Displaying all 22 results
- 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)
. Integrating forced displacement into engineeringeducation offers an opportunity to expose students to the potential of using their technical skillsto address complex societal challenges. It can also demonstrate the limitations of approachingsuch issues from a single perspective and the shortcomings of working within isolateddisciplines. Though the aim of such a course is to instill in students a long-term desire to engagewith the issue of forced displacement, framing concepts this way can also empower students totackle similarly complex issues requiring interdisciplinary thinking beyond their time in theclassroom. Course Planning and Development Recognizing the need for courses/modules meant to equip
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Eleanor Leung, York College of Pennsylvania; Stephen Andrew Wilkerson, P.E., York College of Pennsylvania
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
effectively communicate the results of the design effort through a professionalengineering report and oral presentation. The design project will include material within andbeyond the curriculum as well as technical and non-technical considerations. Design projectsoften result in a deliverable prototype. As part of the course requirements and assessment of thestudents in the course, each student must: • Submit their engineering notebook weekly for assessment. • Attend weekly project meetings. • Provide evidence of completion of various design, construction, testing, and system integration milestones throughout the semester. • Participate in and develop content for presentations and poster sessions. • Submit a summative technical
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Masoumeh Farhadi Nia, University of Massachusetts, Lowell; Grace E. Callen; Gayatri Aroskar, University of Massachusetts, Lowell; Justin An, University of the District of Columbia; Kavitha Chandra, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Kelilah Wolkowicz, University of Massachusetts, Lowell; Max Denis, University of the District of Columbia
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- Multidisciplinary Engineering Division (MULTI)
, linear and nonlinear systems, and telecommunications.Prof. Kelilah Wolkowicz, University of Massachusetts, Lowell Kelilah Wolkowicz is an Assistant Professor of Mechanical Engineering at the UMass Lowell. Kelilah studies problems in healthcare that could be solved by applying design, control theory, and robotics. Her research focuses on developing methods and mechanisms to further enhance or promote user indepen- dence, while addressing users’ needs to remain, as much as possible, integrated socially and productively as members of their communities. Kelilah is an engineering faculty advocate for the River Hawks Scholar Academy, an engineering faculty fellow for DifferenceMaker, and a faculty advisor for the Society of
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shuvra Das, University of Detroit, Mercy
- Tagged Topics
- Diversity
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- Multidisciplinary Engineering Division (MULTI)
change the design landscape into a more inclusiveecosystem [1,2]. And the Design Justice principles can be a concrete set of guidelines that canhelp teach engineering students how to integrate Diversity, Equity, and Inclusion (DEI) practicesin their profession.Research shows [3], while typical engineering programs have plenty of design content, theconcepts of design justice are rarely taught. This paper talks about the experiences of introducingsome of the concepts of design justice into several undergraduate courses. It was done through acase study of a section of an interstate that was built in the 1950s cutting across a thrivingneighborhood that was eventually decimated. This case has been in recent news, since federalgovernment money is
- 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
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- Multidisciplinary Engineering Division (MULTI)
awareness of diversity, employing best practices learned through participationin professional conferences with DEI components, and creating concrete strategies geared towardfostering a culture of inclusion within the curriculum. The full paper will go into more detail onthe initiatives being undertaken to achieve these goals and how such strategies are integrated intopreparing for a scheduled ABET visit.IntroductionCreating an engineering school academic culture that incorporates diversity, equity, andinclusion (DEI) awareness is imperative for the future of those schools’ success in educating newgenerations of professionals, as has been recognized by ABET and ASEE. ABET has includedchanges to Criteria 5 and 6, which was optionally piloted in the
- Conference Session
- Best of Multidisciplinary Engineering Division (MULTI)
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Krystal Colon, University of Puerto Rico; Andrea Karola Rivera Castro, University of Puerto Rico; Aidsa I. Santiago-Román, University of Puerto Rico; Christopher Papadopoulos, University of Puerto Rico; Sandra Loree Dika, University of North Carolina at Charlotte; Nayda G. Santiago P.E., University of Puerto Rico; Kaishmarie Alicea Romero, University of Puerto Rico
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
the start of the Fall Semester. These requirements were established to ensureacademic equilibrium among participants.To elaborate on the application process, each prospective participant underwent an interview toassess their interests and understanding of sustainability concepts. Questions concerned theirperceptions of sustainability, its potential applications within their engineering-focuseduniversity curriculum, and how they envisioned integrating sustainability principles into theirfuture careers. The responses collected during these interviews were analyzed to establish apreliminary ranking of candidates. This ranking was further evaluated by two university facultymembers, each with distinct expertise: one specializing in sustainability
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Bob Rhoads, The Ohio State University; John Schrock, The Ohio State University
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
learners’ beliefs, monitoring, and control of test-enhanced learning. Educational Psychology Review, 33(3), 823-862. https://doi.org/10.1007/s10648-020-09578-2[42] Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, J. R. Pomerantz (Eds.) & FABBS Foundation, Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers.[43] Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176-199. https://doi.org/10.1177%2F1745691615569000[44] Kirk-Johnson, A
- 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
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- Multidisciplinary Engineering Division (MULTI)
Paper ID #41385Work-In-Progress: Holistic, Multi-disciplinary Systems Approach to TeachingSustainable and Contextual Engineering Concepts for Undergraduate StudentsDr. Courtney Pfluger, Northeastern University Dr. Courtney Pfluger is an Associate Teaching Professor at Northeastern University. In 2011, began as an Assistant Teaching Professor in First-year Engineering Program where she redesigned the curriculum and developed courses with sustainability and clean water themes. In 2017, she moved to ChE Department where she has taught core courses and redesigned the Capstone design course with inclusion pedagogy practices
- 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)
, University of Connecticut Davis Chacon Hurtado, Ph.D., is an assistant research professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, the School of Engineering, and the Human Rights Institute, to promote and advance interdisci- plinary research in engineering with a clear focus on societal outcomes. Davis is working with a number of faculty on campus to develop research and curriculum at the intersection of human rights and engi- neering, such as the one discussed herein. Davis completed his Ph.D. in Transportation and Infrastructure Systems at Purdue University in West Lafayette, Indiana, in 2018. His research
- 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)
time the course is completed, therefore it is becoming imperative that we leverage the 0 This material is based upon work supported by the National Science Foundation under Grant No. 2022299latest advances in neuroscience that highlight the need to focus on building new neuron inter-connects via experiential learning design to form an Integral Engineer[7].The educational sector is currently facing several significant challenges. These include : 1)the implementation of remote labs [1], 2) the need for skills specific to the semiconductorworkforce [9], and 3) the development of soft skills that are crucial for succeeding in today’sjob market [14][27].This paper sets out with a clear and focused objective: to use 21st-century tools such
- 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
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- Multidisciplinary Engineering Division (MULTI)
responded to an IRB-approved follow-up survey about their learningexperiences. Reflective student feedback from both multidisciplinary trips indicated thatengineering students deepened their understanding of chosen topics in consideration of global,cultural, and societal factors, and that the non-engineering students enjoyed the visits more thanthey expected and overcame initial fears about engineering-related coursework, discoveringengineering practices in many aspects of their social lives. Overall, the students gave positivefeedback about the multidisciplinary trips and demonstrated achievement of the learningoutcomes. In the future, the authors plan to continue collaborations to further integrate the coursemodules and regularly evaluate the
- Conference Session
- Multidisciplinary Division Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Temileye Omopariola Ibirinde, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adebayo Iyanuoluwa Olude, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Niangoran Koissi, Morgan State University
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
the utilization of hands-on pedagogy as a means toenhance peer learning collaboration and curiosity among chemistry undergraduate students. Theresearch seeks to instill confidence and competence in students' grasp of fundamental chemicalprinciples, collaborative skills, and problem-solving abilities, while also nurturing their curiositythrough the integration of active learning techniques, laboratory experiments, and interactiveteaching methodologies. The study discusses an examination of the impact of hands-onpedagogy on students' peer learning collaboration and curiosity. The study was carried outamong undergraduate students taking foundations in chemistry, which includes engineering andother STEM majors. The study adopted a pre-post-test
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shannon L. Isovitsch Parks, P.E., University of Pittsburgh, Johnstown; Kurt Klavuhn, University of Pittsburgh, Johnstown; Tumkor Serdar, Wentworth Institute of Technology; Laura M. Wieserman, University of Pittsburgh, Johnstown
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
questions asking if the student anticipated adhering to academicintegrity rules (Q13), if they felt that others would not adhere to academic integrity rules (Q14),and if the student felt that they were skilled enough in computer literacy to succeed in an onlineenvironment (Q15) or if there would be technical problems due to the online environment (Q16).ResultsPopulation CharacteristicsAs summarized in Table 2 the paired data population included four disciplines, namely CivilEngineering (CE), Chemical Engineering (ChemE), Electrical Engineering (EE) and MechanicalEngineering (ME). Of the four disciplines the majority was ME at 61% and CE at 36%. 84% ofthe students identified as male, 15% female, and 1% identified as agender. Fourth-year studentsmade
- 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
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- Multidisciplinary Engineering Division (MULTI)
Ph.D. in Microelectronics-Photonics from the University of Arkansas. He attended Oklahoma State University where he graduated with a B.S. in Computer Science and an M.S. and B.S. in Electrical Engineering. He is currently a facultyDr. Emilie A. Siverling, Minnesota State University, Mankato Emilie A. Siverling is an Assistant Professor of Integrated Engineering and the Iron Range Engineering Bell Program through Minnesota State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering. ©American Society for Engineering Education, 2023 A Self-Study of Faculty Methods
- 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)
data science micro-credential have unique opportunities to improve critical super-skills, including writtencommunication, project management, iterative thinking, and real-world problem-solving.THE NEED FOR DATA ACUMENEngineering disciplines are increasingly adopting and integrating data science into their problem-solving and experimental approaches [1-3]; yet few engineering programs directly integrate datascience and visualization into their curriculum. In an effort to address this need and respond tothe NASEM report on Data Science for Undergraduates, which calls on institutions to increase“data acumen” through “a range of educational pathways,” [REDACTED] School ofEngineering and Applied Sciences launched an undergraduate micro-credential
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Robert Lijun Wang, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
multidisciplinary curriculum involving two or moresubject areas not only increases students’ competence in complex problem solving and thuscompetitiveness in the workforce, but also increases interest in future coursework for women [5,6, 7, 8]. The inclusion of engineering majors that support multidisciplinary pathways could helprecruit and retain more engineers into the workforce, as well as help balance the ratio of men towomen engineers practicing the profession.Recently at several universities (such as University of Colorado Boulder, Boise State, OregonState, Texas A&M, Purdue, and University of Southern California), there has been an emergenceof new engineering majors which incorporate outside disciplines into engineering studies,allowing for more
- 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)
thoughtful mapping,planning, and alignment of student outcomes to direct assessments of students that must conductedby faculty on an on-going basis. This process must be systematic to facilitate the continuous reviewof programs.Faculty assessment of student outcome performance is a critical component of this process. Whilethe spreadsheet is still the most common assessment tool, several programs have developed othertools and instruments to aid in the assessment process. These tools are often used to automate someportion of the assessment process [2–5]. Programs develop tools in-house or purchase commercialsoftware. These tools may have several benefits such as including the systematic integration ofplanning and assessment, centralized maintenance
- 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)
ofstudents, demand that we don't simply follow but become a leader for innovative approaches andmodels for an equitable, post-carbon, circular economy that supports a human flourishing andecological integrity. There is a need and opportunity to create a coherent program to form newengineering graduates capable of meeting technical engineering requirements woven with thesocial, economic, political, environmental, and other facets central to sustainability and resilience.In response, an interdisciplinary team of researchers proposed the creation of a new SustainableEngineering (SE) Minor at UPRM as part of a larger plan to develop a new Bachelor's degreeprogram in this area. This plan will allow concrete developmental progress while acknowledgingthat
- 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
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
Your Hand, a multidisciplinary collaboration between engineering and the artsAbstract: Raise Your Hand is an immersive, interactive sensor-driven dynamic art exhibit.Vision tracking software changes the video projections, mechatronics, and music composition inresponse to the height of a visitor’s raised arm. The 1 ½-year project brought together studentsand faculty from computer engineering, computer science, electrical engineering, industrialdesign, mechanical engineering, literature, media and communication, computational media, andmusic technology. Further, students were integrated into the project in different forms, includingcapstone design teams, Vertically Integrated Project (VIP) students, undergraduate research
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Karl D. Schubert, University of Arkansas; Lee Shoultz; Shantel Romer, University of Arkansas
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
: applying continuous improvement practicesand realizing that, in a sense, the program is in start-up mode (as in an entrepreneurial start-up)and therefore we need to be nimble and willing to evolve the program as we improve it andexpand it.As we have grown, we have also seen an increase in the number of students transferring fromother majors within the institution and from other colleges and universities. These includestudents who have courses that may satisfy some courses in our curriculum, particularly theintroductory programming courses (Python, R, Object Oriented Programming). This hasmotivated us to develop a course equivalency list which benefits the students and our academicadvisors.More on these topics in the next sections.Program
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anika Coolbaugh Pirkey, West Virginia University; Daniel Augusto Kestering; Lizzie Santiago, West Virginia University
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
graduatingfrom high school are prepared to take university level courses in math and science. In 2022, theACT composite results fell to the lowest values since 1991. This generation of students is moredistressed, disengaged, digitally distracted, and discouraged when compared with previouscohorts.The purpose of this project is to identify the challenges faced by students transitioning from highschool to college after the COVID-19 pandemic. For this study, we are focused on the transitionof first-generation students as they experience their first semester in college. We believe that theCOVID-19 pandemic has caused significant shifts in the struggles and needs of incomingstudents. For the analysis, first semester students enrolled in an engineering
- 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)
programs. VAx represented not onlya conversion from traditional travel-based programs but was a departure from conventionalprograms featuring unique characteristics as follows [6]:1) Participation of six engineering institutes and universities from five countries across Asia (Indonesia, Japan, Malaysia, Thailand and the Philippines),2) A 14-class interdisciplinary curriculum led by 12 multiethnic lecturers including six each in technological and social science fields, supplemented by non-lecture activities like group discussions and team presentations,3) An engineering knowledge component designed to stimulate participants’ borderless engineering interests beyond their specific field of study and teach participants to apply combined