Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #44183Development and Impact of Research Efficacy in a Undergraduate Teaching-AssistantCertification ClassDr. Jamie R Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus is a faculty member in the Engineering and Computing Education Program. She is the Associate Director STEMed Research in the College of Engineering and Information Technology (COEIT). She also serves as the Director for the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate school. Her research is focused on solving problems relating to educating and developing engineers, teachers (future faculty

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Multidisciplinary Engineering Division (MULTI)

technology resources.Factors Affecting Student PerformanceWhile the Satellite-University campus may feel like a scaled down version of the regular bigUniversity campus, in theory it is expected to provide the same resources for labs, funds forundergraduate research, same if not better-quality higher education, and similar studentopportunities for internships, projects, conferences, etc., in industry and academia. Studentsgraduating from satellite campuses should feel the same confidence in securing their dream job asa graduate from the big-University, based on the knowledge and skills they have acquired duringtheir years at the Satellite-University campus. The primary factors in a satellite campus, that canbe considered a testament to student

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Xiaoqi Feng, Aalto University, Espoo, Finland; Hanna Aarnio, School of Engineering, Aalto University, Espoo, Finland; Julia Sundman, School of Engineering, Aalto University, Espoo, Finland; Felicity Bilow, Virginia Polytechnic Institute and State University; Maija Taka, Aalto University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Marko Keskinen, Aalto-yliopisto/Elektroniikan, tietoliikenteen

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Multidisciplinary Engineering Division (MULTI)

implementation of bold, new potentially transformative models for STEMgraduate education training.” Some of the purposes of the IDR graduate certificate program wereto provide interdisciplinary graduate students with intentional training in integrating socialcontext into their disaster resilience research as well as facilitating students’ interdisciplinarydevelopment by engaging IDR faculty and graduate students in a community of practice. Theprogram, centered on disaster resilience, was designed to spur convergent research collaborationsas well as interdisciplinary skill development in resilience for both graduate students (mastersand Ph.D.) and faculty in STEM, business, policy, governance, natural resources, andhumanities. IDR offered courses to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #42739Work-In-Progress (WIP): Exploring STEM Undergraduate Research SkillsDevelopment in Interdisciplinary ProjectsAbdulrahman Alsharif, Virginia Polytechnic Institute and State University Abdulrahman Alsharif is a research assistant for the Engineering Education Department and a PhD candidate at Virginia Tech.Dr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate

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)

“complex interlinkages”, which is a cousin of systems thinking), social andemotional learning (values and attitudes), and behavioral learning (practical actions). TheEngineering for One Planet (EOP) Framework (2022), developed through the LemelsonFoundation and VentureWell, establishes nine learning outcomes, each of which includes coreand advanced outcomes (these appear to be interchangeable with competencies, despite thedistinction between competencies and outcomes articulated by Wiek et al. 2011); the EOPlearning outcomes are Systems Thinking, Environmental Literacy, Responsible Business andEconomy, Social Responsibility, Environmental Impact Assessment, Materials Selection, Design,Critical Thinking, and Communication and Teamwork. It is

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Osama Desouky, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar; Marwan K. Khraisheh, Texas A&M University at Qatar

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Multidisciplinary Engineering Division (MULTI)

reflects best practices in project-based learning, recognized for successfulproject execution. The emphasis on repeatability and randomization aligns with establishedexperimental design principles, ensuring robust and valid results. This phase integrates insightsfrom project management, optimizing resource allocation and timelines [14]. The iterative natureof work plan development improves the adaptability in students, reflecting the dynamic nature ofreal-world engineering projects. Research highlights that involving students in planning enhancestheir ownership and responsibility [15]. Table 1 Sample projects for years 2022-2023 Project title Group Primary

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

currently a PhD candidate in Management Sciences and Engineering at the University of Waterloo investigating student acquisition of design skills and knowledge.Dr. Nadine Ibrahim, University of Waterloo Nadine Ibrahim is a civil engineer who is passionate about the sustainability of global cities. She is currently the Turkstra Chair in Urban Engineering at the University of Waterloo. She is a triple graduate of the University of Toronto, and holds a BAScProf. Gordon Krauss, Harvey Mudd College ©American Society for Engineering Education, 2024 A Multi-institution Design Project on Sustainable Cities: The Sustainability and Social Entrepreneurship FellowshipAbstractThis paper

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)

research and educational activities – reflecting the values, beliefs, and ways ofthinking that lead toward sustainable development in the context of engineering and engineeringeducation. The Minor will be highly informed by best practices for user-centered design,introducing opportunities for self-reflection, trial and error, and action-taking through a student-centered project-based learning approach that recognizes that students are in transition toadulthood. A robust stakeholder engagement process will be undertaken to align activities withgoals, involving three undergraduate mentors per year as co-designers and co-facilitators.Although the Minor will be open to all students with basic qualifications, unlike traditional minorsthat require

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Markvicka, University of Nebraska-Lincoln; Jason Daniel Finnegan; Kasey Moomau; Amie Sueann Sommers; Markeya S. Peteranetz, University of Nebraska, Lincoln; Tareq A. Daher, University of Nebraska, Lincoln

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Multidisciplinary Engineering Division (MULTI)

University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning.Dr. Tareq A. Daher, University of Nebraska, Lincoln Tareq A. Daher is the Director of the Engineering and Computing Education Core for the University of Nebraska-Lincoln, College of Engineering. Tareq earned his B.S in Computer Science from Mu’tah University in Jordan. He earned his M.A and PhD in Educational Studies with a focus on Instructional Technology at UNL. Dr. Daher collaborates with Engineering faculty to document and research the inte- gration of innovative classroom

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emi Aoki, University of Massachusetts, Lowell; Bach Tran, University of Akron; Nathan Esosa Uhunsere, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Shivakumar Sastry, University of Akron; Kavitha Chandra, University of Massachusetts, Lowell

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Multidisciplinary Engineering Division (MULTI)

informaticsmust be designed to cope with a variety of situations that can occur either because of a user’sbackground or due to uncertainties encountered in the physical layout of said user’s workspace.Fourth, the requirements —> design —> implementation —> operation continuum in manycomplex environments is necessarily an iterative process. Effective modeling tools andapproaches can mitigate the risk of inconsistencies across this continuum. Finally, the futurebehaviors of users are likely to be tightly intertwined with future technology advances, and,hence, effective AR systems must integrate the best practices for engaging users in the researchand design of the system. Participatory action research (PAR), for example, prioritizes the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

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Multidisciplinary Engineering Division (MULTI)

; ● practice telling their personal story about their GCSP experiences and leveraging GCSP accomplishments in job searches/graduate school applications; ● connect with the GCSP community; ● communicate GCSP progress to GCSP faculty and revise plan for remaining semesters; ● become more aware of GCSP graduation requirements and processes; ● make progress toward GCSP graduation requirements; ● become more aware of opportunities to engage in the ASU GCSP and international GCSP Network communities as an alumnus; and ● learn about opportunities to continue their work in their GCSP theme after graduation.Each of these two courses was designed to be assignment-based and does not include lecturevideos or materials. More

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul Cameron Hungler P.Eng.; Kimia Moozeh, Queen's University

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Multidisciplinary Engineering Division (MULTI)

. What is your definition of a successful interdisciplinary initiative? 3. What do you consider to be the key factors for success in a interdisciplinary initiative? Do these change over time (i.e., short, medium and long term). 4. How do you measure success within your institute, and what metrics do you use to track progress and evaluate the impact? 5. How important are industry partnerships and collaborations for the success of your institute? 6. What are the best practices for attracting research funding, specifically multidisciplinary grants? 7. How do you attract top talent, both internally and externally, to participate in the efforts of the multidisciplinary institute? 8. How do you develop and design

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County

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Multidisciplinary Engineering Division (MULTI)

school. Her research is focused on solving problems relating to educating and developing engi- neers, teachers, and the community at all levels (P12, undergraduate, graduate, post-graduate). A few of these key areas include engineering identity and mindsets, global competencies, failure culture, first year experiences in engineering, capstone design thinking, integrating service and authentic learning into the engineering classroom, implementing new instructional methodologies, and design optimization using traditional and non-traditional manufacturing. She seeks to identify best practices and develop assess- ments methods that assist in optimizing computing and engineering learning. Dr. Gurganus was one the inaugural

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, Santa Clara University; Christelle Sabatier, Santa Clara University

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Multidisciplinary Engineering Division (MULTI)

. Students learn howto access companies and organizations they are interested in. The overall goals for the coursewere for students to increase their self-confidence and professional skills in order to access thehidden job market.CourseThe course was titled ‘Career Launch’ and a course description was created as follows: “The purpose of the course is to teach students how to be intentional and proactive in creating relationships with professionals, at employers of interest to each individual student, from scratch. Students will also learn outreach best practices, how to conduct an effective career conversation, how to follow-up, and how to sustain a professional relationship over time. As a result of the course

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicu Ahmadi, Texas A&M University; Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Multidisciplinary Engineering Division (MULTI)

. Anexample of this can be seen with Zhang et al.’s [5] work looking at implementing large languagemodels into their curricula at MIT. Other researchers are successfully sharing their experienceswith this type of implementation of GenAI as well as impacts on higher education at variousinstitutions [6]. When integrated with AEI, these materials can be designed to not only educatebut also to emotionally engage students, fostering a deeper connection to the subject matter andenhancing overall learning outcomes. Texas A&M University (TAMU) has made MicrosoftCopilot, a GPT 4.0 powered chatbot available for use for both students and faculty. Additionallythey have provided guidance as to what appropriate usage should look like both for faculty

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Multidisciplinary Engineering Division (MULTI)

degrees that werebenchmarked in more detail, 19 ‘engineering’ and ‘general engineering’ degrees required a lowerpercentage of technical coursework and offered a lower percentage of curricular choicecompared to 7 degrees that included the word interdisciplinary, integrated, or multidisciplinary intheir name. A few programs require students to take the NCEES Fundamentals of Engineering(FE) exam prior to graduation. The AI-based program ChatGPT definitions of general,interdisciplinary, and integrated all emphasized breadth, multiple disciplines, and design, whilealso including the distinguishing factors of practical (for general) versus complex and innovative/novel (interdisciplinary and integrated), and the importance of social impacts (integrated

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Melissa Wrobel, University of Michigan

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Multidisciplinary Engineering Division (MULTI)

course (ENGR 100) in the first-year program about biotechnology and human values. In Winter 2022, Melissa launched a new section of ENGR 100 called ”Design in Reverse: Dissecting Modern Medical Devices.” Melissa is the faculty advisor to Michigan’s student chapter of the Biomedical Engineering Society (BMES) and the president of the southeastern Michigan alumni chapter of the Tau Beta Pi engineering honor society. Melissa’s educational research interests include cooperative learning environments, novel assessment methods, and scientific communi- cation. Melissa developed an interest in teaching during her graduate studies at Wayne State University where she received an M.S. and Ph.D. in Biomedical Engineering with a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

writing course.This module took place in a second-year course titled “Experimental Design and TechnicalWriting” at a midwestern medium-sized public university. This course supports the ABETaccreditation criteria for Student Outcomes, including outcomes 3, 4, 5 and 6, which state:“Students will develop an ability to communicate effectively with a range of audiences (Outcome3); Students will have an ability to recognize ethical and professional responsibilities inengineering situations and make informed judgments, which must consider the impact ofengineering solutions in global, economics, environmental, and societal context (Outcome 4);Students have an ability to function effectively on a team whose members together provideleadership, create a

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

2023 for all faculty represented an initial commitment to enhancing awareness of relevant issues. 5. To seek to employ best practices through frequent interaction with other institutions and to regularly assess the effectiveness of initiatives already being implemented. Initiative: Development of a School DEI Committee. Participation of faculty in professional conferences which include a DEI component. 6. To foster the culture of inclusion within the curriculum to ensure that all graduates enter the workforce with a heightened awareness of the value of operating in a diverse professional environment. Initiatives: The culture of inclusion is a focus of the first-year engineering program sequence of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abdullah Ibrahim, Texas A&M University at Qatar; Roudha Saif Al-Khaldi, Texas A&M University, Qatar; Doaa Elamin Emam; Yasser M. Al Hamidi, Texas A&M University, Qatar; Marwan Khraisheh, Texas A&M University, Qatar

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Multidisciplinary Engineering Division (MULTI)

was to combine the skillsets of both art andengineering students- bringing together the best of both worlds. With this in mind, theArts team was mostly responsible for ideation and design of ideas, while theengineering teams led the majority of the practical implementation of the brainstormedideas. Similarly, the survey results showed that the average rating for instructor supportand guidance was 2.5 out of 5. This low score, can be attributed to the nature of designthinking pedagogy where instructor acts as a facilitator and leave students on their ownto explore the whole scope of design and encourage them to work togethercollaboratively. In the open-ended questions, the students showed a high level ofsatisfaction with the selected projects

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)

AreaStudent Internship ReadinessOur program was designed using high impact practices, such as open-ended problems, casestudies, individual and team assignments, real-world/real-data problems, authoring reports,preparing, and delivering presentations, and partnerships with industry. We start these in thefirst year, first semester, and continue them throughout their years of study. While they are notthrilled about these, they find that putting these experiences on their resumes has resulted in evenrising sophomores receiving offers for data science internships. Returning from their internships,they say: “The first thing they did was put me on a team and assign me an open-ended problem.Then, they had me write something up about it and create and give a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Louise Meier, University of Florida

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

their project rankings in hindsight to determine how the experience changed their expectations.• Is there a relationship between project source and perceived project difficulty?• Do the students’ post-graduation plans impact their choice of sponsor source?The authors look forward to collaborating with courses who also use multiple types of projectsources to compare results and determine potential improvements for ensuring students haveoptimized learning experiences.References1. P. Brackin, D. Knudson, B. Nassersharif, and D. O'bannon. "Pedagogical implications of project selection in capstone design courses." International Journal of Engineering Education, vol. 27, no. 6, 2011.2. S. Howe and J. Goldberg, “Engineering capstone design

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

George Tan, Texas Tech University; Sampa Halder; Luke LeFebvre, University of Kentucky

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Multidisciplinary Engineering Division (MULTI)

problem finding plays a key role in producing tangible outcomes. Problem finding tasks aremore interesting, engaging, as well as ill-structured, eliciting free associations of ideas [11].Rubenstein et al. found that students who planned to use more elaboration strategies tended toidentify more potential problems and the number of problem identification strategies significantlycorrelated with problem-solving fluency and problem-solving flexibility [12]. This finding haspractical implications for educators of mature students, as it suggests that they should incorporateexercises that promote problem finding skills into their teaching practices. Much recent research addresses the need to improve engineering education. For example, [13-15] discuss

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marina Dias; Sreyoshi Bhaduri, Amazon ; Amulya Mysore; Wanqun Zhao; Amelia Rivera-Burnett; Shahriar Sadighi; Robert Pulvermacher

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Diversity

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Multidisciplinary Engineering Division (MULTI)

product vision, prioritizing customer requirements and working cross functionally with part- ner teams (e.g., Engineering, Science, Analytics) to deliver differentiated product experiences. Amelia has a passion for experimentation and has a fifteen year background in advertising. She earned her Bachelor’s degree in English from Fordham University in New York.Shahriar SadighiRobert Pulvermacher Dr. Robert Pulvermacher is a Research Program Manager at Amazon. He is responsible for directing and supporting research streams around talent management practices and aligning research outcomes with UX, Data Science, Economist, and BIE teams. Robert previously worked as an Associate Director at Gartner and Senior Associate at

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Multidisciplinary Engineering Division (MULTI)

experiences beyond the scope of the curriculum. These teams challengestudents to think independently and adapt quickly, fostering valuable skills. Additionally, theyenable students to collaborate with diverse peers, fostering relationships that can be beneficial intheir future careers.The purpose of this research is to enhance both the curriculum and engineering teams tomaximize the benefits for participating students, ensuring they develop into the best futureengineers possible. By identifying areas for improvement, whether in terms of offering morepractical knowledge or enhancing overall experiences that extend beyond the classroom, we aimto create a more enriching and impactful experience for students involved in these teams.In addition to

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)

accreditation, program assessment and eval- uation process and was recently (2016-2019), the accreditation coordinator for the school of Engineering. Her interest in engineering education emphasizes developing new classroom innovations and assessment techniques and supporting student engagement. Her research interests include broadening participation in STEM, equity and diversity, engineering ethics, online engineering pedagogy, program assessment so- lutions, transportation planning, transportation impact on quality of life issues, and bicycle access. She is a proud Morgan Alum (2011), having earned a Doctorate in Civil Engineering, with a focus on trans- portation. Dr. Petronella James earned her Doctor of Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

, Evelina Dineva, Francesco Maurelli, and Andreas Nabor. A robotics course during covid-19: Lessons learned and best practices for online teaching beyond the pandemic. Robotics, 10(1):5, 2021. [2] Amanda B Click. International graduate students in the united states: Research processes and challenges. Library & Information Science Research, 40(2):153–162, 2018. [3] Elena V Frolova, Olga V Rogach, Alexander G Tyurikov, and Pavel V Razov. Online student education in a pandemic: New challenges and risks. European Journal of Contemporary Education, 10(1):43–52, 2021. [4] Curtis J Bonk. Pandemic ponderings, 30 years to today: Synchronous signals, saviors, or survivors? Distance Education, 41(4):589–599, 2020. [5] Tamer Sari and Funda

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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Diversity

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Multidisciplinary Engineering Division (MULTI)

Professor of Electrical and Computer Engineering, Director of the Center for Ad- vanced Computation and Telecommunications and formerly Associate to the Dean for Research and Grad- uate Study at the University of Massachusetts at Lowell. He received a B.S. in Electrical Engineering from New York University, a M.S. in Electrical Engineering from the Polytechnic Institute of NewYork, and a Ph.D. in Acoustics from the Massachusetts Institute of Technology. Upon graduation he became an Assistant Professor of Engineering Science and Mechanics at the Virginia Polytechnic Institute and State University. In 1987 he joined the Department Electrical and Computer Engineering at UMASS Lowell as its Analog Devices Career Development

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Gabriele Trovato, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

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Diversity

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Multidisciplinary Engineering Division (MULTI)

-Based Learning (RBL)” throughout the entirety of a four-year course.This is in contrast to the conventional model, which is well known for including RBL solelyin the final year of the graduation thesis project (see figure 1 below). The program begins tointroduce students to laboratory research from their first year, while providing an environment that enables them to pursue cutting-edge research, doing so directly underthe guidance of a supervisor, advisers, and graduate students. To ensure students gain the deep understanding needed for advanced research whileengaged in RBL, they will also study foundational natural science courses, requiredspecialized subjects, and other disciplines. We also encourage students to take Liberal

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

repeated practice. This theoretical framing is the context for thisstudy's exploration of how students experience iteration, when iteration through design andlearning is embedded as part of a problem-based, mastery-assessed program.MethodsThis study includes preliminary qualitative data collection and analysis of the experiences of fourstudents who were enrolled in a semester-long, experimental, hands-on, problem-based, andmastery-assessed engineering program. An exploratory approach was taken in this pilot phase toclarify the nature of the research, determine research priorities, and collect data to narrow downon the novel elements of this work [20], [21]. Quality was considered and upheld throughreflexive engagement in the research design as