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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

started in (another department) and was disappointed by the lack of hands-on and individualized learning opportunities within the department. The teaching style and environment didn’t match with my way of learning or what I value and believe. Once hearing about this program and its structure I realized it was what I had been envisioning and wanting the whole time so I switched. I wish I had learned about it - in an equal emphasis kind of way to the other engineering options - when applying.”Focus group students discussed why they entered or transferred into the IDE program, theirindividual goals and plans, and how their pathways felt different than the traditional engineeringmajors in the college. Their responses

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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Diversity

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Multidisciplinary Engineering Division (MULTI)

only a limited perspective on studentexperiences. As such, our current assessment measures can give only broad stroke reflections onthe successes and challenges faced in developing the micro-credential; a more comprehensiveassessment will be more feasible once several cohorts have completed the DSMC.Challenges for Students and Administrators in DSMCThe DSMC endeavored to provide students and the local community with an introduction to datascience and its key skills. Both students and faculty/administrators faced several challenges inachieving our goals.As with many new programs, one of the primary barriers to success was the interruptive natureof COVID and the pandemic, which caused a number of changes to the DSMC plans. In additionto pushing

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

learning outcomes and Learning appropriate learning -Individuals have done hold individuals goals reflection on lessons accountable (25%) -Individuals have learned -Individuals have carried out an action -Multiple resources collected evidence of plan have been identified completion and -Individuals have reflection on lessons collected evidence of learned improvement -Technical knowledge is

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)

basicmotivations and goals that are to govern an educational program, and refer to the why of aninterdisciplinary program [22]. At the macro level, the establishment of this program isguided and driven by national policy. In recent years, the Chinese government has attachedgreat importance to the cultivation of AI talents. In 2017, the Chinese State Council releasedthe New Generation Artificial Intelligence Development Plan of China, which made anoverall plan for the development of AI in China, with AI talents as the top priority. In 2018,the Chinese Ministry of Education issued the Action Plan for Artificial IntelligenceInnovation in Higher Education Institutions, proposing that universities should improve theirAI talent cultivation system. In 2020, the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Eugenia Cabrera, University of Massachusetts, Lowell; John Raiti, University of Washington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

simulatedrobots, we also developed a novel method to give students hands-on experience on operatingphysical robots in real time.Physical robot platforms for robotics education There are several types of robots that can beused as physical robot platforms for robotics education. For mobile robots, Amsters et al. 15 usedthe Turtlebot3 mobile robot in master courses at KU Leuven. The Turtlebot3 can meet therequirements to teach concepts related to navigation, perception and motion planning as aphysical robot platform. For robotic arms, the UR5, and Kinova arms can be used as physicalrobot platforms to demonstrate robotic manipulation, grasping and perception. White et al. 16reported on the development of a robotics course intended for students in multiple

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

in an online learning environmentinclude requiring synchronous online meetings [2], having weekly online discussion sessions thatpromote a sense of community [2, 12, 9, 33, 18, 31, 34, 25], dividing teaching content intosmaller modules to help students focus [12, 9, 14, 18, 19], having a back-up plan for unexpectedissues, slowing down speech during lectures to allow students to capture key points,utilizing teaching assistants to share the extra requirements, using various methods to modifyhomework and reading to strengthen students’ active learning outside of class, providingtimely feedback to student assignments [9, 19, 31], making compelling lecturevideos, establishing a presence with a welcome message, frequent notices and feedback [12

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)

domains, and provides advantages and disadvantages that would be applicable tothe academic setting. In addition, best practices for implementing job shadowing programs areadapted and presented to provide universities and educators with a guide for beginning a jobshadowing program. Finally, for students interested in an academic job shadowing program, thispaper also presents a roadmap that can act as a guide for students to follow and create their ownshadowing plan if they do not have access to one.IntroductionThe student experience is many things. It is a period in which students make serious decisions abouttheir future. This process is inherently intimidating, and can be even more so if students feel asthough they lack the necessary information

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)

Ideation Tools Methodology Communication • Medical Device • Strategy • Design Planning • Research Team Basics Development • Brainstorming Management • Human • Qualitative Data • Quality Function • Conflict Physiology Collection Deployment Management Basics • Literature Review • TRIZ Basics • Technical • Bioelectronics • Market Analysis • Biomimetic Presentation • Biomaterials • Stakeholder Design • Technical

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

. Thereare five well documented stages of team development (forming-storming-norming-performing-adjourning) as illustrated in Figure 1 per Tuckman [35] who indicated these phases are allnecessary and inevitable in order for a team to grow, face up to challenges, tackle problems, findsolutions, plan work, and deliver results. Over time team effectiveness increases as the team beginsto norm. We have found that integrated (where different roles are specialized but the members ofthe team interact in planned and controlled ways), diverse, and complementary teams (where teammembers are not just integrated but also complement each other) [36] are the most effective andcan achieve the performing stage more quickly. Many sources discuss the typical roles

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

4. Stages of the Raise Your Handfor each of their projects, such as the overhead project.dome screen and the computer vision system,which comprises cameras and pose detection software. Also, some students attempted to make acomputer visual model of what the whole exhibit would look like.In the second semester, the VIP team focused on developing higher fidelity prototypes for mostof the projects and ended the semester with demonstrations of the projects. The instructors hadexpected these demonstrations to be cohesive demonstrations by each sub team, however, theyended up being done project-by-project, in series by individuals or pairs of students. Even thoughthe exhibit plan called for desktop computers in the lab to be what controls the

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Integrating forced displacement into engineeringeducation offers an opportunity to expose students to the potential of using their technical skillsto address complex societal challenges. It can also demonstrate the limitations of approachingsuch issues from a single perspective and the shortcomings of working within isolateddisciplines. Though the aim of such a course is to instill in students a long-term desire to engagewith the issue of forced displacement, framing concepts this way can also empower students totackle similarly complex issues requiring interdisciplinary thinking beyond their time in theclassroom. Course Planning and Development Recognizing the need for courses/modules meant to equip

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)

disciplinesas to what uses of LLMs were ethical and which were not. It should be noted that there is a certain‘formative’ nature to this study in which students were forced to consider the ethical nature of theuse of technology in general and of LLMs specifically. We believe that the survey itself may havehelped form student views of the use of technology in their class assignments.In the future, we plan to involve more students in the study. With a larger sample size, we will bebetter able to compare student perceptions by academic discipline. We also plan to submit aresearch protocol for a separate faculty survey, which will allow us to compare facultyperceptions and concerns with those of students. We will continue to hold discussions amongfaculty

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)

collaborative and inclusive environment, establish goals, plan tasks and meetobjectives (Outcome 5); Students will have the ability to develop and conduct appropriateexperimentation, analyze and interpret data, and use engineering judgment to draw conclusions(Outcome 6)” [4]. This course also supports an institution requirement of each program integrating“embedded writing experiences” to support the linkage between foundational skills of a bachelorof science degree and each specific major. The requirements for this embedded writing experienceinclude, “(1) Writing assignments should be integrated throughout the semester and used toenhance the learning of course content; (2) Written assignments should constitute a significantportion of the course grade

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

involves systematicallycoding, categorizing, and identifying patterns or themes. Specifically, the researchers willfamiliarize themselves with the data by thoroughly reading the responses. They will thengenerate initial codes by identifying key concepts. Next, the codes will be grouped into potentialthemes, which will subsequently be reviewed in relation to the original data for validity. Theresearchers will clearly define and name each finalized theme. Ultimately, the synthesizedfindings will be reported to address the stated research questionsLessons Learned So Far While the full study is yet to be conducted, the planning process has already providedsome valuable lessons. One key learning has been the importance of involving a diverse

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

faculty and second in the number ofundergraduate engineering degrees granted to Hispanics (American Society for EngineeringEducation, 2023). Table 1 delineates the undergraduate engineering enrollment across variousacademic programs using data provided by the UPRM Office of Planning, Research, andInstitutional Improvement.Table 1. Summary of undergraduate engineering enrollment for the first semester of 2023-2024 Academic Program Total Female Male Civil Engineering 629 181 448 Electrical Engineering 586 69 516 Industrial Engineering 621

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

experiences from their respective teamsand classes that have benefited them in their professional careers. Regarding their classes, acommon theme emerged with participants highlighting specific courses or discussing theimportance of time management skills. In contrast, when discussing their team experiences,participants tended to elaborate more, often listing multiple skills or experiences. On the teamside, many responses emphasized the value of teamwork and project management. Participantsdescribed learning how to effectively plan and communicate with team members as crucial skillsthat have translated directly to their professional endeavors.Question 5 aimed to uncover what participants considered most important to them in their teamexperiences

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)

Paper ID #39475Habit Formation and Entrepreneurially-Minded Learning (EML) inDeveloping the User-Centered Design MindsetDr. Amirmasoud Momenipour, Rose-Hulman Institution of Technology Amir Momenipour, Ph.D. in Industrial and Systems Engineering (University of Iowa, 2019) is an assistant professor in the Department of Engineering Management at Rose-Hulman Institute of Technology (RHIT) in Terre Haute, Indiana. As an educator at RHIT, Dr. Momenipour teaches human factors, user experi- ence research, work analysis and design, management information systems, manufacturing, and facilities planning to graduate and undergraduate

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

includes three mandatory co-op work experiencesthat alternate with the academic semesters after a student completes their second year. The firstsemester of the Capstone project is in the second half of a student’s third year during the Summersemester, and the second semester of the project is in the first half of their fourth year during theSpring semester.The Engineering Capstone course objectives are for engineering seniors, operating in designteams, to apply principles of the design process to create a product or process to meet the needs ofa customer. Projects may originate in industry, as a contest sponsored by a professional society, orin other venues. The design team, with the guidance of a faculty advisor, must plan, direct,conduct, and

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)

of the comments [21]–[23]. However, peer feedback specifically during oralpresentations is not as well studied as other assessment types (e.g., writing samples) [24], has anemphasis on peer grading rather than qualitative comments, and an increasing focus on theincorporation of technology (e.g., clicker systems, exam software, mobile apps) [25]–[27].PeerPresents is an example peer feedback collection tool developed by researchers at four U.S.universities [28]. This real-time response system, similar to an online discussion board, featurespre-planned questions for student reviewers to respond to while watching peers’ presentations.Reviewers can then up-vote or down-vote other reviewer comments. The research team collectedfeedback using 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)

mentions of role models in participants’ responses as theyreported having encountered at MIT. 10Table 7. Role models encountered at MIT. Role model category N responses At NEET At MIT, non-NEET Faculty (research) 2 1 Faculty (instructor) 1 2 Staff (instructor) 2 0 Other students (peers) 2 2Examples quotes from participants:“[#1] I found two classes of role models in NEET. One class is the NEET instructors whoinfluenced me to pursue research and grad school. Before joining NEET, I didn't plan oncontinuing my

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University; Ryan Hearty, The Johns Hopkins University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Forexample, in 2012, MIT established a Comm Lab with plans to appoint liaisons in each of thedepartments in the School of Engineering. The MIT model is a “discipline-specificpeer-mediated model” [4]. Two other universities, Brandeis University and Rose-HulmanInstitute of Technology, adapted key aspects of the MIT Comm Lab to their own contexts.Brandeis established a Science Communications Lab for its Division of Science that ispeer-to-peer but discipline-nonspecific, whereas Rose-Hulman installed its Comm Lab within itsMakerspace to emphasize the connection between engineering and communicating. MIT reportsthat representatives from “Boston University, Brandeis University, Caltech, Cornell University,and Northeastern University” have attended 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; 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)

stakeholders. This blended approach provides stability while exposingstudents to diverse perspectives and necessary content expertise. We also aim to incentivizefaculty participation by highlighting IDPro mentoring in evaluation processes (e.g., as serviceand as undergraduate research advising) and providing financial compensation. Thesedevelopment opportunities will be key in sustaining engagement and enrichment for students andfaculty in IDPro.Implementation Planning Thoughtful implementation planning has been and will continue to be critical forlaunching IDPro successfully. This includes establishing projects, recruiting students, and usingan application process to assemble interdisciplinary teams with the needed skills andmotivations

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

value and success in multidisciplinary multi-year co-curricular programs such as the GCSP will also be discussed.Introduction and MotivationUndergraduate engineering students face many options in their education today, all of which canshape their academic pathway and influence their persistence in their degree program and futurecareer plans [1]. But what is it that motivates or influences a student to decide to participate inone program or activity versus another? And what influences a student’s decision to continue toengage (or not) in that program or activity? Several studies have been conducted to assess theimpact of students’ participation in various types of activities outside of the classroom onstudents’ skill development, professional

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

which we would like tomaximize the thickness of arrow e, ideally to match the associated grit level designed by theprogram. To maximize the engagement of interdisciplinary students, quizzes should beeliminated and replaced with a highly complex set of homework problems that span multipledisciplines. For instance, constructional engineers are to be encouraged or even required to solveissues on highway planning and bridge construction using stochastic models. The pedagogicalinnovation here is to leverage the theorized link of cognitive diversity and intrinsic motivation(Section 3.1). As such, students from different majors will find problems related to their chosenmajor of study interesting and intellectually stimulating. Cognitively, they would

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)

education focusDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.Ms. Isil Anakok, Virginia Polytechnic Institute and State University Ms.Anakok is Ph.D. candidate in the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abdullah Ibrahim, Texas A&M University at Qatar; Roudha Saif Al-Khaldi, Texas A&M University, Qatar; Doaa Elamin Emam; Yasser M. Al Hamidi, Texas A&M University, Qatar; Marwan Khraisheh, Texas A&M University, Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

systematicthinking and planning. In addition, they would learn scientific and engineering factsabout their designs that would help them grow as artists themselves.The above premises make an excellent ground to build several activities that can beused for the education and training of engineering and arts students. These activitiesrequired students to establish some shared resources beforehand which are tailored toteach other majors about their own major without diving deeper but instead focusingon creating the connections to see the overall picture. Over the course of one semesterstudents from all majors were able to collect solid material in the form of PowerPointpresentations to share and explain to other majors. They also brainstormed differentproject

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

which wecan examine the ways in which design shapes our built environment, the systems thatgovern it, and how those systems in turn shape our communities and individuals. Thisapproach to design focuses on creating equitable outcomes for marginalized communitiesand centers the voices and perspectives of those who have been traditionallyunderrepresented in design decision-making. Design Justice practitioners work to ensurethat design is accessible, inclusive, and equitable for all.“Design mediates so much of our realities and has tremendous impact on our lives, yet very fewof us participate in design processes. In particular, the people who are most adversely affected bydesign decisions — about visual culture, new technologies, the planning of

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)

, AR, and IoT Systems. His most recent work involves designing an AR framework that provides just-in-time informatics for training, education and maintenance activities. This system design was the basis for a Future of Work planning grant from NSF in 2021. He has been leading the team at the University of Akron for the NASA SUITS competition from 2018 to 2020. He currently works as a software developer.Nathan Esosa Uhunsere, University of Massachusetts, Lowell Member of the Centers for Advanced Computational and Telecommunications ResearchDr. Susan Thomson Tripathy, University of Massachusetts, Lowell Dr. Susan Thomson Tripathy is a Research Associate at UMass Lowell who specializes in qualitative research methods

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul Cameron Hungler P.Eng.; Kimia Moozeh, Queen's University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

academic programs and courses that align with the goals and priorities of your multidisciplinary initiative? 9. What challenges do you anticipate facing in the coming years, and how do you plan to address these challenges to ensure the continued success of your institute?Interview Question 3 asks about key factors for success and adds a temporal element to thediscussion. During the interview participants were shown the mind-map illustrated in Figure 2and asked to indicate which factors were most important during different stages of the life spanof an interdisciplinary initiative. Based on the researcher’s experience developing andparticipating in interdisciplinary initiatives, the illustration shown in Figure 2 was created as

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)

learning [7]. In turn, how theyapproach problems when things do not initially work out as planned or require more effort thanimagined is related to their own perception of their ability to learn [7]. This experimentalprogram employs hands-on, problem based learning and supportive (mastery-based) assessmentto prepare students to approach problem solving as an iterative activity.Hands-on, problem-based learning and mastery-based assessment are pedagogies that focus onstudents' learning and include iteration through failure as a defining feature. Problem basedlearning is an approach in which students solve open-ended, ill-structured, authentic problems inwhich iteration is treated as a problem-solving process [8], [9]. These ill-structured