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)

traditional University campuses. As the big University campuses are trying toexpand their reach, the satellite campuses are becoming popular in terms of increased access tohigher education, enhanced community engagement and reduced costs. The students fromunderserved areas can now attain higher levels of education and improved job prospects withincreased economic mobility, via satellite campuses. Hassani and Wilkins [1] suggested theperceived quality of teaching, organizational identification, and institution reputation weresignificant predictors of student’s satisfaction leading to direct and mediating influences on theirstaying in the higher education program. The small-scale campuses allow the educationalinstitutions to foster a strong

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Clippinger, Behrend College; Ruth Camille Pflueger, Penn State University; Steven Nozaki, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-trained tutors.At the beginning of a WATTS tutoring session, students provide an elevator speech to the tutors,summarizing the content of their reports. The researchers hypothesize that the tutors, as ageneral audience, are more likely to see the problem from a broader perspective. Also, studentsmust explain the reasoning behind their choice of a solution, both of which have the potential toenable the students to improve their critical thinking skills in their discipline. By explaining theirprojects, students have the opportunity to identify gaps in their own understanding [1]. WATTStraining materials have been adapted to include this aspect of the content of students’ reports.This study was conducted in the first semester of a two-semester

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huan Gu, University of New Haven

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. The outcomes were evaluated using surveys, ICAP framework,technical memo, and modeling results using Excel. 1 1. Introduction. 2 Integrating effective problem-solving techniques into engineering education is crucial for 3 preparing students to tackle real-world challenges. This study aims to embed a Problem-Solving 4 Studio (PSS) approach within an introductory engineering course, leveraging a real-world project 5 as the central learning module. The PSS, pioneered by Joseph M. Le Doux and Alisha A. Waller 6 at the Georgia Institute of Technology in 2016, represented an innovative educational paradigm 7 designed to enhance analytical problem-solving skills while deepening students' conceptual 8 understanding of engineering

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)

withinengineering competition teams [1], and to examine how these teams, along with the formalengineering curriculum, impact undergraduate students. Our study includes interviews with arange of undergraduate engineering students, primarily those who have been members of theseteams for several years. Additionally, we have interviewed alumni who were once members ofthese teams but have since graduated, providing insight from individuals who have completedtheir college journey and are now working in the field of engineering. Through these interviews,we aim to identify patterns and specific factors related to the transfer of knowledge betweenengineering teams, both within and outside the classroom, as well as the knowledge andopportunities facilitated by the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ann Weitnauer, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Timothy Brothers, Georgia Institute of Technology; Martta Sareva, Hope-Hill Elementary School

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

elementarystudents are contributing to the exhibit. Together, these sections underscore the educationalpossibilities at the intersection of art and engineering, where students learn to develop innovativesolutions to the challenges that they encounter when bringing a multidisciplinary project to life.The paper is a continuation of prior work by the authors that described the first iteration of aninteractive exhibit, in which vision tracking on a person’s face and body controlled visual,auditory, and mechatronic elements [1]. A focus of the first paper was the project managementthat enabled the coordination of high school and university student groups within theexpectations of academic coursework and extra-curricular environments. This paper addressessome

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Eugenia Cabrera, University of Massachusetts, Lowell; John Raiti, University of Washington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

ROS in Remote LearningAbstractEven though remote learning has been present and available in a myriad of topics beforepandemic times, robotics remote learning had the limitation of interacting with robotic platformsthrough simulation alone. With COVID-19, postgraduate education was forced to move to remotelearning. Birk et al. 1 conducted a reasonable practice for online teaching of a robotics course atJacobs University Bremen. Although their lectures covered most of the robotics areas, they usedpre-recorded videos to teach and did not hold labs to demonstrate the operations on real robots.The sudden pivot created a paradigm shift for robotics courses traditionally taught in-personwhere students had the opportunity to experience interaction

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)

ManagementSystem (LMS) to conduct program student outcome assessment.The study concluded that Canvas is superior for evaluating student outcome levels of attainmentand SearchLight for reporting and continuous improvement. SearchLight seamlessly generatedgraphs and reports to allow programs to drill down on student performance by course, outcome,and performance indicators. While Searchlight greatly improved the assessment process, it hastwo major limitations: (1) it is cost prohibitive, and (2) assessment scores were inputted in aggre-gate at the end of the semester with the guidance of using one or two signature assignments todetermine the score. Conversely, Canvas allows faculty to assess and grade simultaneously, thusclearly showing how course-level

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)

, implementing new STEMor STEAM-based instruction, or partnering with community organizations. While thecertification process has become increasingly popular with school districts and otherpolicymakers, few studies analyze the STEM or STEAM certification process, especially theimpact on K-12 environments. In this work-in-progress paper, we will conduct a retrospectivepolicy analysis [1] regarding Georgia’s STEM and STEAM certification process and theimplications of this process on participating schools. We will also reference qualitative datacollected in focus groups and interviews with administrators at GoSTEAM schools to highlightschool administrators’ perceptions of state STEM or STEAM certification. Preliminary findingsindicate that administrators

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

redefined failure as anopportunity to learn and built their resilience to challenge and risk.The field of engineering education is moving beyond teaching specific content, to thinking abouthow to holistically develop engineers who are resilient, and who can work through failure, tackleill-structured problems, and address real-world challenges [1]-[4]. In solving these real-worldproblems, solutions are rarely straightforward nor adequately achieved through a singular firstattempt [5], [6]. Thus, the ability to iterate through failure is a critical element of both learningand engineering design.How students think about and persist through failure is influenced by their understanding of therole of iteration in both engineering design and their own

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)

impact societyand the environment.Introduction and MotivationIn the face of escalating global challenges, the demand for sustainable engineeringsolutions has never been more pressing [1]. The imperative to address complex issuessuch as climate change, resource depletion, and social inequality necessitates afundamental reorientation in how we educate the engineers of tomorrow. This paperunderscores the urgency of this paradigm shift, advocating for a holistic, multi-disciplinary approach in engineering education that goes beyond traditional boundaries.The urgency of sustainable development requires engineers to navigate an intricateweb of ecological, social, economic, and ethical factors. In fact, ABET accreditationcriteria specifically require

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hsin-Li Chan, Penn State University; Yuan-Han Huang, Penn State University; Barukyah Shaparenko, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

comprehensively, the undergraduate engineering curriculum should not only besolidly grounded in the fundamentals of engineering but also aim to instill a commitment tolifelong learning in students [1]. It is essential for students to receive exposure to multiple technicaldisciplines so they can broaden their vision of engineering overall [2]. Typically, schools requirestudents to take engineering elective courses outside their primary engineering major, therebyfostering connections with other engineering domains. Electives present an excellent opportunityfor students to showcase their talents, cultivate new interests, and develop additional abilities [3],[4]. Moreover, these elective courses create an environment for students from various

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)

interdisciplinary undergraduateresearch program. We interviewed 10 participants, evenly split by gender, of whom four have transitionedto the workforce and describe what they gained from the experience. The findings offer insights intostudent skill development and provide perspectives on the benefits of the experience from recent alumniwho have transitioned to the workforce after participating in the undergraduate research experience.Introduction The 2012 "Engage to Excel" report emphasized the significance of dedicated research projects inenhancing undergraduate STEM (Science, Technology, Engineering, and Mathematics) education.Supporting this idea, initiatives aim to increase active learning while decreasing reliance on traditionallectures [1

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)

displacement but also empowers students to tackle similarlycomplex issues requiring interdisciplinary thinking. Background and Motivation Globally, more than 110 million people have been displaced due to conflict, persecution,and the effects of climate change and other disasters, and these numbers are only expected toincrease [1]. Although forced displacement is one of the great global challenges of our time,insufficient attention is paid to this issue within higher education, and it is rarely explored incourses on engineering and basic and applied sciences. Forcibly displaced communities oftenlive in conditions affected by conflict, in informal settlements or other areas with poor housingconditions affected

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Gabriele Trovato Ph.D., Shibaura Institute of Technology; Ahmet Cetinkaya Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

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 education, specifically in the context of project-based learnings for the engineering education. Below are her recent presentations at international conferences: ASEE 2023, WERA 2023, 2022, 2019, APAIE 2023, 2022, IIAI DSIR 2021, 2020. She obtained the Multidisciplinary

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Gael Graham, Western Carolina University; Russell Sarwar Kabir, Hiroshima University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

to Foster Global Competence via Interdisciplinary LearningAbstractABET accreditation for engineering and technology programs expects that students consider andtake professional responsibility for the impact of public health, safety, and welfare, as well asglobal, cultural, social, environmental, and economic factors in engineering decisions. Toaddress these objectives, the engineering professor, Dr. Yanjun Yan, taught three types ofcourses in the past: (1) an on-campus, first-year seminar course in project-based learning forengineering and technology students; (2) a faculty-led trip offering a single engineering course in2018; and (3) multidisciplinary co-led faculty trips with a sports management professor in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Milad Rezvani Rad, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of these areas is use of ChatGPT for technical writing. It isgenerally believed that reviewing and editing articles to make sure that they are accurate and freefrom errors are among the laborious and time-consuming tasks in academia. However, this task,among many others, can be performed by using AI thanks to some promising features it offerssuch as error detection, improving text coherence, and trend identification [1]. It can also be usedfor summarization and data analysis as well, which are amazing tools for conducting academicresearch. Although using ChatGPT can facilitate the essay writing process, there is an increasingconcern about the ethical considerations and the significance of balancing AI assistance withstudents’ involvement