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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

life saving provisions available to one member ofthe household, was overlooked, especially given that many refugees have fled oppressivegovernments and might be fearful of how such identifying information could be used againstthem. (This example, and many others like it, also reinforce the need for the kind of training thiscourse provides, which equips students to think proactively about the potential consequences andethical implication of a technology, rather than controlling the damage it creates after it is toolate and has impacted lives, an important skill for any engineer, regardless of the particular paththeir career takes.) This technology also raised significant human rights concerns related toconsent and privacy [15]. These, and

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)

in the findings, faculty—especially those in early career stages—often facecompeting pressures related to tenure and promotion, with institutional reward structuresprivileging disciplinary research and grant acquisition over teaching innovations. Embeddingresearch in teaching could serve as a bridge between these demands, offering a way to makeconvergence education more legible and valuable within prevailing academic structures. Moreover, this dual focus on teaching and research may offer a pathway to navigate someof the institutional misalignments identified in transdisciplinary course development —such asscheduling constraints, faculty availability, and difficulty fitting new courses into existing plans ofstudy. When research and

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

the set of attributes defined by The Organisation for Economic Co-operationand Development (OECD) as ‘global competence’, as this trait in turn influences theacquisition of knowledge, awareness, and intercultural skills which are required for studentsmajoring in science and engineering, in order for them to succeed in their careers in aglobalised society [9]. Global competence is the ability to demonstrate recognition, respect,openness, and readiness to participate in activities with people from diverse culturalbackgrounds. In this paper, the Miville-Guzman Universality-Diversity Scale - Short Form(MGUDS-S) was used to examine how participants’ global competence levels differed beforeand after completing a humanities module on ‘Science and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

AI. The aims ofthe investigation were to stimulate a campus discussion about large language models in highereducation and career preparation, to expose students and faculty to content and questionssurrounding the ethical use of LLMs, and to generate questions and directions for futureresearch. We formulated questions for a survey to gauge undergraduate students’ knowledge andperceptions about the ethics and use of LLMs in academic coursework. One section includeddemographic questions about students’ majors, ages, academic years, and grade point averages,another asked student’s questions about their familiarity with the use of LLMs such as ChatGPTin academic settings and their views on ethical uses of LLMs in education. A mixed

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)

called From Intention to Action (FITA)(Meissner et al., 2014-17) to help with student retention and the students mental health. Thisprogram focuses on students struggling with leaving home and the stress surrounding competingfor grades and a career. FITA is a twelve-week program that provides students with guidance “todevelop an understanding of the strengths, challenges, and issues that…influence their abilities tosucceed". Carlton University increased student retention and now has an above-averagepercentage. 7Table 6 Student Mental Health Universities Medical/Doctoral Comprehensive Primarily British N/A

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siobhan Rigby Oca, Duke University; Blake Hament, Elon University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

documentation, developer support,and reliability than older options, however these may not be barriers depending on the coursescope and goals. With that said, there may be courses that are better served by other softwareentirely. ROS mastery requires significant time and energy apart from that required to mas-ter robotics and other STEM concepts. However if a student aspires to a career in roboticsresearch and development, ROS mastery is likely well worth the initial investment.References [1] K. Scott and T. Foote, “2022 ROS Metrics Report,” Available at http://download.ros. org/downloads/metrics/metrics-report-2022-07.pdf (2024/02/07). [2] T. M. Santos, D. G. S. Favoreto, M. M. d. O. Carneiro, M. F. Pinto, A. R. Zachi, J. A. Gouvea, A. Manh

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

student outcome levels are obtained from individual assessmentinstruments. Additionally, conducting assessments in Canvas resulted in higher completion rates.This paper presents the advantages and disadvantages of each assessment tool and outlines anamended process that utilizes Canvas for assessment and mimics and improves upon the reportingin SearchLight by creating a customized dashboard in PowerBI.1 IntroductionFor engineering programs, domestic and abroad, obtaining ABET accreditation is critical to thesuccess of the program, the placement of graduates, and the career advancement of alumni. ABET’ssix-year evaluation cycle ensures alignment between industry needs and academic curriculum. Thecrux of program accreditation lies in the ability

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)

, agriculture, materials, career planning, and other topics. b) This is Engineering, taken in the second semester, will be a freshmen design style class, with hands-on problem-based learning, with sustainability embedded in all projects. c) A seminar on Justice, Equity, Diversity, and Inclusion will be developed for students to explore issues such as implicit bias and paternalism and reinforce the idea that co-design with communities will reduce discrimination and lead to better solutions. d) New courses, Wellbeing and Sustainability Economics will be developed to introduce students to essential ideas of natural capital, circular economies, and measures of well-being and prosperity. e) Other new courses include Products, Services, and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

opportunities for practical engagement.Providing students with more exposure to real-world engineering projects wouldbetter prepare them for long-term success in engineering careers.4 Discussion4.1 Balancing Interdisciplinary and Engineering CharacteristicsAs shown in figure 11, this study identified two critical issues in interdisciplinarycourse design: (i) the industry relevance of courses was generally rated lower thantheir satisfaction levels, highlighting a misalignment with practical needs; (ii) coursesincorporating hands-on project components, such as "Data Structure Fundamentals",achieved higher ratings in both satisfaction and industry relevance. Conversely, purelytheoretical courses, like "Engineering Principles", were less favorably received

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mahdi Agheli, Worcester Polytechnic Institute; Gregory C. Lewin, Worcester Polytechnic Institute; Andre Rosendo, Worcester Polytechnic Institute; Vincent A Aloi, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

algorithm development. Each topic is introduced through robotics-centric examples, ensuring students understand the relevance of these concepts to their field. For example, loops and conditionals are taught in the context of controlling robotic actuators, while data structures are introduced through applications like pathfinding algorithms.Through these innovative components, the course equips students with not only the technicalproficiency required for advanced robotics courses but also the confidence to apply these skills incollaborative, real-world settings. This comprehensive approach ensures that students arewell-prepared to meet the demands of both their academic progression and future careers inrobotics engineering.The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

’ perceptions of workplace English," Business and Professional Communication Quarterly, p. 23294906231182613, 2023.[19] C. DuPre and K. Williams, "Undergraduates' Perceptions of Employer Expectations," Journal of Career and Technical Education, vol. 26, no. 1, pp. 8-19, 2011.[20] M. Hirudayaraj, R. Baker, F. Baker, and M. Eastman, "Soft skills for entry-level engineers: What employers want," Education Sciences, vol. 11, no. 10, p. 641, 2021.[21] (2025) ABET Criteria for Accrediting Engineering Programs, 2025 – 2026. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2025-2026/[22] E.H. Pflugfelder and J. Reeves, J. (2024). Surveillance Work

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 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)

continuous basis. • Seven of the industry students, compared to none in non-industry projects, explicitly mentioned working with the liaisons as an enjoyable experience. • Students who explicitly mentioned the sponsor: Non-industry = 2 vs Industry = 11 • Students who appreciated the “real-world experience”: Non-industry = 0 vs Industry = 6These student comments suggest that including the internal and service projects allows studentsto explore and build these relationships in the community, similar to how students in industryprojects can build career connections and “real-world” industry experience with their industrysponsor liaisons assigned to the project. Students taking the course together allows them to sharetheir experience

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Edward Paul Weingart; Shareen Hertel, University of Connecticut; Shoshana Armington; Kathryn Libal, University of Connecticut

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Diversity

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Multidisciplinary Engineering Division (MULTI)

academic advisor to list specialization-specific coursework intheir plan of study that closely aligns with their career goals.In addition to courses in the School of Engineering and associated programs, the MDE majoroffers a two-semester capstone project in all four areas. The capstone course encourages studentsto work on a single topic of investigation. The MDE program culminates in a presentation ofteam-based projects in the senior year. Those projects typically have industry sponsors.Program DevelopmentHistorically, students entered our School of Engineering through a direct-admit model, declaringtheir major at the time of matriculation. The school had a path for those students who did notdeclare a major, called Undecided Engineering. This

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson, P.E., York College of Pennsylvania; Stephen Andrew Gadsden, McMaster University; Andrew Lee

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Point he has continued his research on unmanned systems under ARL’s Campaign for Maneuver as the Associate Director of Special Programs. Throughout his career he has continued to teach at a variety of colleges and universities. For the last 4 years he has been a part time instructor and collaborator with researchers at the University of Maryland Baltimore County (http://me.umbc.edu/directory/). He is currently an Assistant Professor at York College PA.Dr. Stephen Andrew Gadsden, McMaster University Dr. S. Andrew Gadsden is an Associate Professor in the Department of Mechanical Engineering at Mc- Master University and is Director of the Intelligent and Cognitive Engineering (ICE) Laboratory. His research area includes

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

George Tan, Texas Tech University; Sampa Halder; Luke LeFebvre, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

contributions in developing hybrid 3D bioprinting process, antimicrobial implantable devices, lab-on-a-chip, and fouling- resistant water filtration systems. He is also leading a cross-institutional education project at TTU focusing on transformative pedagogical strategies for biomedical innovation to catalyze the interdisciplinary col- laboration between engineering students and medical students. To date, Dr. Tan has published over 50 refereed research papers and 2 book chapters. He has secured over $1.2 million in federal grants including the NSF CAREER Award. He is the faculty advisor of the IISE student chapter at TTU.Sampa HalderDr. Luke LeFebvre, University of Kentucky Luke LeFebvre (PhD, Wayne State University, 2010

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, computer engineering, psychology, and neuroscience. Due to the nature of the BCItopic, projects with hands-on experiences could be designed to facilitate practical, experientiallearning that will engage students and leave a lasting impact. Students will be exposed to cutting-edge technology and research areas through BCI courses which will ignite innovation andencourage them to contribute to the evolving field of neuro-engineering. Moreover, the nextgeneration of technologies will follow the user-centric design as there is more emphasis on humanneeds interacting with technology, so BCI courses will be aligned with modern engineeringpractices, which will open doors to diverse career opportunities in gaming, assistive technologies,healthcare

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

expectations. In Companion Proceedings of the 36th internationalconference on software engineering (pp. 291-300), May 2014.[‌ 2] Pujol-Jover, Maria, Lola C. Duque, and Maria-Carme Riera-Prunera. "The recruit requirements of recent graduates: approaching the existing mismatch." Total Quality Management & Business Excellence 34, no. 1-2: 57-70, 2023.[3] Agnieszka Czerwińska-Lubszczyk, Michalene Grebski, and Dominika Jagoda-Sobalak,“Competencies of Graduates – An Industry Expectation,” Management Systems in ProductionEngineering, vol. 30, no. 2, pp. 172–178, May 2022, doi:https://doi.org/10.2478/mspe-2022-0021.‌[4] Burnik, Urban, and Andrej Košir. "Industrial product design project: building up engineeringstudents’ career prospects." Journal of

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)

customized to any engineering program[15].4. Objectives of this researchIn the VAx/HAx series, the content covered is highly effective for developing global competenceand closely aligns with the GAPC. As most participants are from engineering institutions, thelearning outcomes are beneficial for developing their future engineering careers. However,certain attributes could be hard to impart through traditional lectures alone. These attributesrequire practical application and experiential learning, which are more suitable for mobilityprograms. Since mobility programs are typically elective rather than mandatory for degreeacquisition, encouraging voluntary participation is essential. Understanding the motivation andincentive of the participants who

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Computing/Engineering (W-SPiCE) was utilized as an incentive for women to enter the school as first year students and continue past their first year. The program focuses on learning about five degree options available to them for future careers, devoting one week of instruction and design to each area, with five different faculty leading the activities. A stipend of $2500 is awarded to the participants. The program is limited to no more than 15 students per summer who have demonstrated academic proficiency in their first year. Measure of Success: The proportion of women undergraduate students increased from 20.9% in Fall 2019 to 23.9% in Fall 2022. Improvements can be seen from 2021 to 2022 when the

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

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Multidisciplinary Engineering Division (MULTI)

Wrong equation Wrong method Problem 4 5/25 Wrong equation & derivation Wrong methodTotal 35/100 Letter grade of FDiscussionAlthough many AI tools are available, and this number is increasing every day, studentsprimarily reported using or being aware of the most prominent ones: ChatGPT, Grammarly,Gemini and GitHub Copilot. This highlights the need for educators to introduce AI tools in theclassroom to familiarize students with their potential benefits in their careers or daily lives.Students who leverage these tools can complete tasks more efficiently, effectively, and eveninnovatively. Equipping students with such tools will also make them competitive in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

robotics curriculum toprepare students for the many robotics industry positions and research careers that utilize thismiddleware [5]. Learning ROS can at times be non-intuitive and overwhelming for students[1].Limited online resources exist to help students learn ROS asynchronously[6], and none havestudied how students perceived self-efficacy in tackling future robotics project challenges.Asynchronous tutorials help students learn material that would take too much time to step throughin class, enhancing the principles taught. They can help students troubleshoot specific issues theyrun into, allow students to go at their own pace, and allow flexibility in how students approachdifferent challenges. In this Introduction to Robotics course, over three

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Colleen King, University of Illinois at Urbana - Champaign; Piper Marie Pascarella, University of Illinois Urbana-Champaign; Lucy Hamilton Cinnamon, University of Illinois at Urbana - Champaign

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

study of a student-producedpodcast surveyed for skill development, education and community, finding ‘community’ was thehighest outcome from the project [17]. For students using podcasts in technical courses, theReduced Instructional Material Motivation Survey has been used to understand motivation levelsfor engaging with podcast-based material [18]. One study found that motivation was highindependent of learning style [19]. Therefore, podcasts have the potential to bring many favorableoutcomes to engineering educators: • to enable faculty to develop curiosity in each other’s work • to allow students to develop curiosity about disciplinary work that informs their education • to promote the pursuit of educational careers to engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Gharib, Texas A&M University; Joshua A Jalomo, Texas A&M University; Gabriel Tijerina, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

for careers in robotics, automation, and mechatronics by equippingthem with both the theoretical knowledge and practical skills needed to succeed in the field.6. ConclusionThis paper introduces a novel, low-cost testbench and controller designed to teach Pythonprogramming with applications in robotics for mechatronics education. The testbench andaccompanying experiments allow students to grasp Python fundamentals while interacting with avariety of actuators and sensors. Designed, built, and tested for a hands-on robotics course aimedat sophomore engineering students, the testbench supports extensive prototyping of roboticmechanisms. During the Python programming laboratory sessions, students learn how to controlvarious DC motors and servo

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Sue Ellen Huffman; Stefani Jenkins, Arizona State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

competencies and seeing an example four-year student plan particularly helpful.Background and MotivationThe Grand Challenges Scholars Program (GCSP) at Arizona State University (ASU) is a co-curricular program that typically spans a student’s entire undergraduate career. Majority of thestudents join the program either before their first semester or during their first year at theuniversity. Throughout their time in the program, each student engages in a personalizedcombination of courses and/or experiences, all focused on an overarching theme of their choice(Sustainability, Health, Security, Joy of Living), to achieve five program competencies: Talent,Multidisciplinary, Viable Business/Entrepreneurship, Multicultural, and Social Consciousness[1]. Each

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

hubs for cross-disciplinary learning and innovation.These findings align with the FREE Competency Taxonomy, demonstrating that student-ledmakerspace workshops effectively cultivate technical, professional, and personal competenciescritical for engineering graduates.Future research should explore longitudinal tracking of workshop participants to assess whetherinterdisciplinary mindsets persist beyond graduation, as well as multi-institutional studies tovalidate these findings across different educational settings. Additional questions remain aboutthe depth of discipline achieved, the specific competencies most impacted, and how theseexperiences influence career pathways or entrepreneurial pursuits. Addressing these gaps willstrengthen the case

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeleine Mickle, MoLSMAP; Tayo Obafemi-Ajayi, Missouri State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the belief that brillianceis a predominantly male attribute at a young age. Once internalized, this stereotype begins to shape their interestsand can significantly constrain the range of careers they consider in the future [9, 10]. When, from an early age,girls are exposed to the pervasive stereotype that men possess superior abilities in mathematics and science; thiscan negatively impact their experiences and opportunities across multiple stages of their lives [11]. This usuallyresults in girls exhibiting diminished interest in STEM related fields and are less inclined to pursue them. To mitigate the effects of this ”STEM is for guys” stigma, it is imperative to expand access to as well as en-gagement with technology and STEM fields within

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)

Principles Engineers shall hold paramount the safety, We use design to sustain, heal, and health and welfare of the public in the empower our communities, as well as to performance of their professional duties. seek liberation from exploitative and oppressive systems. Engineers shall perform services only in the We center the voices of those who are areas of their competence; they shall build their directly impacted by the outcomes of the professional reputation on the merit of their design process. services and shall not compete unfairly with others. Engineers shall continue their professional We prioritize design’s impact on the development throughout their careers and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Liesl Folks, The University of Arizona; Erin Rowley, University at Buffalo, The State University of New York

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Diversity

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Multidisciplinary Engineering Division (MULTI)

students in locating data-science-focused internships, through which they applied their data science knowledge. Finally, DSMCstudents worked to develop a capstone project, through which they reflected on theirexperiences, shared their knowledge, and explored the next steps for their data-science career. Fig 1. Typical sequence of students in Data Science Micro-Credential programDSMC CourseworkTwo courses comprise the foundation of DSMC: a course on data science and a course on datacommunications. These two courses provided introductions to data science skills throughproject-based learning. Project-based learning is an approach to learning that prioritizes learningthrough action rather than passive learning through lectures. The two new

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)

the rapid increase in demandfor robotics and automation engineers, failure to define MRE through standardized curricula andaccreditation criteria risks missed career opportunities for individuals and missed economicopportunities for industry. By defining a common set of knowledge and skills for MRE programsand courses, students and employers will understand the abilities a graduate should possess andstudents will develop the technical foundation and professional skills that are critical to fulfill theresearch and development needs for advanced mechatronic and robotic systems [5,6].The authors believe MRE has matured to the point where it is a distinct and identifiableengineering discipline. Indeed, several universities have developed programs