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

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Multidisciplinary Engineering Division (MULTI)

Engineering Education, 2025 Problem-Based and Project-Based Robotics Engineering Program: An Integrated ApproachIntroductionRobotics engineering (RE) is an interdisciplinary field that integrates competencies from themechanical engineering (ME), electrical engineering (EE) and computer engineering (CE)disciplines. Industry is seeking engineers capable of simultaneously considering the mechanics,electronics, and computing aspects of robotics or system design. Also, robotics is widely used inactivities at the elementary and secondary school levels, and students aiming to pursue a careerin robotics are interested in receiving training in all three aspects and their integration, ratherthan being limited to choosing just

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

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Multidisciplinary Engineering Division (MULTI)

summer workshops. They also implementedthese modules once they returned to their respective institutions. This comprehensive paperpresents an in-depth analysis of five innovative projects designed to integrate robotics andautomation into the educational curriculum. We highlight the pivotal role of educators incurriculum development and demonstrate the effectiveness of kinesthetic learning in enhancingstudents' understanding of complex STEM concepts. Through hands-on activities, experientiallearning, and problem-solving exercises, we illustrate how these approaches prepare students forcareers in rapidly evolving technological fields.1.0 IntroductionIn today’s fast-paced and technology-driven world, the integration of automation and roboticswithin

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Keiser University; Robin Y Cash, Ford Motor Company

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #47251Transforming the Applied Engineering Curriculum: Bridging Student Potentialand Industry DemandsDr. Ali Zilouchian, Keiser University Ali Zilouchian is currently the Director of Applied Engineering Research Center and Program Director at Keiser University, He was the founding Director of a $4.5 Million Dollars grant from DOE.Dr. Robin Y Cash, Ford Motor Company Robin Cash is a native of Detroit, Michigan. She holds a Ph.D. in Mechanical Engineering & Engineering Mechanics from Michigan Technological University. After 31 years of service, Dr. Cash retired from Ford Motor Company where she worked as an

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

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Multidisciplinary Engineering Division (MULTI)

, “Weaving Students into Engineering, not, Weeding Them Out,” in 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD), New Orleans, Feb. 2023. doi: 10.18260/1-2--44814.[11] J. D. Nelson and B. Schröder, “Establishing an Integrated Mathematics, Engineering, and Science Curriculum: Lessons Learned,” in American Society for Engineering Education Annual Conference & Exposition, Albuquerque, NM, Jun. 2001. doi: 10.18260/1-2--9232.[12] A. Wigfield and J. S. Eccles, “Expectancy-value theory of achievement motivation,” Contemp Educ Psychol, vol. 25, no. 1, pp. 68–81, 2000, doi: 10.1006/ceps.1999.1015.[13] D. K. Benden and F. Lauermann, “Relative importance of students’ expectancy–value

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liuying Gong, School of Public Affairs, Zhejiang University; Jingyuan Chen; Min Ye, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

implementing AIliteracy across the curriculum. Southworth et al. [34] explored possible pathways to addressgaps in AI literacy across the curriculum at a traditional research university. Their resultsrevealed that integrating AI across the curriculum would make AI education a cornerstoneopportunity for all students, helping to create an AI-ready workforce equipped with essential21st century competencies.However, it is important to recognize the inadequacy of case studies on AI literacy educationin current higher education practice. This shortcoming is mainly reflected in the limited numberof course cases and the lack of research on the overall design, implementation, and feedbackof these courses. Few studies, like that of Kong et al. [35], report on

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Theresa Burress, University of South Florida; Aana Farhana Ahsan, University of South Florida

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Multidisciplinary Engineering Division (MULTI)

literacy asynchronous tutorials that are hosted on the same Canvas Learning Management System that credit-bearing courses use[28]. These introductory tutorials are meant to be deployed across the curriculum, to support the integration of information and data literacy instruction on a broader scale than would be feasible for library faculty to handle in person. The ability to make minor customizations and serve a course with enrollment of more than 1,000 students per year is an extremely high-impact, efficient use of university library resources. Improvement of the Library’s Instructional Content – Library-faculty instructional collaborations provide opportunities for engaged faculty to provide in

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

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48292WIP: Integrating Human Rights Frameworks and Reflective Learning intoEngineering Senior DesignDr. Jorge Paricio Garcia, University of Connecticut Dr. Jorge Paricio is an Associate Professor-in-Residence in Industrial Design, at the Mechanical Engineering Department at the University of Connecticut. He received his Bachelor’s degree from the Complutense University of Madrid. He also holds a Master’s Degree in Industrial Design from Pratt Institute and a second Master’s in Human Resources Management from Johnson &Wales University. He holds a PhD from the Complutense University in Madrid, Spain, with a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee Prymus, University of Pittsburgh; Irene B. Mena, University of Pittsburgh

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Multidisciplinary Engineering Division (MULTI)

at the University of Pittsburgh. ©American Society for Engineering Education, 2025 A Description and Evaluation of a Team-Based Composition Course Integrated into a First-Year Engineering ProgramAbstractThis paper provides a description and evaluation of an English Composition course integratedinto a First-Year Engineering Program. ENGL XXX is a hybrid course taught at University X, inwhich some instruction is provided asynchronously and online, and some instruction is providedin person through visits to students’ first-year engineering course during the second semester ofstudents’ first year in engineering.ENGL XXX walks students through the process of writing a 6,000-word conference

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)

programs since 2006.This project involves an examination of the landscape of accredited engineering programs thatare described as general or inter/multi-disciplinary. Periodic analysis and comparison of trends inthe number of programs that focus on providing breadth relative to disciplinary program depthhelps to identify patterns within engineering education. General programs exist for a variety ofreasons. Some prioritize flexibility for students, others the integration of one or more topics (e.g.mechatronics), and others the development of truly interdisciplinary skill sets in students. Someinstitutions might also use a general program to incubate curricula for later transition totraditional disciplinary programs. Previous papers have classified

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

autonomous surface sterilization robotic systems to acquire and classify thepresence of biological contaminants in real-time video obtained by full spectrum cameras. Toaccomplish this mission, the objectives of the proposed line of research were phased accordingly:Phase 1: Develop a novel adaptive near-UV imaging algorithm. The goal of this phase was toexplore a hybrid reflected and fluorescent UV imaging method in the near-UV spectrum (300-400 nm wavelengths) for machine vision applications.Phase 2: Integrate the proposed machine vision algorithm into an existing surfacedisinfection platform. In this phase, the proposed algorithm in phase 1 will be integrated into anexisting UV surface disinfection mobile platform to semi-autonomously navigate

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rasika Ravindra Kale, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University - Daytona Beach; James E Hand, Embry-Riddle Aeronautical University - Daytona Beach; Matthew Scheinblum-Brewer, Embry-Riddle Aeronautical University - Daytona Beach

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Multidisciplinary Engineering Division (MULTI)

Paper ID #47302Swarm Test Arena for Resilient Systems: an experimental setup to study andtest bio-inspired algorithmsMs. Rasika Ravindra Kale, Embry-Riddle Aeronautical University I am currently pursuing M.S. Systems Engineering and have graduated with B.E. in Mechanical engineering from University of Pune, India and M.S. in Aerospace Engineering from Embry-Riddle Aeronautical University, Daytona Beach FL. My research with BID4R lab at Embry-Riddle Aeronautical University involves creating a robotic swarm platform with an initial goal of creating a proof-of-concept test arena for biologically inspired resilient systems

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel M. Esposito, United States Naval Academy; Jenelle Armstrong Piepmeier, United States Naval Academy

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Diversity

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Multidisciplinary Engineering Division (MULTI)

offeringsin mobile robotics, computer vision, autonomous vehicles and artificial intelligence added in thefollowing decades. In the academic year 2013 -14 we modernized our by-design curriculum andin 2015 the name of the department was officially changed to Robotics and Control Engineering.The program is housed in a stand-alone department and graduates about 75 students per year,including our honors program.The curriculum is centered around the project-based-learning (PBL) paradigm (Fig. 1)– withnearly every course including hands-on lab experiences and an open-ended final project. Thecurriculum is structured as follows. ● Sophomore Year: Programming (Fall) and Mechatronics (Spring) gateway courses that provide the foundation for future PBL

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

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48869An Experience Designed to Onboard New Students into a Multiyear Co-CurricularProgram, the Grand Challenges Scholars ProgramDr. Haolin Zhu, Arizona State University Dr. Haolin Zhu earned her B.S.E. in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. Dr. Zhu is an Associate Teaching Professor of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU). In this role, she focuses on designing the curriculum and teaching

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

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48092Work-in-Progress: Development of a new Robotics Engineering degree inresponse to industry needsDr. Nikhil Satyala, University of Nebraska - Lincoln Nikhil Satyala is an Assistant Professor of Practice in the School of Computing at the University of Nebraska. He specializes in undergraduate instruction, curriculum development, and hands-on engineering education. With a background in electrical and computer engineering, his work focuses on designing and teaching experiential learning modules that integrate robotics, automation, and software engineering.Rachael Wagner, University of Nebraska - Lincoln Rachael

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Scott F. Kiefer, York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania

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Multidisciplinary Engineering Division (MULTI)

organizational tasks—now demandcloser scrutiny when used to assess students’ progress.For the purposes of this study, we define “ethical use of AI” as employing AI tools (e.g.,ChatGPT) in a manner that fosters genuine learning, includes proper attribution when externalcontent is generated, and reflects an adherence to institutional guidelines on academic conduct.By contrast, “integrity” refers to a broader commitment to honest scholarship, ensuring that allwork submitted accurately represents the student’s own understanding and effort. In our survey,students were asked to rate their comfort and concerns regarding AI use with these definitions inmind, although we also acknowledge that individual interpretations of these terms may vary.On September 12

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wu Jiayi, Zhejiang University; Zhenyu Wu, Zhejiang University; Tuoyu Li, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

discipline. Integration ofexternal disciplines is typically limited to short-term curriculum design and reform,offering only temporary training in interdisciplinary knowledge, skills, and literacy.These limitations significantly hinder the effectiveness of learning outcomes.Therefore, exploring methods to transcend disciplinary constraints and fosterlong-term, diverse interdisciplinary engineering education remains a pressingchallenge.To address this issue, this study examines the “Advanced Engineering EducationProgram”, an interdisciplinary engineering minor offered by Zhejiang University inChina. The program is characterized by four key features: a personalized curriculumsystem, projects targeting national-level engineering challenges, an

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Resha Tejpaul, University of Minnesota ; Travis Henderson; Nicole Kennedy; Nikos Papanikolopoulos, University of Minnesota - Twin Cities

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Multidisciplinary Engineering Division (MULTI)

Professor in the Department of Computer Science and Engineering at the University of Minnesota and the director of the Minnesota Robotics Institute. His research interests include robotics, computer vision, sensors for transportation applications, and control. He is an IEEE Fellow and author or co-author of more than 400 publications. ©American Society for Engineering Education, 2025Abstract:The Minnesota Robotic Institute at the University of Minnesota's Master's program in Robotics,located in the United States, prepares students for professional careers focused on research andinnovation within both academic and industrial sectors. The curriculum prioritizes applied learningmethodologies through

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

systemic inequities ininclusive design.Research underscores this disparity, revealing a lack of focus on intellectual disabilitiescompared to mobility or sensory impairments. A systematic review of engineering programsfound minimal integration of intellectual disabilities in course content, with user-centered designapproaches disproportionately prioritizing physical accessibility [1], [2]. Case studies frequentlyemphasize mobility-related solutions, leaving cognitive and social challenges insufficientlyaddressed [3]. This imbalance highlights an urgent need for engineering education to movebeyond traditional technical approaches and embrace inclusivity as a core principle.To address these gaps, this study introduces the INCLUDE Framework, a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

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Multidisciplinary Engineering Division (MULTI)

from previous years, manyparticipants perceived it to be simpler than Lab 6’s multi-step challenges—a testament to theirimproved preparedness. Lab 7 marked a shift to mobile robotics as learners teleoperated aTurtleBot 4 in a maze, introducing sensor data interpretation and basic navigation strategies.Building on that, Lab 8 asked them to write an exploration script for autonomous movement,requiring further integration of sensor feedback and more advanced navigation logic.Finally, Lab 9 culminated in the implementation of the A* search algorithm to identify optimalexploration points and complete a full map of the environment. This exercise combined conceptsfrom earlier labs, highlighting advanced path planning and perception skills as

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

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Multidisciplinary Engineering Division (MULTI)

knowledge and experiential learning in real-world swarm infiltration exercises. She is dedicated to continuing her exploration of biologically inspired approaches, aiming to integrate these into practical systems engineering challenges. Her work not only highlights her commitment to bridging theoretical concepts with real-world applications but also underscores her innovative approach to problems in systems engineering.Bryan Watson, Embry-Riddle Aeronautical University - Daytona Beach Bryan Watson, PE earned his Ph.D. at the Georgia Institute of Technology and his B.S. in Systems Engineering at the United States Naval Academy in 2009. After graduating, Bryan joined the nuclear Navy, serving as a submarine officer onboard

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

education in Science, Technology, Engineering and MathematicsAbstractAt Central Michigan University (CMU), the College of Science and Engineering (CSE) started in2023 a new undergraduate program called InSciTE (Integration of Science, Technology andEngineering) to provide diverse students with an interdisciplinary, equitable space to exploreScience, Technology, Engineering and Mathematics (STEM) challenges and solutions. Designedas a 15-credit certificate that complements existing STEM majors, InSciTE consists of five skill-based courses taken over a four-year period as a cohort. Each course is centered aroundtransferable skills (including collaboration, communication, data and time management) withstudents

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

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Diversity

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Multidisciplinary Engineering Division (MULTI)

scores(+1.54 points), indicating improved emotional ease in interacting with people from differentbackgrounds. While a paired-sample t-test showed that none of the changes were statisticallysignificant (e.g., p= 0.849 for the total GC score), these results from a newly developedSTEM COIL module incorporating humanities suggest that integrating humanities elementsinto STEM COILs may help mitigate GC declines, particularly by fostering openness todiverse perspectives.3.2.3. Participants in non-COIL history (n= 15, “Science and Religion in Japan”)This non-COIL history module takes an interdisciplinary approach to exploring topics in boththe humanities and sciences, focusing on Japanese history as well as the historicaldevelopment of physics

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Weijia Zhang, Zhejiang University; Wei Zhang, Zhejiang University; Shuai Wang, School Of Public Affairs, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

integrating technological innovation postgraduate students. with clinical expertise, it merges biotechnology with Secondary data, including information technology to create a comprehensive publicly available institutional platform that spans fundamental research, product reports, and internal policy development, and clinical application. documents. This laboratory was inaugurated in July 2020 and led Primary data collected through by a research university in Hangzhou, Zhejiang a 91-min semi-structuredOIL2 Province. This laboratory actively promotes the interviews with key construction of an innovative scientific hub. Through

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)

preparation, and overall expansionof a new engineer’s influence in their employment organization.To illustrate the need for an expansion of a new engineer’s influence, in the wake of the ExxonValdez oil tanker crash in Alaska, numerous scientists and engineers were asked by lawyers andpolicy analysts to “gather evidence, not data” [5]. Josh Schimel was one of those scientistsgathering evidence and he subsequently spearheaded a STEM communication call to action,arguing that STEM communication: (1) is part of our social commitment to the public; (2) it makes us more critical thinkers; (3) STEM communication is an essential professional and disciplinary skill as fields become more interdisciplinary and integrated [5].A

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

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Multidisciplinary Engineering Division (MULTI)

commenced in 2018, the first faculty members werehired during the 2020-2021 academic year, and the first cohort of students arrived in Fall 2021.Those students are expected to graduate at the end of the current academic year. The human-centered engineering program started from a desire to have an integrated sciencecurriculum, noticing that funding agencies were increasingly supportive in the areas of energy,environment, and health. By combining integrated science with Boston College's mission toserve the common good, the faculty arrived at a desired program of “integrated science inaction,” or, in a word, engineering. The engineering program is housed within Boston College'sMorrissey College of Arts and Sciences, meaning the resulting curriculum

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) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kushal Adhikari, Juniata College

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Multidisciplinary Engineering Division (MULTI)

Paper ID #48410”Living” Engineering Laboratory: Enhancing Undergraduate Learning ThroughPlace-Based Education and Lab-Scale Engineering ModelsDr. Kushal Adhikari, Juniata College Dr. Adhikari currently serves as an Assistant Professor of Civil & Environmental Engineering at Juniata College and brings in his teaching experience from Cal Poly Humboldt and Texas Tech University. Dr. Adhikari strongly believes in experential learning and strives to create research opportunities for students while creating an impact on human lives and society. His research interest lies in integrating sustainability dimensions into

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

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Multidisciplinary Engineering Division (MULTI)

] J.D. Ford. “Integrating Communication into Engineering Curricula: An InterdisciplinaryApproach to Facilitating Transfer at New Mexico Institute of Mining and Technology.”Composition Forum, no. 26, Fall 2012. [Online]. Available:http://compositionforum.com/issue/26/new-mexico-tech.php[11] M.C. Paretti “Teaching Communication in Capstone Design: The Role of the Instructor inSituated Learning.” Journal of Engineering Education, vol. 97, no. 4, pp. 491-503, 2008.[12] Mallette, J.C. & Ackler, H. (2023). “Building a Communication-Integrated Curriculum inMaterials Science.” ASEE Annual Conference and Exposition Proceedings, June 25-28Baltimore, MD. American Society for Engineering Education.[13] Blakeslee, A. Mallette, J.C., Nowacek, R

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolyn M Rodak, Union College; Luke Dosiek, Union College; Andrew Burkett, Union College; Christine Henseler, Union College; Christopher Chandler, Union College; Sohini Chattopadhyay, Union College; Nick Webb, Union College

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

itdifficult to offer an integrated curriculum.”One answer to this siloing of academics is the creation of interdisciplinary majors that span awide range of disciplines, such as Science, Technology, and Society (STS), which often bringstogether faculty research and teaching interests from vastly different disciplines and areas ofexpertise. As a field that traces its historical roots to roughly the mid-twentieth century, STSquite famously synthesizes, on the one hand, philosophical and theoretical approaches totechnoscience’s complex roles played in human cultures and societies with, on the other hand,rigorous hands-on applications of science and engineering methods and practices. In this context,STS represents a strong example of an inherently

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

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Multidisciplinary Engineering Division (MULTI)

college in 1995, and created an integrated freshman engineering curriculum in1998. Louisiana Tech has a long history of educational innovations in engineering education,with a hands-on project based approach implemented in 2004, and four other NSF fundedprograms to increase student success in engineering since 2007.The SUCCESS Scholars Program (SSP) is an NSF funded effort established in Fall of 2022 tobuild on these prior efforts by providing financial, academic, personal, and professional supportto engineering students starting in their first year of college through four years of academicstudy. Two cohorts of students have completed their first year of this program which includedthree to four additional days of supplemental instruction a week