Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

State University Ernesto Cuesta is a PhD student in the Engineering Education Department at Virginia Polytechnic Institute and State University (Virginia Tech) in Blacksburg, VA. He holds a B.Sc. in Telecommunications Engineering and an M.S. in Project Management. Before beginning his doctoral studies, he spent eight years in the telecommunications industry, leading data-center swaps and managing large-scale network deployments. As a Graduate Teaching Assistant, he supports Virginia Tech’s interdisciplinary IDPro course, mentoring students through project-based learning and facilitating teamwork across engineering disciplines. His research interests center on student motivation in experiential learning environments

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Eng. Educ., vol. 99, no. 4, pp. 371–395, 2010. doi: 10.1002/j.2168- 9830.2010.tb01069.x.[4] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K. Jackson, and S. D. Sheppard, "An engineering major does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors," J. Eng. Educ., vol. 98, no. 3, pp. 227–234, 2009. doi: 10.1002/j.2168-9830.2009.tb01021.x.[5] L. H. Ikuma, A. Steele, S. Dann, O. Adio, and W. N. Waggenspack Jr., "Large-scale student programs increase persistence in STEM fields in a public university setting," J. Eng. Educ., vol. 108, pp. 57–81, 2019. doi: 10.1002/jee.20244.[6] P. Dawson, J. van der Meer, J. Skalicky, and K. Cowley, "On the effectiveness

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. TheRobotics program might introduce a module called “Ethics of AI in Academia” at the semester'sstart to discuss acceptable practices thoroughly.Integrating GenAI into the curriculum can enhance the learning experience when approachedthoughtfully. Students suggest that instructors incorporate GenAI into demonstrations orassignments, guided by clear pedagogical objectives. For example, in a robotics programmingcourse, an instructor could use ChatGPT to generate a function and test it in real-time on a robotsimulator, showcasing both successes and failures. This method captivates student interest whileteaching valuable lessons on the iterative process of using AI-generated code. In writing-intensivecomponents, such as project reports, instructors may