Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Table 5: Stakeholder Requirementsstrategies, the MRC lab will cultivate an educational setting that prepares graduates to makemeaningful contributions as soon as they enter the workforce.This approach to the design, of the MRC Lab reflects a multidisciplinary perspective, integrat-ing aspects of mechatronics, robotics, and control to create a dynamic environment for learningand innovation. Here, students, researchers, and practitioners can engage in practical problem-solving, collaborate across disciplines, and develop new technologies and solutions focused onrobotic dexterity and precision.Furthermore, the Measures of Effectiveness (MOEs) for the MRC Lab, as detailed in Table6, are defined and related to the stakeholder requirements. They are

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristiane Maria Barra Da Matta, Instituto Mauá de Tecnologia; Daniel Kashiwamura Scheffer, Instituto Mauá de Tecnologia; Susana Marraccini Giampietri Lebrão; Maria do Carmo Fernandes-Martins, Universidade Metodista de São Paulo; Fernando Silveira Madani, Instituto Mauá de Tecnologia

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Diversity

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Multidisciplinary Engineering Division (MULTI)

% of the variance in performance. The greatest weight inexplaining performance is given by academic self-efficacy, thus the perceived confidence inthe ability to learn, demonstrate, and apply course content should be strengthened. The results lead to reflect that the academic environment should promote activities thatcan strengthen students' self-efficacy so that they can confidently enjoy the course and, thus,succeed in school and professionally. Important limitations of the study are highlighted, the main one being the sample, whichcame from a single institution and was not very diverse in terms of where the students camefrom age and engineering course. The specificity of the instrument used in the research. Thefive dimensions

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz, Carthage College; Robert L. Nagel, James Madison University & Carthage College

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Multidisciplinary Engineering Division (MULTI)

engineering program needed to fitinto that liberal arts model. That meant cultivating the core aspects of the liberal arts model,especially a whole-person approach to collegiate development, a reflective framework forstudents to grow as learners and people, and the ability and desire to be a lifelong learner.Engineering is traditionally a professional degree, thus there was initial wariness about the abilityfor the new program to integrate into the greater college. The pilot engineering science degreeprimarily drew on existing classes and was a subset of the physics department. The revised BAand new BS require more new classes and provide a professional degree. This evolution causedconcern among other faculty members who had concerns that the degrees

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: https://doi.org/10.18260/1-2--40402[15] K. S. Gutierrez et al., “Undergraduate Engineering and education students reflect on their interdisciplinary teamwork experiences following transition to virtual instruction caused by COVID-19”, Education Sciences, vol. 12, no. 9, p. 623, 2022. doi: https://doi.org/10.3390/educsci12090623[16] C. N. Chang, G. K. Saw, and L. Malagon-Palacios, “Challenges of Remote Learning and Mentoring among Engineering Students and Faculty during the COVID-19 Pandemic”, 2022 ASEE Annual Conference & Exposition Proceedings, Oct. 2022.[17] L. L. Wu et al., “Rapidly Converting a Project-Based Engineering Experience for Remote Learning: Successes and Limitations of Using Experimental Kits and a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the program's development process and provide a scalable framework for educators.Background of Other Programs Vertically Integrated Projects is a multidisciplinary educational model that allowsstudents to work on long-term, large-scale research projects under the guidance of facultymembers [3]. In an assessment of the VIP for first-year engineering pathway at a publicuniversity, Ramirez and Zoltowski collected data that suggested a positive impact on participants'academic and professional qualities after participating in a VIP program [3]. The survey datahighlighted the program's efficacy in fostering research and experiential activities, as reflected ina mean score of 4.14. out of 5. Early engagement in research projects and teamwork

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)

Paper ID #43833The Value of Participating in the Grand Challenges Scholars Program: Students’Perceptions Across Three YearsAmy Trowbridge, Arizona State University Amy Trowbridge is an Associate Teaching Professor and co-Director of the Grand Challenges Scholars Program (GCSP) in the Ira A. Fulton Schools of Engineering. Her teaching focuses primarily on first year engineering students, and she is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and the use of digital portfolios for students to showcase and reflect on their experiences. Amy has

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duy Duong-Tran, United States Naval Academy; Siqing Wei, Purdue University, West Lafayette; Li Shen, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

in a classroom context. A couple of usefulquestions that an engineering educator might address when considering students’ neuro diversity: a) How should an educator respond to the needs to train students to solve complex, multidisciplinary engineering problems in an academic setting? b) What we do know thus far is the fact that assessment strategies such as quizzes would not be effective in measuring or reflecting students’ level of tackling new challenges? 8 Duong-Tran et al.Referring back to Section 3, we also note that the thickness of e and f arrows indicates theeffectiveness of a multidisciplinary engineering education system in

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)

Perception ItemsFigure 4: Bar graph representing the frequency of responses of the six perceptions. P1-TheArduino, M1K, M2k or others provided opportunities to practice content; P2 - The useof Arduino, M1K, M2k or others reflected course content; P3 - The use of Arduino, M1K, M2kor others was relevant to my academic area; P4 - The use of Arduino, M1K, M2k or othersreflected real practice; P5 - The time allotted for Arduino, M1K, M2k or others use wasadequate; P6 - The use of Arduino, M1K, M2k or others suited my learning goals 120 100 97 96 89

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

” learning. Bourke [5] provided an insight on the relationship between the class sizes andteaching practices in Australian math classes. The author profiled the faculty teaching small classesto adopt teaching methodologies, like those found in classes with higher ability students, rangingfrom more follow-up questions, homework assignments, oral tests, and direct interaction withstudents with limited nonacademic procedural arrangements.This paper reflects the cumulative years of teaching experience, encompassing both satellite andmajor university campuses. The satellite campus provides equal opportunities to students fromdifferent backgrounds to come together, learn from one another and feel more sheltered andsupported in their academic pursuits. The

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Sumito Nagasawa, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-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 lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at interna- tional conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Markvicka, University of Nebraska-Lincoln; Jason Daniel Finnegan; Kasey Moomau; Amie Sueann Sommers; Markeya S. Peteranetz, University of Nebraska, Lincoln; Tareq A. Daher, University of Nebraska, Lincoln

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

/853: Robotics: Kinematics and design,” https://smr.unl.edu/MECH453-853.[17] R. Likert, “A technique for the measurement of attitudes.” Archives of psychology, 1932.[18] J. Saldaña, “The coding manual for qualitative researchers,” The coding manual for qualitative researchers, pp. 1–440, 2021.[19] B. Miles Matthew, H. A. Michael, and S. Johnny, “Qualitative data analysis: A methods sourcebook,” 2014.[20] A. Carberry, S. Krause, C. Ankeny, and C. Waters, ““unmuddying” course content using muddiest point reflections,” in 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013, pp. 937–942.

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the program names contribute to some of these challenges,leading to questions about whether rebranding to a different name might be beneficial. Otherstudies have explored renaming motivations and results in geography [13], agronomy [14],writing programs [15], vocational education [16], and institutions [17], [18]. There is a generalconsensus that names are powerful, and changes often reveal tensions with the health and/oridentity of programs. Frazier et al. [13, p. 13] notes: “Do name changes reflect an expandedmission… or other goals such as addressing low enrollment, shifting student interests, or thedesire to project a fresh identity or realign with a new academic emphasis?” There may also beconcern about name recognition or conveying the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Lauren Singelmann, Minnesota State University, Mankato; Rob Sleezer, Virginia Tech; Emilie A. Siverling, Minnesota State University, Mankato

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

“Verbal Exam Expectations” document thatlists all the learning outcomes of the course (e.g., Describe the Materials Paradigm and itsimportance; Draw reduced-sphere unit cell models of SC, BCC, FCC crystal structures;Calculate engineering stress and strain from an applied force and initial and final dimensions).Throughout the course, students practice these learning outcomes and receive feedback from theinstructor through formative assessments such as homework problems, quizzes, conceptualdescribe and define sheets, reflective learning journals, and a DLA. During the last class session,students review the Verbal Exam Expectations document as preparation for the oral exam. Thelearning outcomes that are directly related to the five FPs and a few

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

defined as a limit of Riemann sums. White down the limit form and then decide 𝑏on the units of ∫𝑎 𝑓(𝑥)𝑑𝑥 .Fancier version: assume g(s,t) is a function of two variables, where s is measured in v units and tis measured in w units and g is measured in o units (for output) .Write down the limit and difference quotient that is used to find ∂g/∂s.What does that make the units of ∂g/∂s ? 𝑏 𝑑What would be the units for the double integral ∫𝑎 ∫𝑐 𝑔(𝑠, 𝑡)𝑑𝑠 𝑑𝑡 ?Reflection: 1. Did you remember how to obtain units on derivatives and integrals? (Please elaborate) 2. Does this exercise refresh your understanding of calculating units from Calculus I or Linear Algebra

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)

Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 Emotionally Intelligent Machines in Education: Harnessing Generative AI for Authentic Human-Machine Synergy in the ClassroomAbstractThis paper delves into the realm of Generative AI (GenAI) infused with Artificial EmotionalIntelligence (AEI) to enhance cooperative and genuine human-machine interplay. It underscoresthe imperative of assimilating AEI in diverse sectors including education

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Ann Weitnauer; Jacqueline Rohde, Georgia Institute of Technology; Thomas Martin, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

capstone design; this requirement is reflected in Outcomes 11-13. In the multidisciplinarycapstone program at Georgia Tech, professors (as well as sponsors) can propose capstoneprojects. The student teams bid on the proposed projects and the course instructor matches teamsto projects based on their bids. Therefore, since Prof. Weitnauer clearly indicated in herproposals that the capstone projects would require built prototypes that would be used in theNovember exhibit, and she was the primary advisor, the Fall 2022 capstone students were eagerto not only produce a prototype, but do so early, so it could be included in the exhibit. It is notedthat for the next version of the exhibit, which will show in Spring or Fall 2024, Prof. Weitnaueris a