Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

as it coincided with the removal of the SI sessions, which had beena key component of their academic support during their first year. However, it remained unclearwhether these challenges were primarily due to the absence of SI or if they reflected the typicalstruggles students face when transitioning into more advanced coursework and the increasedacademic demands of their second year. To determine if the decrease in performance was uniqueto the SSP students, their quarterly GPA was compared to other engineering students withsimilar academic progress over the first year.First and Second Year Engineering at Louisiana Tech UniversityThe students in this study completed their first and second years of engineering at LouisianaTech University

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory C. Lewin, Worcester Polytechnic Institute; Rui Li, New York University; Carlotta A. Berry, Rose-Hulman Institute of Technology; James A. Mynderse, Lawrence Technological University; Vikram Kapila, New York University ; Michael A. Gennert, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

workshop.The workshop was held using Zoom, a popular remote meeting platform. With the elimination ofgroup meals and a company tour, and the schedule was adjusted to allow more time for hands-onactivities. Sessions for curriculum design, hardware and software considerations, and opendiscussion were retained. The Complete schedule is shown in Table 1. Table 1. Workshop schedule. Wednesday Thursday Friday 11:00 Introductions Welcome back Welcome back :15 Overview Intro Act. 4 Summary & Reflection Adv. Activity 2 Summary & Reflection :30 M&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)

promising nature of job shadowing techniques and the familiarity of jobshadowing as an experiential learning technique makes it a good candidate for introducing studentsto academic careers.The National Society for Experiential Education has established eight guidelines for allexperiential learning activities [2]. These guidelines are as follows: 1. All participants shall be clear on the intentions and educational outcomes of the experience. 2. All participants shall be prepared and plan to follow program intentions. 3. The program shall be authentic to the real-world scenario. 4. Participants shall reflect on their experience in order to create a learning experience. 5. Orientation and training shall be provided to give context about

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)

studentsformulated cohesive solutions that integrated multiple ROS2 packages. By the time they reachedthis final assignment, most learners had developed a solid framework of fundamentalcompetencies that could be extended to their final, open-ended projects.Rationale for Key ChangesFrom the outset, the lab sequence was devised with progressive complexity in mind, graduallylayering new tools and concepts to reduce cognitive overload. This scaffolded approach helpedstudents steadily build confidence, ensuring each new skill—such as command-line proficiency orROS2 control—was reinforced before introducing more demanding tasks. Additionally, hands-onintegration with simulated environments and (for some students) real hardware reflected howrobotics is typically

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

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Multidisciplinary Engineering Division (MULTI)

mindsets and iteration guided data collection,analysis, and initial interpretation towards the development of three preliminary themes: 1) howstudents redefined failure as an opportunity to learn, and 2) how students reframe difficult tasksas challenging rather than risky, and 3) how the ability to iterate supported student agency. Inaddition, in these interviews, we explored how these preliminary themes related to the supportiveprogrammatic features that define this experimental program, and specifically, hands on, problembased learning and mastery assessment. Our discussion concludes with initial reflections on howexploratory findings in this pilot study can inform future programmatic decisions and directionsfor the larger research

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)

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

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

François Michaud, Universite de Sherbrooke; Élise Richard-Bédard, Universite de Sherbrooke; Nicolas Quaegebeur, Universite de Sherbrooke; François Ferland, Université de Sherbrooke; Audrey Boucher-Genesse, Universite de Sherbrooke; Marc-André Cyr, Universite de Sherbrooke

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Multidisciplinary Engineering Division (MULTI)

, theyoften reflect the focus of those departments. For example, WPI’s program is heavily orientedtoward computer science, whereas the program at Lawrence Technological Universityemphasizes mechanics. Our RE program was set to be managed at the faculty level to bridge theME and EECE departments, facilitating the allocation of resources for implementing the newprogram.Table 1. Undergraduate RE programs around the world !"#$%CD#(#%D )*+"(C, -%./C(0%"( !"1%C2C/1+/(%P4C*2C/0 !"#A%CD%#()"*+D%AIJKA(LJCDKDMD%(1!)LO( PJKD%4(RDSD%C TUTU TUU9 PJKW%#CKD+("X( PJKD%4(RDSD%C TU?? @SA#%JA%(B%AIJ"*"CKAS*(PJKW%#CKD+ PJKD%4(RDSD%C TU?? PJKW

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler, Boise State University

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Multidisciplinary Engineering Division (MULTI)

provide support and resources to develop these skills. The goal of thisintegration is to ensure graduates go into industry or graduate programs equipped tocommunicate effectively with the ability to work on teams to support projects and solveproblems. The need for these skills is reflected in ABET Outcomes and by what employersindicate graduates need to succeed [1-3]. Despite these efforts, employers indicate that recentgraduates may not possess the needed skills to communicate and collaborate effectively [4-5].Furthermore, graduates may struggle to transition from academic to workplace settings. Thesechallenges demonstrate the need to examine how engineering educators support professionalskill development, understand the factors that influence

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee Prymus, University of Pittsburgh; Irene B. Mena, University of Pittsburgh

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, students answered several reflection questions about theirexperience in the course, as part of a required course assignment. Three of these questions wereselected for analysis: (1) What is one piece of advice you would give to student teams taking thisclass in the future? Why?; (2) What was the most difficult, challenging, or demanding thingabout ENGL XXX?; and (3) What was the best thing about ENGL XXX? Responses from 450+students were qualitatively analyzed. The themes that emerged from this data analysis arepresented in this paper, and are used as part of the evaluation of this course.This paper will (1) describe the course and course assignments, (2) summarize student responsesto the reflection questions listed above, (3) identify, based on

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huan Gu, University of New Haven

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Multidisciplinary Engineering Division (MULTI)

integration of an entrepreneurial mindset (EM) into engineering education has become18 increasingly prevalent, reflecting a paradigm shift in how engineering problems are approached19 and solved. This project, serving as the capstone of an Introduction to Engineering course, was20 designed to instill EM in a diverse group of engineering students, equipping them to tackle21 multidisciplinary challenges innovatively. Historically, EM has been a staple in business education22 but has only recently begun to permeate engineering curricula globally over the past few decades23 (3). The Kern Entrepreneurial Engineering Network (KEEN), established in 2005, has been pivotal24 in promoting EM within undergraduate engineering programs across the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liuying Gong, School of Public Affairs, Zhejiang University; Jingyuan Chen; Min Ye, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

(with more than 1,000 employees) have already implemented AI in their operations,while an additional 40% are actively exploring or testing AI technologies. These developmentsare driving new economic opportunities and innovation globally. For instance, the latest reportfrom the International Data Corporation (IDC), China Model as a Service (MaaS) and AI LargeModel Solution Market Tracking [2], indicates that, in the first half of 2024, China’s MaaSmarket reached 250 million RMB, while the AI large model solution market totaled 1.38 billionRMB. This growing market for large model services reflects an increasing investment byenterprises, underscoring the transformative and disruptive impact of AI across industries.The social transformation driven

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

same institution. That earlier project, which involved thedesign and implementation of a cross-college, transdisciplinary model of instruction, providedvaluable experiential and analytical grounding for this study. Drawing from that shared foundation,this analysis gained a deeper understanding of the complexities of convergence education, enablingus to identify recurring themes related to course design, team formation, and the broaderimplications for transdisciplinary pedagogy. As before, this collaborative team was able to haverich discussion about transdisciplinary teaching and learning and educational transformationtogether accordingly. This thinking is reflected in the current paper. The researcher also conducted semi-structured

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

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

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

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Multidisciplinary Engineering Division (MULTI)

studentsthe ability to reflect upon their learnings and leads to a general increase in self-motivation and self-efficacy. UBD or understanding by design models help students inrelating what they learn in a course to the real world, and thus deepening theirunderstanding. But given the limitations of these and other models, there is always someimportant piece of experience or learning that is left out. For that very reason, designthinking is one of the most renowned educational models. The model incorporates notonly the self-motivation and reflection of project-based learning, and the real-lifeassociation of concepts as seen in UBD models, but goes a step further and grantsstudents the freedom of exploration to truly expand their horizons

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Louise Meier, University of Florida

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

in collaboration with a community oreven international partner and give students the opportunity to interact with people outside theirdisciplines. Key components of service-learning include critical reflection and reciprocity [3].Reflection requires that students articulate the experience, while reciprocity requires that studentsaddress the real needs of sponsor to meet the learning outcomes. Because of reciprocity, theseprojects are more likely to be viewed by students as worthwhile given the creative freedom, thefeelings of empathy or for personal satisfaction [1]. Notwithstanding, service-learning projectscan bring risks such as an ill-defined project scope by not having a team of engineers define it, alack of direction by not having a

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)

, robotics, and human-computer interaction. To comply with such demand, a new course titled “Brain-Computer Interface” was developedat Lawrence Technological University (LTU) located in the state of Michigan in Spring 2024. Thiscourse integrates theory, cutting-edge simulations, hands-on experience, and working with dataacquisition systems in real-time to provide students with a comprehensive understanding of BCItechnology and its practical applications. The course curriculum covers the fundamentals of neuralsignal processing, hardware and software components, and real-world case studies. Thisinnovative course also reflects our university’s commitment to offering cutting-edge educationthat prepares students to meet future challenges and

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)

coreundergraduate class each engineering student takes before graduation. This approach introduces thesecritical topics to all graduating engineers, broadening the impacts across the overall engineering field.Hence, we implemented project-based learning (PBL) based on the framework proposed by Engineeringfor One Planet (EOP) for several undergraduate classes and one graduate class at the University of Texasat Tyler. EOP, started by the Lemelson Foundation and VentureWell, is an initiative to transform engineeringeducation to reflect the importance of sustainability in engineering education[5]. The goal of EOP is toensure all future engineers across various disciplines learn the fundamental principles of social andenvironmental sustainability. Thus

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

students to showcase and reflect on their experiences. Amy has contributed to the development of an interdisciplinary grand challenges focused course and introduction to engineering course in both in-person and online (MOOC) formats at ASU. She is also actively involved in the ASU Kern project and Kern Entrepreneurial Engineering Network (KEEN), focused on students’ development of entrepreneurial mindset. Amy received the national 2019 KEEN Rising Star award from KEEN for her efforts in encouraging students in developing an entrepreneurial mindset. She is also a member of the current interim Executive Committee for the international GCSP Network, and mentors schools to develop GCSPs as part of the GCSP New Programs

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)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pooya Niksiar, The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

responses to each question to gain a detailedunderstanding of the participants' perspectives.Question 1: In your own words, how would you describe Artificial Intelligence (AI)?When asked to describe Artificial Intelligence (AI) in their own words, the responses fromparticipants revealed a wide range of perceptions, reflecting both positive and negative views ofthe technology. The majority of participants (36%) described AI as a tool designed to enhanceefficiency and assist with tasks. Many respondents highlighted its ability to save time, streamlineresearch, and improve productivity in academic and professional settings. Phrases such as "ahelpful tool," "a way to quickly search content," and "a tool that enhances daily life" werefrequently

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

progress for individual assignments, and radar plots that show students'actual achievements and reflections on their learning. Our findings indicate that visualizingstudents' learning in a dashboard provides opportunities to tailor feedback to address theirspecific learning needs and supports student scaffolding. Continuous quality improvementrequires both a mechanism to collect feedback on students' learning and a dashboard thatvisualizes how the feedback is used to improve the quality of instruction and learning integrity.Keywords: Dashboard, Continuous quality improvement, Grading, Feedback, RubricIntroductionEducational institutions face increasing pressure to demonstrate the effectiveness of theirinstructional methods, particularly due to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Noa Teed, Embry-Riddle Aeronautical University - Daytona Beach; Bryan Watson, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. This digital evolution highlights the critical needfor a dynamic response to these safety and security challenges. The Bureau of Labor Statisticsprojects a growth of 33% in Information Security Analysis and related fields between 2023 and2033 [1], reflecting the growing importance of data protection at both the individual andcorporate levels. In response to this, cybersecurity professionals must not only possess technicalknowledge and education but be equipped to anticipate and adapt to both current threats andemerging risks.Recognizing the limitations of traditional classroom instruction alone, many universities havedeveloped hands-on lab courses and summer programs to broaden students’ experiences.Programs like the National Science

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

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Multidisciplinary Engineering Division (MULTI)

elementaryschools to understand the conceptualization of STEAM education. This case recognizes thatSTEAM instruction is subjective, suggesting that the implementation of STEAM does not haveto be uniform but can (and should) be individualized to reflect the specific classroom ofinstruction [24]. A similar finding was identified in STEAM-focused schools with a highrepresentation of minority students [25]. Specifically, the authors describe the necessity forSTEAM curriculum to center “the cultural lives of minoritized students,” referencing a methodtermed Black Futurity STEAM [25]. As research on STEAM-certified schools is limited, futurestudies should explore new developments in the space, providing additional context on theimpact STEAM certification has on

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nikhil Satyala, University of Nebraska - Lincoln; Rachael Wagner, University of Nebraska - Lincoln; Tareq A Daher, University of Nebraska - Lincoln; Carl A. Nelson P.E., University of Nebraska - Lincoln; Mark R. Riley, University of Nebraska - Lincoln; Raycelle C. C. Garcia, University of Nebraska - Lincoln

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Multidisciplinary Engineering Division (MULTI)

Progress” paper will outline the steps wehave taken to utilize faculty input and established curriculum to develop an interdisciplinary programrequiring a small number of new courses yet still meeting both ABET requirements for mechatronicsand robotics and partner interest. Student reflections on the program and its first course offering are tobe gathered, along with reactions from faculty, to drive ongoing continuous improvement.2. INTRODUCTIONDigitally connected factories and robot-driven production processes have been highlighted as the futureof the manufacturing industry [1]. A growing national interest in accelerating industrial capacity andmodernizing education through capitalizing on advanced robotics systems supported by

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

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