Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis

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Diversity

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Multidisciplinary Engineering Division (MULTI)

assignment learning outcomes. Among other benefits, WATTS has shown statistically significant outcomes towards improvingstudent technical writing [1]. Tutors provide specific, appropriate feedback to the students during thetutoring sessions. However, one area that remains a challenge is engaging students in revising andimplementing that feedback in their writing process. An important next step is to find new ways to engagestudents in the revision process so they can effectively use the feedback they receive from multipleinterdisciplinary audiences and begin to internalize the benefits of the revision process. Here, we begin the work of increasing student engagement with a multi-pronged approach to revision.Students begin by assessing their own

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

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Multidisciplinary Engineering Division (MULTI)

InstituteDr. Sarah E. Stanlick, Worcester Polytechnic Institute ©American Society for Engineering Education, 2024 Beyond PBL: The Value of Stacking High-Impact Practices1 IntroductionHigh-impact practices are widely accepted to improve student learning of professional skillsnecessary for addressing the world’s major STEM challenges [1] Some have also beendemonstrated to support retention [2-3]. Experiencing high-impact practices can increaseeducational outcomes for all students while potentially leveling the STEM playing field formarginalized students [4-6]. For institutions of higher education, this can maximize institutionalsuccess and improve efficiency while benefitting society through broadening the talent

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

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Multidisciplinary Engineering Division (MULTI)

student teams were formed, and each group was tasked to pickan approved topic related to the specific classes. The deliverables for the assignment were a preliminaryreport, a final report, and an oral presentation to the peers. Finally, an anonymous survey was conducted togauge the improvement in the student's understanding of the core EOP concepts and how it helped themimprove their knowledge of environmental sustainability. Survey responses showed that the students had amore sustainable mindset after performing the PBL based on the EOP framework. Furthermore, the studentsalso improved their technical communication and group work skills, which are critical for modernengineers.1. Introduction The atmospheric concentration ofcarbon dioxide

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

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Multidisciplinary Engineering Division (MULTI)

usingthematic analysis to determine patterns and themes. This work-in-progress study examinesstudents’ perceptions of PBA in an interdisciplinary project environment.Introduction In response to the growing emphasis on project-based learning (PBL) and the integrationof multidisciplinary teamwork experiences within engineering education, Vertically IntegratedProjects (VIP) programs have emerged as integral components of university curricula [1]. Theseprograms allow students to collaborate within interdisciplinary or disciplinary teams, working onreal-world projects alongside stakeholders over extended periods. While the advantages of VIPprograms are evident, their distinctive and flexible structure prompts inquiries into effectiveassessment

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

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Multidisciplinary Engineering Division (MULTI)

airborne presence of a UAV couldmean the difference between life and death. Furthermore, increased endurance minimizes thedowntime and logistical challenges associated with battery management, thereby reducingoperational costs, and enhancing the feasibility of UAVs for continuous, real-time applications.Consequently, pushing the boundaries of small multirotor endurance is not just a technicalchallenge, but a necessary stride toward unlocking the full potential of UAV technology inserving humanity.BackgroundWhile there are some documentations on breaking world records [1], there does not appear tobe any pedagogical efforts to document the process. The projected design predicts a flightendurance of 2 hours and 57 minutes, surpassing the current

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

of improvement for future offerings.1 IntroductionThe modern urbanization surge has placed cities at the forefront of global challenges, with morethan half of the world’s population now living in urban areas. These urban areas contributeapproximately 70% of the planet's greenhouse gas emissions [1]. This growth presents a paradoxas cities are crucial for economic development and growth yet significantly negatively impact theenvironment. Related to this issue, Canada faces a severe housing crisis, requiring an additional3.5 million homes by 2030 to meet anticipated demand [2]. This goal far exceeds the current rateof new construction. This situation highlights the urgent need for innovative solutions thatbalance economic growth, societal

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Ona Egbue, University of South Carolina Upstate; Siwakorn Wisawakornwisit, University of Waterloo; Tesse Klompstra; Aotian Guan, University of Waterloo

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Multidisciplinary Engineering Division (MULTI)

(see Table 1) It is evident from theresults that institutions have different approaches first year requirements. Universities that offergeneral first year engineering courses offer a broad curriculum to all incoming students. Incontrast, universities that offer non-general first year courses offer a set of courses specific toeach engineering major.Table 1: General first year and non-general first year universities General First Year Non- General First Year Carleton University British Columbia Institute of Technology Concordia University Lakehead University Dalhousie University McGill University McMaster University

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Education Review an International Journal. ¨Michael M. Malschutzky, Hochschule Bonn-Rhein-Sieg, Germany Michael M. Malsch¨utzky is a Research Associate at the Centre for Teaching Development and Innovation (ZIEL) as well as Affiliate Faculty at the Department of Management Sciences at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences (H-BRS), Germany. He received his Diplom-Ingenieur (FH) in Mechanical Engineering from H-BRS in 2005. After working as Test & Validation Engineer (TIER-1) and Program Management Engineer (OEM) in the automotive industry, he returned to academia in 2013, receiving his BSc (2017) and MSc (2023) in Business Psychology from H-BRS

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

academic life of the scholars, focus groups and interviewswere used to allow scholars who have participated in the project to share more detail regardingtheir experiences, the benefits they gained, and the obstacles they faced. These findings andinsights can support implementation or improvement of similar engineering student successinitiatives at other institutions.1. IntroductionThe expansion of STEM graduates is crucial to cultivate economic progress as its increasing sharehas a positive impact on employment and economic growth [1]. According to U.S. Bureau of LaborStatistics, employment in STEM occupations is growing at 10.8% [2]. However, graduation ratesin STEM majors are not very high. Nationwide, fewer than 40% of students entering college

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

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Multidisciplinary Engineering Division (MULTI)

, 2024 Empowering Engineers: Enhancing Communication Skills through a Technical Communication LabAbstract Communication labs and writing centers at universities support ABET-accreditedengineering programs’ mandate to train students “to communicate effectively with a range ofaudiences” [1]. In this paper, we describe efforts to establish and analyze a new technicalcommunication lab within the engineering school at Johns Hopkins University. In its first threesemesters in operation, consultants at the Technical Communication Lab (TCL) completed over1,000 sessions for 294 students. On a post-session survey, almost all students rated their sessionexcellent, stated they would return to the TCL, and affirmed they would recommend the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

interactions. Thislimitation is significant, as it affects the potential depth and effectiveness of human-machineinteractions, especially in scenarios where cooperation and social understanding are key. Ineducation, the integration of generative AI with AEI offers transformative potential. GenerativeAI can be employed to create personalized and dynamic learning content, while AEI enables thesystem to interpret and respond to the emotional states of learners.This work, building upon previous work by the authors[1] ,Recognizing and Responding toHuman Emotions: A Survey of Artificial Emotional Intelligence for Cooperative SocialHuman-Machine Interactions, revolves around a central query: What are the essentialadvancements required in AI to enable it to

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)

innovative teaching methods in nurturing the curiosity of chemistryundergraduates, thus advancing scientific knowledge, and fostering innovation in the field.IntroductionIn higher education, creating a productive learning environment for chemistry undergraduatesstill stands as a major challenge [1]. It is impossible to overestimate the value of curiosity andcollaboration in the academic and professional development of students in this field [2], [3]. Thetraditional learning method, which is based mainly on the instructors transferring knowledge tostudents, often falls short of fully engaging students and fostering critical abilities likecollaboration, peer learning, and curiosity [4]. An exciting new area in educational research isthe meeting point

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

StudentsIntroductionOne current gap in many engineering programs is a focus on teaching students how to createrelationships with professionals from scratch, a.k.a. build social capital at the organizationswhere they might want to work after graduation. The skillset of building professionalrelationships is considered the most important aspect of career education because it acceleratesthe career exploration process, leads to internship and job opportunities, and increases student’sself-confidence related to life after college [1]. This is particularly relevant as 70% of jobs andinternships go to professionals who already have a connection with the company [2]. Theseinternships and jobs are located in what is referred to as the ‘hidden job market

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)

undergraduate degree program. Throughout their time in the GCSP, students engage incurricular, co-curricular, and extracurricular experiences (courses and experiences) to achieve theprogram outcomes, known as the GCSP Competencies: Talent; Multidisciplinary; ViableBusiness/Entrepreneurship; Multicultural; and Social Consciousness [1]. To achieve eachcompetency, students must complete two courses and/or experiences, except for the ViableBusiness/Entrepreneurship competency which only requires one course or experience, and SocialConsciousness which requires 80 hours of service-learning experience. Each student tailors theirexperiences in alignment with their personal interests and focuses their experiences on anoverarching theme (sustainability, health

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

University in Japan in 2002. She is currently a Professor in the Innovative Global Program, a research-based full English degree engineering program at the College of Engineering at Shibaura Institute of Technology, Tokyo, Japan. She is a Principal Investigator of the Japan Society for the Promotion of Science Research Grants 24K06133 and the Shibaura Institute of Technology Grants for Educational Reform and Research Activity in the AY2024. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; and 2) systematic issues impacting the effectiveness of engineering

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

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Multidisciplinary Engineering Division (MULTI)

the field ofinterdisciplinary engineering education by providing empirical experience for embeddedinterdisciplinary educational program design.Keywords: Artificial Intelligence Education; Non-AI Majors; InterdisciplinaryEducational Program1 IntroductionThe breakthrough progress of Artificial Intelligence (AI) and its widespread application inmodern society have attracted global attention. According to a survey by the Organization forEconomic Co-operation and Development [1], over 60 countries have implemented morethan 1000 policy initiatives specifically aimed at the advancement and regulation of AI.Among them, many nations have positioned AI education at the forefront of their AIdevelopment strategies [2]. Taking China as an

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

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Multidisciplinary Engineering Division (MULTI)

-scale projects, theprogram enables students to immerse themselves in existing projects, thereby honing theirleadership skills [1]. Integral to VIP courses are assignments that necessitate collaboration withfaculty and fellow team members, ensuring that students are actively engaged in the nuances oftheir chosen projects [2]. VIP programs provide opportunities for students to bridge theoreticalknowledge from their coursework with practical applications, addressing authentic challengesrelated to their respective fields [3]. This experiential learning not only deepens theircomprehension of their discipline but also positions them as contributors to ongoing researchendeavors [4]. Participation in the program cultivates many skills, from creativity

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

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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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

learner-centered multidisciplinary engineering pedagogy which centers onthe key question: how do we motivate engineering students of different backgrounds from aneuro-inspired perspective?IntroductionIn today’s society, the majority of encountered challenges are complex, open-ended, and hard toeffectively categorize into any single particular discipline [1], which requires cross-fieldcollaborations. To effectively facilitate both multi- and intra-/trans disciplinary collaboration,engineers need to access and understand the grounded concepts from other fields to tacklecomplex challenges. For instance, construction engineers are now facing the challenge ofhighway, railroad, and infrastructure design in response to climate change risks. As such

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

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Multidisciplinary Engineering Division (MULTI)

, the mathematics faculty studied the sensors and systems course material, andidentified relevant mathematical background that the students should remember and build on inthe engineering course. Three assignments were prepared for the Sensors and Systems course toassess the students’ readiness to transfer the learned math skills to the sensors and systemsengineering concepts: 1) Linearization, 2) Units (and unit conversions), and 3) Calibration (bycalculating the transfer function from data). Students were assisted by the engineering course instructor to build on what they hadlearned in math to develop the targeted engineering skills in a problem-based learningassignment encapsulated in the course’s hands-on sensor-related team project

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tijesunimi Abraham Adeyemi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

traditional lecture style that is used in most engineering courses has several difficulties thataffect the processes of teaching and learning. Although many students can be efficiently taught asignificant amount of knowledge using this method, its one-way nature encourages passive andsuperficial learning and does not stimulate students' motivation, confidence, or excitement. As aresult, graduates of traditional lecture models frequently lack the fundamental abilities neededfor success in the workplace [1], [2]. The goal of engineering education research is to pinpointthe information and abilities that aspiring engineers must gain both in the classroom and in theircareer.Students' learning and engagement in a classroom environment may be enhanced by

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)

sustainability education and its implications for their academic andpersonal growth.The emergent themes, categorized broadly under Knowledge, Skills, Behaviors, and Attitudes(KSBA), underscore the program's transformative impact, highlighting its role in shapingstudents' awareness, growth, and aspirations related to sustainability. Moving forward, theseinsights can inform program enhancements and curriculum development efforts to enrichstudents' learning experiences further and empower them to become effective agents of positivechange in their communities and beyond.1. The University of Puerto Rico, Mayagüez CampusFounded in 1911 to offer advanced study in Agricultural Sciences and Mechanical Arts, theUniversity of Puerto Rico, Mayagüez Campus (UPRM) is

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)

paper describes a recently awarded project comprising the design andimplementation of a Sustainability Engineering (SE) Minor at UPRM. We propose a posterpresentation to discuss our SE Minor plan and collect data about people’s perceptions ofsustainability in engineering.1. IntroductionAddressing "Sustainability" is an overarching challenge for the 21st century, requiring engineersto play a critical role. In the US, undergraduate degree programs that directly attend tosustainability are of two types: (1) interdisciplinary programs that do not grant engineering degreesand (2) environmental engineering programs that are vital but do not entirely address the holisticnotion of sustainability. However, based on our reading of "Strengthening

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Clippinger, Pennsylvania State University, Behrend ; Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend ; Johanna Fouts Bodenhamer

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Multidisciplinary Engineering Division (MULTI)

instructor of English. She has been involved in a number of federal grants, including two NSF STEM grants, an EU-AtlantDr. Steven Nozaki, Pennsylvania State University, Behrend Ph.D. Engineering Education - The Ohio State UniversityJohanna Bodenhamer Graduate Research Assistant ©American Society for Engineering Education, 2023Introduction:The impact of tutors on STEM student writing has been the subject of multiple recent studies, forexample, [1-4]. In a series of earlier papers, the authors describe (a) the measurement of different writingregisters or ‘diatypes’ in various STEM disciplines [5], (b) the results when these measurementtechniques are applied to student writing samples from a Mechanical

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)

under progress. This paper will show in detail both projects and how they helpedin improving students thinking skills while employing the stages and steps set down bythe general design thinking ladder/framework.IntroductionArt has been a representation of man's creativity since prehistoric times, frompetroglyphs and pictographs to the creation of Mona Lisa. Engineering and engineeringsolutions have been used to improve life since the same prehistoric time frame, fromthe creation of the first wheel to the water wheel and the watermill. It can be said, then,that art and engineering are fundamentally and inherently connected. Bran Ferrenexplained this connection in his TED talk in 2014 [1]. Through his experience Branrealized that art without

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Osama Desouky, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar; Marwan K. Khraisheh, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: A METHODOLOGYAbstractThis paper introduces a methodology for teaching the Design of Experiments (DoE) MechanicalEngineering course. The concept centers on three principles: a multidisciplinary approach, studentempowerment, and real-life engineering challenges. The DoE course curriculum centers aroundtwo phases, Project 1, and Project 2, with critical problem-solving as the core focus. Project-basedlearning involves teams selecting real-life challenges and adopting a connection between students'missions and global issues. It progresses through establishing project needs, cultivating ownershipthrough role-playing, and developing technical knowledge. Work Plan Development encompassesdrafting experimental plans, data collection strategies, and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

graduate studentswho are capable of addressing complex and seemingly intractable problems in aninterdisciplinary manner [1], [2], [3], [4], [5]. Several educational researchers across the globe[6], [7], [8] have sought to distinguish terms such as multidisciplinary, interdisciplinary,transdisciplinary, and recently, their convergence. However, in practice, distinctions betweenthese terms are often fuzzy. Across academic disciplines, institutions, and geographies, terms likeinterdisciplinary are often understood and used interchangeably.Even though interdisciplinary education is increasingly practiced across different academiclevels and extensive research has examined its benefits, little is known about how studentsperceive such efforts, and this

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

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Multidisciplinary Engineering Division (MULTI)

-based learning, online learning and metacognition. ©American Society for Engineering Education, 2024 Formula for Success for Interdisciplinary InitiativesBackgroundThe open-ended and ill-defined nature of today’s challenges [1] requires students with the abilityto work both within and outside of their own discipline [2], [3] by integrating knowledge andskills from various fields [4]. Most academic and research institutions often operate in silosrather than in organizational structures that facilitate learning and discovery across disciplines.Interdisciplinary research and education have been recommended as an approach to tackle suchproblems [5], [6]. Thus, universities have been moving towards

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Tomar, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette

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Multidisciplinary Engineering Division (MULTI)

engineers, diversity, inclusion, and equity in engineering, human-centered design, and engineering ethics. ©American Society for Engineering Education, 2024 Role of Relevance in Professional Skills Application in Undergraduate Multi-Disciplinary TeamsIntroduction and BackgroundThe updated accreditation criteria set by ABET includes student learning outcomes that putemphasis on development of professional skills for nurturing practicing engineers in today'ssociety. Studies suggest that there exists a gap between recent graduates and industryexpectations on this front [1][2][3]. These studies suggest that recent graduates have lack ofexperience in project work, problem solving

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)

. Facilitated by a diverse team of 12 multinational lecturers from5 countries (Indonesia, Japan, Malaysia, Thailand, and the Philippines), these programs offer aninterdisciplinary educational experience consisting of technology, history, and cultures of Asiancountries to enhance participants' self-efficacy [1]. VAx was initiated as a response to satisfy thedesperate demand for mobility programs hampered by the COVID-19 pandemic, providing aDigital Transformation solution that offers borderless mobility programs regardless of locationand budget limitations. After three batches in 2021 and 2022 with a total of 239 certificateawardees, the program transitioned to a hybrid model in 2023. Of the 88 registered participantsfrom 10 different nationalities, 44