Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

created by group events and activities suchas annual retreat, peer mentoring, group studying, and Boot Camp in which students, peers, andfaculties interact actively and meaningfully. It is shown that LLC has a positive impact on retentionrate and academic success of STEM students [26]. Peer relationships and peer mentoring are ofgreat importance in building a STEM community. A study focused on STEM identity among agroup of S-STEM engineering scholars who were ‘at risk’ for dropping out of STEM due to unmetfinancial need showed that peer mentoring relationships and informal peer relationships plays animportant role in scholars’ journeys into becoming engineers. Peer mentoring relationships ledthem to feel connected to and recognized by other STEM

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)

table.There are some differences between the learning outcomes of the ME and ECE capstone courses,which have the potential to create minor challenges for an exhibit-driven project such asElectronic ARTrium. Because real-world mechanical engineering often involves very physicallylarge and expensive creations, such as centrifuges for pilot training, ME students at Georgia Techare not required to build prototypes for their capstone projects and are generally discouragedfrom doing so, but rather a “proof-of-concept design” is considered sufficient, as indicated inOutcome 4. On the other hand, EE and CmpE capstone students are expected to build prototypes,since a wide range of real-world ECE creations are practical to build as prototypes in the contextof