Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

inequities [1]. Several studies highlight the broader challengesfaced by this population in STEM education and higher education. For instance, a studypublished in Educational Researcher found that minority students are disproportionatelyunderrepresented in special education, including programs that could lead to STEM fields [2],[3]. Additionally, research on inclusive higher education programs indicates that students withintellectual disabilities often lack access to postsecondary education opportunities, limiting theirparticipation in fields like engineering [4]. These systemic barriers contribute to theunderrepresentation of individuals with intellectual disabilities in engineering design and relateddisciplines, further reinforcing inequities

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Amie Baisley, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

components of the learningenvironment, such as levels of student engagement, student performance in the course, andstudent ratings of the class. Understanding the implications of class time in engineering could bea significant factor in improving student success rates. In the current study, the implications ofstart time on student engagement, student perceptions, and academic performance in two secondyear public engineering courses are investigated.This study includes data from multiple semesters of each course during which the classes havebeen offered at varying times between 8:30 am and 1:55 pm. The course content and structurehave remained consistent across the semesters. Department logistics determined the schedulingvariations and created an

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Kaczynski, Tufts University; G. R. Marvez, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of thinking in STEM [1], [2], [3]. Creativity is a keyaspect of engineering education, but is rarely positioned as central to the training of engineers[4], despite its necessity in formulating ideas during the iterative process of designing, creating,and testing products. The work of engineers is critical to the development of real-world solutionsfocused on the needs of users, and an increased focus on creativity could play a major role innovel engineering designs.Our work draws on the connections between engineering education and crafting practices toinvestigate the role of crafting in engineering. In this work-in-progress paper, we seek tounderstand engineering undergraduates’ crafting and disciplinary practices, connections betweenthe two

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lori Scarlatos, Stony Brook University; Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

although you havethe assistance of a group of villagers, you have to collaboratively do your part to keep them wellfed and happy, so they too can collaborate in the project ... or else they will leave in frustration.Can you bring the facilities back to sustainable levels before you run out of time, and before toomany villagers leave?GameplayThe game is played in a standard HTML5 web browser, with each player using their owncomputer. A new game is initiated by a "host" who then shares the randomly generated gamecode with up to five other players. Players are then asked to choose a role in the game: no rolecan be assumed by more than one player, and one player must play the Chief. Table 1 shows thevarious roles, their special abilities, and "skills

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D Palmer P.E., Louisiana Tech University; William C. Long, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

pursuing a STEM degree change their field of studywithin their first three years [1]. When observing engineering students specifically, a longitudinalstudy that referenced data from nine four-year institutions across southeastern United Statesfound that students switching out of engineering most often choose to major in business or a non-engineering STEM discipline [2]. Understanding the factors that drive student attrition versuspersistence, while identifying effective resources and activities to support retention, has becomea major priority for many engineering departments.When investigating persisters versus non-persisters, one study cites factors like academicconfidence, financial concerns, and outside familial/friend influences as being

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Gregory L. Long, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Sarah Elena McCullough, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

putblished on MIT OpenCourseWare: SP.248 NEET Ways of Thinking and Defining real-world problems with the D.I.S. method.Dr. Gregory L. Long, Massachusetts Institute of Technology Gregory L. Long, PhD is currently the Lead Laboratory Instructor for NEET’s Autonomous Machines thread at the Massachusetts Institute of Technology. He has a broad range of engineering design, prototype fabrication, woodworking, and manufacturing experienceDr. M. Mehdi SalekDr. Amitava ’Babi’ Mitra, Massachusetts Institute of Technology Amitava ’Babi’ Mitra linkedin.com/in/babimitra|+1-617-324-8131 | babi@mit.edu Dr. Amitava ’Babi’ Mitra is the founding Executive Director of the New Engineering Education Transformation (NEET) program at MITSarah

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Educational Reform and Research Activity (AY2024). Her research interests include: (1) Impacts and potential benefits of including humanities components in science and engineering degree programs (2) Innovative methods of assessment in science and engineering education, especially in the context of remote learning, hybrid courses, and collaborative international programs (3) Solving systematic issues that impact the effectiveness of science and engineering education programs, in both in-person and remote learning contexts. In recent years she has been a presenter at the following international conferences: World Educational Research Association (WERA): WERA Conference 2019, 2022, 2023, 2024 Asia-Pacific Association for

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)

communication,a priority shared by industry, government, and other employers. Although technicalcommunication has been formally introduced in teaching-focused engineering programs in thelast decade, the field itself has rapidly evolved. Modern technical communication now leveragesdigital tools to engage diverse audiences—from subject matter experts to the general public—requiring not only mastery of technical writing but also visual communication skills. Thisevolution presents two key challenges for engineering curricula: (1) where should these skills betaught, and in what format? and (2) which instructors are best suited and qualified to deliver thisinstruction? With limited space in the curriculum for standalone technical communicationcourses, many

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Maxell Lumbera, Purdue University at West Lafayette (COE); Robin Adams, Purdue University – West Lafayette (College of Engineering)

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

accountability measures and accreditation requirements[1]. One standard method used for continuous quality improvement (CQI) of instruction isthrough different feedback mechanisms [2] for instance, anonymous course review by students atthe end of course sessions. In this process, students provide anonymous evaluations throughfeedback, which is part of internal quality assurance conducted at the end of each course [3], [4].However, there is disagreement among experts and educational stakeholders on the effectivenessand benefits of these practices in the quality improvement of instruction [4]. There is, therefore, agrowing need for a shift towards more innovative and effective ways to qualitatively andquantitatively assess the quality of instruction. This

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)

intomechatronics engineering courses will increase student engagement and facilitate a deeperunderstanding of coding using Python. The developed testbench and controller are low-cost,portable, and straightforward to replicate. This paper presents the testbench design, bill ofmaterials, and case studies of experiments and measurements.1. IntroductionMechatronics engineering integrates mechanical, electrical, and computer engineering to designand develop sophisticated electromechanical systems. This multidisciplinary approach empowersengineers to create efficient, intelligent machines, robots, and automation systems that aretransforming industries such as manufacturing, automotive, healthcare, and aerospace. Astechnology advances rapidly, mechatronics

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

François Michaud, Universite de Sherbrooke; Élise Richard-Bédard, Universite de Sherbrooke; Nicolas Quaegebeur, Universite de Sherbrooke; François Ferland, Université de Sherbrooke; Audrey Boucher-Genesse, Universite de Sherbrooke; Marc-André Cyr, Universite de Sherbrooke

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

one.Robotics can be incorporated in engineering curricula through dedicated courses or capstoneprojects. To make it a specific engineering program, courses from the ME, EE, and CEdisciplines can serve as the foundation on which robotics and integration skills can be developed.Problem-based and Project-based Learning (PPL) has been implemented since 2001 in the EEand CE at our university. We saw an opportunity to use this teaching method to address theintegration challenges and skill development in robotics.Our RE program is designed to train engineers with a focus on two specific professionalsituations: 1) be able to design robotic systems integrating mechanical, electrical, and computingcomponents for a given application context; 2) manage robotics

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gayle E. Ermer, Calvin University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

that are multidisciplinary, interdisciplinary,general, and/or integrative in nature [1]. This was based on the conviction that to be equipped forprofessional work in the 21st century, engineering students require curricula that provide breadthbeyond what might be available within traditional disciplinary engineering programs [2], [3]. Asthe knowledge bases related to engineering analysis and design within traditional disciplinescontinue to grow, while the amount of space available in a 4-year bachelor's degree programremains the same, engineering programs are challenged to balance the desire for disciplinarydepth with the desire for interdisciplinary breadth. Breadth in technical as well as non-technicalsubjects can be pursued within the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kushal Adhikari, Juniata College

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

projects.IntroductionHands-on experiences are essential in engineering education, serving as a bridge betweentheoretical knowledge and real-world application. Research consistently supports the integrationof active learning strategies -- such as lab-scale models, project-based learning, and inquiry-driven approaches -- to enhance student engagement and learning outcomes. The NationalResearch Council underscores the significance of such experiences and highlights the role of lab-scale models in connecting classroom concepts to practical challenges [1]. Kloser furtherexplores how integrating lab-scale engineering models within place-based education can supportinquiry-based learning and foster interdisciplinary problem-solving skills [2]. Similarly, otherstudies

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)

and engineering, thermo-fluids engineering, and microfluidic technology. ©American Society for Engineering Education, 2025Assessing the Impact of Makerspace Workshops on Breaking Academic SilosThrough Cross-Disciplinary CollaborationI. IntroductionAs the world confronts increasingly complex global challenges from climate change and publichealth crises to rapid technological advancements, academic institutions worldwide arerecognizing that preparing future engineers requires more than traditional, siloed curricula [1],[2]. Contemporary engineers must possess an expanded skill set that combines deep technicalexpertise with strong communication, ethical reasoning, and collaboration skills, enabling themto address

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Md B. Sarder, Bowling Green State University; Mohammed Abouheaf, Bowling Green State University; MD ZAHABUL ISLAM, Bowling Green State University; Mohammad Mayyas, Bowling Green State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

educational settings has become a critical component in preparing the future workforce.As industries continuously evolve and embrace Industry 4.0, there is a pressing need to develop aworkforce that is not only proficient in robotics, automation, and advanced manufacturing butalso capable of adapting to the rapid changes and innovations in these fields [1]. This paperembarks on a comprehensive exploration into how embedding robotics and automation withinthe STEM curriculum, specifically targeting middle to high school students, can significantlycontribute to achieving this goal.The curriculum in STEM education is seeing a paradigm shift, moving from traditionaltheoretical methods to more practical and hands-on approaches. The integration of robotics

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Daniel D. Burkey, University of Connecticut; Shareen Hertel, University of Connecticut

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

social manner [1], students use theirengineering background to help shape communities, economies, and ecosystems whileconsidering sustainable engineering practices and the respect for fundamental humanrights as reflected in the Universal Declaration of Human Rights (UDHR). Thecurriculum of this specialization emphasizes an interdisciplinary approach with a strongengineering core, blending engineering principles that also touch upon environmentalscience, economics, political science, and social responsibility. Students explore abroad spectrum of challenges, such as climate change, resource depletion, socialequity, and indigenous rights, learning to develop practical solutions that promotesustainability and resilience framed in relation to human

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wiline M Pangle, Central Michigan University; Itzel Marquez, Central Michigan University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and the program are higher than the institutionalaverages. Here, we share InSciTE’s framework, methodologies, and outcomes aiming to inspireothers to adopt similar models to further our disciplines.IntroductionComplex challenges of the 21st-century increasingly demand multiscale and cross-disciplinarysolutions [1], [2], [3]. To address these challenges, Science, Technology, Engineering andMathematics (STEM)-focused industries and organizations are looking to hire diverse employeeswho are equipped with transferable skills [4], [5], [6], [7]. However, successful interdisciplinarywork requires new approaches to STEM education that go beyond the typical universitycurriculum and focus on developing skills to effectively communicate across

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Jessica C Hill, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Formation in Engineering EducationMotivationsEngineering education has a critical task of preparing future professionals with technicalknowledge and skills in multiple domains that are necessary to solve society’s complex, ill-defined problems [1]. In response to these needs, interdisciplinary engineering education hasbeen expanding both at the undergraduate [2], [3] and (more recently) at the graduate level [4],[5]. However, faculty and higher education leaders are often charged with creatinginterdisciplinary structures for their work and their students’ work on an ad hoc basis. This taskis made more difficult by having an incomplete understanding of how interdisciplinary identitiesare developed and sustained. As we consider how to transform

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi, Marian University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

” group butthis group is additionally exposed to five active learning projects, as Table 1 shows. All projectsneeded critical thinking with projects 1, 3, and 4 requiring craftmanship as well. For all projects,students worked in teams of about five people. Due to class time limitations, for some projectswork was partly done in class and partly outside class. The teams were formed by the studentsthemselves to better match their schedules.Figure 1 shows the students’ major in each group and Fig. 2 their self-reported grade point average(GPA). It can be seen that the “passive” group has mostly mechanical engineering students, whilethe “active” group has a more balanced interdisciplinary student body. Based on the reported GPA,students in the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Noa Teed, Embry-Riddle Aeronautical University - Daytona Beach; Bryan Watson, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

to the discussion on preparing students for the cybersecurity landscape's evolvingchallenges, advocating for the inclusion of experiential learning in cybersecurity education. Itunderscores the importance of developing programs that enhance students' real-world problem-solving abilities, aiming to equip them with the skills necessary to navigate and protect againstdigital threats effectively.1 INTRODUCTION AND BACKGROUNDThe cybersecurity landscape is rapidly transforming as individuals increasingly entrust personalinformation to companies for essential services like banking, healthcare, and education. Thetechnological advancement of the past three decades has introduced numerous vulnerabilitiesthat malicious actors seek to exploit for profit

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Matthew Hartmann, Louisiana Tech University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

slump,” which is defined by McBurnie,Campbell, and West as “a lack of engagement that can be experienced by students enteringtheir second year at university [1].” While this phenomenon is widely recognized by institutionsof higher education [2], [3], [4], [5], [6], [7], [8], there is need for empirical research on theexperiences of these students and the curricular interventions that can be implemented to helpmitigate the negative experiences and feelings [9]. Specifically, in the Cambridge Handbook ofEngineering Education Research, Lord and Chen highlight the importance of researchers toexamine the middle years of engineering education. While many engineering education effortscenter around the first and senior years, the middle years are often

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leia Stirling, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

1 University of MichiganAbstractThe University of Michigan Robotics program focuses on robotics as an embodied intelligence,where robots must sense, reason, act, and work with people to improve quality of life andproductivity equitably across society. ROB 204 is an introductory course for robotics majors thatprovides a foundation for designing robotic systems to address a user need with a sociotechnicalcontext. The course combines lectures, labs, and discussions to teach and reinforce learningobjectives in an equitable and experiential manner. In this paper, we present the lab procedures,required materials, and reflections that operationalize concepts from lecture. Labs collectivelyinclude hardware

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)

theirproject-based and lab-heavy nature, demands a robust foundation in programming. This aspect ofthe curriculum is not merely about teaching programming as a skill; it is integrally woven into thefabric of the learning process, enabling students to apply these skills in real-world scenarios,thereby preparing them for the complex challenges of the robotics field.Understanding the significance of programming in robotics, the RBE curriculum strategicallyincorporates 1 unit, equivalent to three courses, in computer science, ensuring that students arewell-equipped with the necessary computational tools and techniques. These foundationalcourses set the stage for more advanced exploration and application in subsequent RBE courses.However, unlike many

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher George Pierce, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

off grid solar powered systems. ©American Society for Engineering Education, 2025 Design of An Optical Sensing System in Near-Ultraviolet (UV) Spectrum to Detect Environmental Surface Contamination AbstractThis paper presents a multidisciplinary research project to develop an optical sensing system basedon hybrid Ultraviolet-Visible (UV-VIS) spectrum image fusion algorithms that can contribute tothe technical advances for the automated Ultraviolet Disinfection (UVD) mobile systems. Theobjectives of the proposed research were twofold: 1) To establish a collaborative project betweenthe Departments of Engineering and Biology to provide training and mentoring

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler, Boise State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

provide support and resources to develop these skills. The goal of thisintegration is to ensure graduates go into industry or graduate programs equipped tocommunicate effectively with the ability to work on teams to support projects and solveproblems. The need for these skills is reflected in ABET Outcomes and by what employersindicate graduates need to succeed [1-3]. Despite these efforts, employers indicate that recentgraduates may not possess the needed skills to communicate and collaborate effectively [4-5].Furthermore, graduates may struggle to transition from academic to workplace settings. Thesechallenges demonstrate the need to examine how engineering educators support professionalskill development, understand the factors that influence

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jana Pavlasek, Polytechnique Montreal; Broderick Charles Riopelle, University of Michigan; Abhishek Narula, University of Michigan; Shaw Sun, University of Michigan; Peter Gaskell, University of Michigan Robotics Department

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

are used in project-basedundergraduate robotics courses at the University of Michigan: a first-year programming courseand a graduate robotics laboratory. We also describe a block-based visual programming interfacebased on the same framework and its use in a grade school context. Finally, we present lessonslearned in teaching undergraduate courses with real robots at different levels, and highlight futureopportunities for development in this area.1 IntroductionRobotics is growing rapidly in undergraduate education, with more institutions incorporatingrobotics in existing curricula, adding robotics concentrations, or introducing roboticsmajors [1, 2]. This rise in popularity creates a renewed demand for technology in the classroom togive

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nikhil Satyala, University of Nebraska - Lincoln; Rachael Wagner, University of Nebraska - Lincoln; Tareq A Daher, University of Nebraska - Lincoln; Carl A. Nelson P.E., University of Nebraska - Lincoln; Mark R. Riley, University of Nebraska - Lincoln; Raycelle C. C. Garcia, University of Nebraska - Lincoln

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Progress” paper will outline the steps wehave taken to utilize faculty input and established curriculum to develop an interdisciplinary programrequiring a small number of new courses yet still meeting both ABET requirements for mechatronicsand robotics and partner interest. Student reflections on the program and its first course offering are tobe gathered, along with reactions from faculty, to drive ongoing continuous improvement.2. INTRODUCTIONDigitally connected factories and robot-driven production processes have been highlighted as the futureof the manufacturing industry [1]. A growing national interest in accelerating industrial capacity andmodernizing education through capitalizing on advanced robotics systems supported by

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

foundelsewhere. Next, the curriculum is analyzed in terms of its philosophical foundation as amultidisciplinary program. After that, data is presented on perceptions of the curriculum from theprogram's students. This data came from formal interviews. Specific research questions for thisportion of the paper are: 1) What are the perceived benefits and drawbacks of aninterdisciplinary, human-centered engineering program?, 2) What topics, courses, and practicesare perceived as the most and least valuable?, and 3) In what ways is it perceived that programgraduates will graduate with advantage and with disadvantage?Introduction The founding of Boston College's Department of Engineering was a multi-year processinitiated in 2014 [1]. Formal planning work

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

widely regarded as one of the most transformative inventions of the21st century, with applications spanning diverse domains, including education. The rapidevolution of AI has introduced new opportunities and challenges in educational systems [1].Properly integrated AI technologies have the potential to enhance student learning, assistinstructors with innovative teaching tools, and improve overall educational outcomes. However,like any technology, AI's misuse or improper application can lead to unintended consequences,such as undermining learning objectives or fostering academic dishonesty [2].Generative AI refers to algorithms that can produce new content, including text, images, anddesigns, by learning from existing data available in online

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