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

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

such as ADAaccommodators and tutoring staff were interviewed and brought up important issues andadvantages of take-home tests.Instructor RoleOne major advantage identified by the instructors is the ability to ask more interesting questions: “it allows us to be more flexible and ask questions that are perhaps a little bit more reflective of real engineering questions that students might encounter.” (Instructor 3)The allowance of more time on a test can be important as students are allowed to answer morecomplex questions that may be more representative of real-life problems. Additionally, it allowsinstructors to address higher levels of Bloom’s taxonomy, testing application and understandingof content instead of just memory. One

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary 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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

means tosupport mental health challenges.ConclusionsResults suggest that instructors have made changes in teaching style, assessment structure, andtools used to accommodate changes as education moves through the pandemic. Instructors alsoreported more time teaching and responses that suggest a decrease in work-life satisfaction. Thesyllabi analysis supported perceptions in changes in flexibility of deadlines, availability outsidethe classroom, and course assessments, suggesting evidence for more compassionate teachingpractices in engineering courses post-pandemic. Survey participants indicated an increase inmental health changes over the course of the pandemic, but we did not observe substantialchanges in the course syllabi reflecting this

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Lechasseur, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

imitates the results of random assignment of students tothe two conditions (i.e., participating in a first year experience and not).3.1 ParticipantsSampling for the study involved a stratified approach. A random selection of alumni who had notbeen invited to participate in the most recent prior alumni study were invited to respond to thesurvey. The resulting pool of 2,336 respondents reflect a convenience sample from which weenrolled all 210 alumni who had participated in the first year experience, due to this being themost limited high-impact practice in this study’s setting. These participants were then matchedwith participants who did not enroll in a GPS course using propensity score matching proceduresthat expanded the sample to 420 alumni.The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Masoumeh Farhadi Nia, University of Massachusetts, Lowell; Grace E. Callen; Gayatri Aroskar, University of Massachusetts, Lowell; Justin An, University of the District of Columbia; Kavitha Chandra, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Kelilah Wolkowicz, University of Massachusetts, Lowell; Max Denis, University of the District of Columbia

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 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)

should be created by multi-disciplinary teams of domain experts,reflecting best practices in pedagogy, knowledge domains, student engagement, and learningevaluation. For example, graphics designers, animators, and digital artists can create content thatis contextually relevant and aesthetically inviting to users with well-chosen visual and audioeffects. Domain experts must identify the content that appropriately targets the users at theirlevel of readiness and learning objectives. Pedagogy experts can co-create with the domainexperts and digital artists to package content in a way that improves learning. CAD modelers cancreate effective representations of the physical environment and the artifacts of interest.Photographers can create

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)

qualitativedata.Results: This program reflects an embedded interdisciplinary educational program designscheme. On the one hand, the program satisfies the personalized learning needs ofinterdisciplinary students by designing a modular curriculum structure. On the other hand,open teaching platform plays an important role in supporting program operation, whichsolves the problem of dispersed interdisciplinary educational resources and effectivelyintegrates AI educational resources from different disciplines and subjects.Conclusion: This study has two main contributions. Firstly, we provided a referenceinstructional design scheme for AI educational program, which fills the current shortage ofresearch in AI education. Secondly, the research results also contribute to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

] synthesized a set of characteristics and teaching/learningpractices from the literature. First, constructivism assumes that we all have unique perspectives;thus, there are multiple perspectives and representations of different concepts or learning topics.Further, activities should encourage individuals to participate in learning processes of self-analysis and self-reflection. One of the best ways to facilitate this process is to foster learningenvironments that emphasize the “real world” through relevant and authentic practices. Littleton[35] highlights the relevance of Murphy’s principles within museum settings as an ideal place tofoster constructivist learning.Stemming from constructivist theory, active learning is a pedagogical approach that

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Kartik Saigal

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

fromboth majors choose in-major electives from the same pool of courses, but the similarity wouldnot be reflected in degree requirements. The clustering of majors in departments can be extendedto programs jointly offered by multiple departments. A degree jointly offered by twodepartments would be similar to other majors offered by the two sponsoring departments, even ifthe majors from the sponsoring departments differed from each other. For example, GeorgiaTech’s degree in Computational Media is jointly offered by the College of Computing and theSchool of Literature, Media, and Communication. Computational Media is similar to bothComputer Science and to Literature, Media, and Communications, but Computer Science is notnecessarily similar to

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, or design.Alex also shared going beyond to work as a designer to give critical feedback to others andbecome a facilitator in brainstorming and organizing review sessions with other team members.US-based students highlighted that the development of confidence and comfort in engaging withother disciplines was a significant aspect of these students’ shifts in mindset as a result ofpursuing interdisciplinary education. Emily reflected on this, stating, “So if you were to describeyourself as an interdisciplinary scholar, then you would be comfortable working with otherdisciplines”. Additionally, one U.S.-based student expressed the shift in self-identification as aninterdisciplinary researcher through working across bodies of knowledge. Ricardo

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #40237Work in Progress: KLIQED, A Feedback Tool for Fostering Peer Engage-mentduring Student Oral PresentationsDr. Gbetonmasse B. Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute. He holds a Ph.D. in economics and a Master’s in statistics. His research interests are in applied econometrics, technology and development, program evaluation, and higher education. In teaching and learning, he is interested in student motivation, experiential learning, and critical reflection to promote active

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liya Grace Ni, Biola University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Learning OutcomesThe student learning outcomes of our BS-Engineering and BS-Robotics programs include thefirst seven outcomes close to the ABET Student Outcomes [2] 1-7 and an additional Outcome 8addressing the Christian faith integration in science and technology. We have developed ourcurriculum maps that reflect how these student learning outcomes are introduced, developed, andmastered in different courses, as well as assessment plans for the data collection and analysis toassess each student outcome.The learning activities involving the 5-DOF robotic arm in our Engineering and Roboticscurricula will mainly contribute to Student Outcomes (SO) 1, 2, 6, 7 as listed below:SO #1 Identify, formulate, and solve complex engineering problems by applying

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Gabriele Trovato, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breanna Michelle Weir Bailey, P.E., Texas A&M University, Kingsville; Mohammad Motaher Hossain; Larry Peel, Texas A&M University, Kingsville

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

field as well as on the procedures foradopting and adapting codes to reflect new knowledge, both of which are significant to students’professional development [3]. While much existing engineering curriculum is standard or code-driven, the certificate program trains students to appreciate the importance of standards andstandardization in a way that will promote life-long use of standards in their professional careers.An additional benefit of the current work is creation of a certificate program that will be reflectedon student transcripts. Transcripted certificates and similar mico-credentialling efforts improvestudent marketability [4-6]. Often, micro-credentialling programs are designed to be integratedinto or used as a gateway to full degree

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

only deepens understandingbut also enhances innovation as students learn to navigate and manipulate the interfacebetween digital and tangible realms. The workshop at ASEE 2023 [1] was crafted with these imperatives in mind, aiming to bridgethe gap between theoretical constructs and their real-world applications. It focused on PBL, aneducational approach that fosters critical thinking, problem-solving, and collaboration throughcomplex and challenging projects that reflect the ambiguity of real-life scenarios. Hands-onactivities were not merely ancillary; they were central to the learning process, ensuring thatparticipants could apply theoretical principles in a tangible setting, reinforcing their learningthrough direct experience. The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

specificapproval in advance by the professor, assistance in the production of work offered for credit, tothe extent that the work reflects the ideas of the party consulted rather than those of the person inwhose name the work is submitted.”Because there was not unanimous agreement about the ethics of using LLMs for any specific task,and students responded with concerns and differing opinions about acceptable uses, this studyhighlights the need for course instructors and academic institutions to clearly define the ways inwhich LLM use is acceptable and unacceptable. Higher education faculty also need to conversewith industry officials to ensure that students are prepared for the ways in which LLMs are usedfor workplace tasks so that students learn how to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

analysis and decision-making processes. In the realm of design, he has actively engaged in product design and computer-aided design projects, including participation in the Shell Eco-Marathon. Each of these areas reflects Rackan’s versatility and dedication to mastering diverse aspects of modern engineering.Osama Desouky, Texas A&M University at Qatar Osama Desouky is a Technical Laboratory coordinator at Texas A&M University in Qatar. Osama is currently pursuing his Ph.D. in interdisciplinary engineering from Texas A&M University at College Station. He is responsible for assisting with experimental method courses, 3D printing, mechanics of materials, material science, senior design projects, and advanced

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; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Alex Suarez, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

,contributed by the student at the heart of the research and the two professors guiding him,reflect the symbiotic relationship between teaching and learning, and the profound influence ofmentorship in shaping future engineers. This testament serves to illustrate the integral role thatsuch projects play in academic growth and the cultivation of expertise in a specialized field.Incorporating a scaling element into future projects is a viable consideration. In the currentscenario, the student had independently conceived the idea and completed substantialpreliminary work before seeking faculty guidance. Although capstone drone students receivedencouragement to contribute and participate, there was a noticeable lack of strong interest injoining the project

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)

reflect the views of the NationalScience Foundation.References1. K. G. Wolfinbarger, R. L. Shehab, D. A. Trytten, and S. E. Walden, "The influence of engineering competition team participation on students' leadership identity development," Journal of Engineering Education, vol. 110, no. 4, pp. 925-948, 2021.2. A. B. Hargadon, "Brokering knowledge: Linking learning and innovation," Research in Organizational Behavior, vol. 24, pp. 41-85, 2002. [Online]. Available: https://doi.org/10.1016/s0191-3085(02)24003-4.3. A. B. Hargadon, "Firms as knowledge brokers: Lessons in pursuing continuous innovation," California Management Review, vol. 40, no. 3, pp. 209-227, 1998. [Online]. Available: https://doi.org/10.2307/41165951.4. J. Saldaña, The

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siavash Farzan, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

project-basedlearning framework. Section 5 concludes by reflecting on the outcomes of the proposed project-basedlearning approach, offering insights into future directions and potential improvements, anddiscussing approaches for developing other engineering courses using a similar methodology.2 Setting Up RRBot in ROS and GazeboIn this section, we outline Assignment 0, designed to assist students in setting up a reliabletoolchain for the proposed PBL framework. For the project-based assignments in the course, we usethe RRBot model, which stands for “Revolute-Revolute Manipulator Robot”. The RRBot model iscommonly used as a starting point for more complex robot models, as it provides a relatively simplebut realistic example of a robot with joint