justice: Transforming engineering education and practice. John Wiley & Sons.[5] ASEE By the Numbers, 2019.[6] Medina, L. A., Dávila, S., Rivera, O. B

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Amie Baisley, University of Florida

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Diversity

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Multidisciplinary Engineering Division (MULTI)

. Verde and J. M. Valero, "Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain," Frontiers in Psychology, Original Research vol. 12, 2021.[2] D. Bevitt, C. Baldwin, and J. Calvert, "Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences," Bioscience Education, vol. 15, no. 1, pp. 1- 14, 2010/06/01 2010, doi: 10.3108/beej.15.4.[3] A. Rughoo and D. Thomas, "Does Attendance affect Academic Achievement? Empirical Evidence from a U.K. Business School," 01/26 2021.[4] V. Kassarnig, A. Bjerre-Nielsen, E. Mones, S. Lehmann, and D. Lassen, "Class attendance, peer similarity, and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute; Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Gillian Smith; Ruth McKeogh, Worcester Polytechnic Institute; Sarah Riddick, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

and beyond the classroom: Research ethics and participatory pedagogies. Area, 40(4), 500-509.Boucher, J., Smith, G., & Telliel, Y. (2024). Is Resistance Futile?: Early Career Game Developers, Generative AI, and Ethical Skepticism. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1-13).Davis, M., Hildt, E., & Laas, K. (2016). Twenty-Five Years of Ethics Across the Curriculum: An Assessment. Teaching Ethics, 16(1), 55-74.Dutta, R., Pashak, T. J., McCullough, J. D., Weaver, J. S., & Heron, M. R. (2019). From consumers to producers: Three phases in the research journey with undergraduates at a regional university. Frontiers in Psychology, 9, 2770.Goldberg, D. E., & Somerville, M

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks, P.E., University of Pittsburgh, Johnstown; Kurt Klavuhn, University of Pittsburgh, Johnstown; Tumkor Serdar, Wentworth Institute of Technology; Laura M. Wieserman, University of Pittsburgh, Johnstown

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Diversity

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Multidisciplinary Engineering Division (MULTI)

-line course structure? 15. Do you consider yourself skilled enough in computer literacy to succeed in an on-line environment? 16. Did you encounter technical problems due to the on-line environment?References[1] M. Abdous and M. Yoshimura, "Learner outcomes and satisfaction: A comparison of live video-streamed instruction, satellite broadcast instruction, and face-to-face instruction," Computers & education, vol. 55, no. 2, pp. 733-741, 2010.[2] J. M. Allen and F. Vahid, "Experiences in Developing a Robust Popular Online CS1 Course for the Past 7 Years," in ASEE Annual Conference, 2020.[3] S. F. Shady, "Approaches to teaching a biomaterials

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yu Zhang, Zhejiang University; Xiaoning Zhang, Zhejiang University; Tuoyu Li, Institute of China’s Science, Technology and Education Policy, Zhejiang University; Min Ye, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

is an urgent problem in the field of engineeringeducation.Purpose: This study took an ongoing and successful AI interdisciplinary certificationprogram as research object, and deconstructed the whole process of the program’ s design,implementation, and operation from three dimensions of vision, teaching, and support tosummarize its successful experience in the AI talents cultivation and interdisciplinaryeducation.Method: Adopting an exploratory case study methodology, we conducted semi-structuredinterviews with 5 instructors and professors involved in this program, and collected 10documented materials about the program from internal channels, official websites, andmainstream media to ensure the authenticity, richness, and completeness of the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Xiaoqi Feng, Aalto University, Espoo, Finland; Hanna Aarnio, School of Engineering, Aalto University, Espoo, Finland; Julia Sundman, School of Engineering, Aalto University, Espoo, Finland; Felicity Bilow, Virginia Polytechnic Institute and State University; Maija Taka, Aalto University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Marko Keskinen, Aalto-yliopisto/Elektroniikan, tietoliikenteen

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Multidisciplinary Engineering Division (MULTI)

approaches to enhancing programs and curricula.In this context, we argue that it is particularly important to conduct comparative internationalresearch to better understand how conceptualizations of interdisciplinary education are not onlydiscipline-dependent but also culturally and institutionally contingent. Such a comparative studycan help inform curricular design to foster students' understanding of global competence. As afirst step in such efforts, we used reflexive thematic analysis within a comparative case study[11], [30], [31] to identify interdisciplinary graduate students’ conceptualizations ofinterdisciplinary education at two universities, one in Finland and one the U.S. The researchquestion(s) associated with this work are the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Gregory L Long PhD, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

”, Perspectives on PsychologicalScience, vol. 1, no. 2, pp. 164–180, 2006.[13] Shin, J. E. L., Levy, S. R., and London, B., “Effects of role model exposure on STEM andnon-STEM student engagement”, Journal of Applied Social Psychology, vol. 46, no. 7, pp. 410–427, 2016. 17[14] Soltovets, E., Chigisheva, O., and Dmitrova, A., “The Role of Mentoring in Digital LiteracyDevelopment of Doctoral Students at British Universities”, Eurasia Journal of Mathematics,Science and Technology Education, vol. 16, no. 4, em1839, 2020.[15] Wilson, Z. S., Holmes, L., Degravelles, K., Sylvain, M. R., Batiste, L., Johnson, M.,McGuire, S. Y., Pang, S. S., and Warner, I. M., “Hierarchical mentoring: A transformativestrategy for

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Deeksha Seth, Villanova University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Education, A New Technology for Learning, information Science Reference, pp. 1–30, 2012.7. A. Eguchi, “Theories and Practices Behind Educational Robotics for All,” pp. 677–715, 2022.8. K. Berns, T. Braun, C. Hillenbrand, and T. Luksch, “Developing Climbing Robots for Education,” Computer Science, Education, Engineering, 2005.9. M. Sanders, “TEM, STEM Education, and STEMmania,” Technology Teacher, vol. 68, no. 4, pp. 20-26, 2009.10. T. Moore, M. Stohlmann, H. Wang, K. Tank, A. Glancy, and G. Roehrig, “Implementation and integration of engineering in K-12 STEM education,” in Engineering in Pre-College Settings, S. Purzer, J. Strobel, and M. Cardella, Eds. West Lafayette: Purdue University, 2014, pp. 35-60.11. R. W. Bybee, The

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)

work that was supported by the National Science Foundation Grant #1915615, titled “Adapting an Experiment-centric Teaching Approach to Increase StudentAchievement in Multiple STEM Disciplines”. It should be noted that the opinions, results andconclusions or recommendations expressed are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] H. P. Learn, “Brain, mind, experience, and school,” Comm. Dev. Sci. Learn., 2000.[2] M. Weimer, Learner-centered teaching: Five key changes to practice. John Wiley & Sons, 2013.[3] Learning Science in Informal Environments: People, Places, and Pursuits. Washington, D.C.: National Academies Press, 2009, p. 12190. doi: 10.17226/12190.[4] S

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicu Ahmadi, Texas A&M University; Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Anexample of this can be seen with Zhang et al.’s [5] work looking at implementing large languagemodels into their curricula at MIT. Other researchers are successfully sharing their experienceswith this type of implementation of GenAI as well as impacts on higher education at variousinstitutions [6]. When integrated with AEI, these materials can be designed to not only educatebut also to emotionally engage students, fostering a deeper connection to the subject matter andenhancing overall learning outcomes. Texas A&M University (TAMU) has made MicrosoftCopilot, a GPT 4.0 powered chatbot available for use for both students and faculty. Additionallythey have provided guidance as to what appropriate usage should look like both for faculty

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Gregory L. Long, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Sarah Elena McCullough, Massachusetts Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

model at MIT, and 40 role models were mentioned in total.Table 10. Role models encountered at MIT. Role model category N responses for encountering role model/s at MIT NEET UROP Another setting Total Faculty 5 2 6 13 Instructor (staff) 3 1 2 6 Undergraduate student 4 0 5 9 Graduate student/postdoc 2 4 3 9 MIT alumni 1 0 1 2

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

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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 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wu Jiayi, Zhejiang University; Zhenyu Wu, Zhejiang University; Tuoyu Li, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

Strategic Research Consultancy Project （ 2024-JZ-18 ） .Additionally, the authors thank the professors and students who partook in interviewsand questionnaires for their time and insights. References （1）UCL Engineering, 2018 , Integrated Engineering Programme rated world leading in new MITreport.https://www.ucl.ac.uk/teaching-learning/news/2018/apr/integrated-engineering-programme-rated-world-leading-new-mit-report. （2）Abell, 2007, Handbook of Research On Science Education. Edition: Lawrence ErlbaumAssociates. （3）Apul, D. S. and Philpott, S. M., 2011, "Use of Outdoor Living Spaces and Fink’S Taxonomyof Significant Learning in Sustainability Engineering Education", Journal of Professional Issues inEngineering Education and Practice, 137(2), pp

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., The Pennsylvania State University; Glen Roderic Coates, Pennsylvania State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

for education in the College of Engineering at Penn State. He previously served as a professor and the Mechanical Engineering Department Chair at The Citadel. He previously taught mechanical engineering at the United States Military Academy at West Point. He received his B.S. in Mechanical Engineering from the United Military Academy and his M.S. and PhD in Mechanical Engineering from the University of Texas at Austin. His research and teaching interests are in mechatronics, regenerative power, and multidisciplinary engineering.Glen Coates, Pennsylvania State University Glen R Coates received his B. S. degree in Environmental Engineering from Penn State University. He then went on to receive an M. S. degree in

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

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Diversity

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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

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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) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Theresa Burress, University of South Florida; Aana Farhana Ahsan, University of South Florida

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Multidisciplinary Engineering Division (MULTI)

datavisualizations of summary statistics using Duquia et al.’s best practices. Standard texts forpublishing in the academic literature such as The Craft of Research [21] and Gastel and Day’sHow to Write and Publish a Scientific Paper [22] offer sound instruction on communicatingvisual evidence and designing effective tables and graphs, but are both meant for researcherswho have completed their data collection and analysis and need advice on clarifying andpolishing their visualizations for a research audience.Advanced theory and multiple types of instructional material are readily available to guide datastorytelling, i.e., the creation of sophisticated and aesthetically beautiful visualizations of large,complex datasets using powerful open source (e.g., R

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

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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

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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

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Diversity

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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

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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 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

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Multidisciplinary Engineering Division (MULTI)

from previous years, manyparticipants perceived it to be simpler than Lab 6’s multi-step challenges—a testament to theirimproved preparedness. Lab 7 marked a shift to mobile robotics as learners teleoperated aTurtleBot 4 in a maze, introducing sensor data interpretation and basic navigation strategies.Building on that, Lab 8 asked them to write an exploration script for autonomous movement,requiring further integration of sensor feedback and more advanced navigation logic.Finally, Lab 9 culminated in the implementation of the A* search algorithm to identify optimalexploration points and complete a full map of the environment. This exercise combined conceptsfrom earlier labs, highlighting advanced path planning and perception skills as

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Israel Zamora-Hernandez; Jorge A. Gonzalez-Mendivil, Tecnológico de Monterrey; Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey (ITESM)

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

accreditation challenges and ensure educational excellence. It also opens new pathways for fostering global partnerships and shaping policies that promote innovation, quality, and equity in education across borders.. References[1] M. Iqbal Khan, S. M. Mourad, and W. M. Zahid, “Developing and qualifying Civil Engineering Programs for ABET accreditation,” Journal of King Saud University - Engineering Sciences, vol. 28, no. 1, pp. 1–11, Jan. 2016, doi: 10.1016/j.jksues.2014.09.001.[2] J. A. Memon, R. E. Demirdöǧen, and B. S. Chowdhry, “Achievements, outcomes and proposal for global accreditation of engineering education in developing countries,” Procedia Soc Behav Sci, vol. 1, no. 1, pp. 2557–2561, 2009, doi: 10.1016