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)

is the co-director of the program since 2023.Audrey Boucher-Genesse, Universite de Sherbrooke Audrey Boucher-Genesse is an engineer and a professional at the Faculty of Engineering at the Universit´e de Sherbrooke. She studied in Electrical Engineering (2002-2006), worked in industrial robotics at AV&R, then worked actively at the creation of the Robotics Engineering Program until 2023. She is now involved in Major Capstone Design Projects, which involve 4 programs, including Robotics Engineering.Mr. Marc-Andr´e Cyr, Universite de Sherbrooke Marc-Andr´e Cyr, P. Eng., works as a lab coordinator and continuous improvement of the Robotics Engineering Program. ©American Society for

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Bermudez Rivera, University of South Carolina; Fitya Syarifa Mozar; Christian Harito; Dianing Novita Nurmala Putri; Alessandro Vittorio Zago, Oregon Institute of Technology; Mohsin Al Mufargi, Oregon Institute of Technology; Vitaliy Vasilyevich Tveritin, Oregon Institute of Technology; Keora O'Meara, Oregon Institute of Technology; Roni Jack Rountree, Lehigh University, Department of Materials Science and Engineering; Tim Pasang, Western Michigan University; Bens Pardamean; Feng Shi, Oregon Institute of Technology; Derrick Speaks, Arizona State University; Endang Djuana; Arief Budiman, Oregon Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

demand for solar energy with theagricultural use of the land. In this report, we document the building of the AGRO-PV Domeprototype that would demonstrate the efficacy of the concept and the promise for scaling it intolarge-scale standard photovoltaics structures that meet the demand for flexibility, modularity,scalability, minimum land occupation, mechanical performance, and that can be deployed in farmswithout hindering crops growth and farmer activities. This concept is an opportunity fordeveloping new PV configurations that use off-the-shelf materials to optimize solar energygeneration in agricultural settings without compromising or competing with agriculturalproduction. The AGRO-PV Dome project was a Final Senior Capstone Design

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)

25 engineering students. While the upward trend in enrollment is promising, laboratories and facilities essential for hands-on learning must be expanded and improved, and thus, a "living" engineering laboratory was proposed. This project aims to integrate experiential learning into core engineering courses, aligning with ABET standards. The envisioned outcome is two-fold: first, to enhance the educational experience for students by providing them with practical and real-world learning opportunities within their core courses; second, this initiative aims to align Juniata’s engineering program with criteria set by ABET. This paper will provide an overview of the living engineering laboratory and details of some recent

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)

State University. He teaches laboratory courses, senior capstone, and manages the Materials Teaching Lab where MSE lab courses work, in addition to supporting student projects and researchers from multiple disciplines. All of his courses emphasize professional development using integrated instruction and practice in technical communication and professional skills provided by collaborators from relevant disciplines, and informed by his many years in industry. ©American Society for Engineering Education, 2025 Alumni Perceptions of Writing TransferIntroductionIn various ways, undergraduate engineering programs incorporate professional skill developmentinto their curriculum or

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

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Multidisciplinary Engineering Division (MULTI)

degree. Increasingly, all constituent groups cite advantages inbeginning experiential learning early – in the first or second year of college. The Interdisciplinary Projects course IDPro had 80 students enrolled in 2024, which wasoffered at both the 2000 and 4000 levels for 1-3 credit hours. IDPro was designed to providestudents with team-based, interdisciplinary, vertically integrated, project-based learningexperience before their degree-specific capstone. Examples of IDPro projects include researchprojects, industry sponsored projects, and topic-based projects selected by undergraduatestudents. IDPro functions as a 15-week course with projects expanding across semesters forstudents to continue developing over time as they hone their

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)

coursework supplemented by the requirementsin foundational mathematics to meet a wide range of learning outcomes. Sample course outlines fromthe Robotics Core are shown in the Appendix section. Figure 1. Core topics covered in the Robotics Engineering MajorAll students in this program are required to enroll in the Robotics Core courses and a common set offoundational courses during Year 1 and Year 2 followed by a sequence of courses affiliated to theirchoice of specialization in Years 3 and 4 as listed in Table 1. Furthermore, Years 3 and 4 includemultiple options for elective courses that allow for deeper exploration of topics. The program offersinterdisciplinary projects as part Capstone I and II courses that would include

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)

, Advanced Engineering Math, is taughtby the engineering department. There is no requirement to take a course on Calculus 3,Differential Equations, Linear Algebra, or Statistics; instead, topics from these courses areembedded as learning objectives within engineering courses. There is a continuity of project-centered courses through the student experience. The fourcourses that I have labeled as project courses include one 2-credit course in the second year, one3-credit class in the junior year, and a two-semester, 6-credit capstone sequence in the senioryear. While these four courses are centered almost entirely on work on a single project, many ofthe other courses taught by the department include significant project work. The reflection

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

abroader network, sometimes even mentoring new workshop attendees. A MechanicalEngineering Senior said: “I was hooked after the first two workshops- basics of 3D printing andlaser cutting. By the third workshop, I felt like could help someone else, and applied to be aninstructor. I’ve combined these techniques in a [final year capstone] project that has studentsfrom three majors.”These findings suggest that makerspaces serve as natural "collaboration incubators," fosteringboth technical and relational networks that extend beyond immediate workshop contexts. Evenbrief, peer-led training can instill enough confidence for students to try out unfamiliar tools orpartner with peers from different majors. This synergy of skill transfer and

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)

together engineering students from both thehuman rights specialization and SOMAM. This approach allowed them to criticallyanalyze the previous reports done by other student teams while inviting for the first timea formal exploration of the impact of their design that could adapt to future accessibilitysituations and circumstances while promoting sustainable innovation practices andalignment with the Conventions on the Rights of Persons with Disabilities (CRPD).Through the constant revision of their timeline and hands-on experiences, students inthis capstone project considered the consequences of their decisions in short and long-term timeframes, the use of proper materials, and the choice of engineering solutionsthat aligned with the broader goals

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)

to explore innovative projects, develop critical thinking, andenhance problem-solving skills. Expansion of the Capstone Project: Extend the capstone project to span two semesters,allowing students more time to engage in in-depth, real-world problem-solving and projectdevelopment. Development of New Industry-Aligned Courses: Design and implement new coursestailored to emerging industry trends and workforce demands, ensuring graduates are prepared forevolving challenges in applied engineering. Incorporation of Certification Programs: Integrate industry-recognized certificationprograms as a core component of the curriculum to enhance students' professional qualificationsand career readiness. Table 4: Key Components of Curriculum Revision

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

experiences. ● Junior Year: A two-course sequence in classical and state space feedback control, one in modeling and simulation, and a mini-capstone design experience. ● Senior Year: A required course in articulated-style robotics plus four elective slots that embrace the breadth of modern robotics (e.g. embedded-systems, mobile robotics, advanced control systems, autonomous vehicles, computer vision, artificial intelligence and desktop manufacturing). All students complete an open-ended capstone design sequence, working in teams on projects of their choosing. Figure 1: Students at USNA engaged in project-based learning.Trend: An Increase of Undergraduate Robotics Engineering Degree ProgramsTraditionally

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)

research initiatives and problem-solving exercises, enabling students totailor elective courses to their interests. Each participant is required to complete either a capstoneproject or a research thesis. The program, which spans three semesters, commences with rigorouscoursework and culminates in a comprehensive final project. Students opting for a thesis engagein advanced research endeavors, while those fulfilling the capstone requirements exerciseconsiderable autonomy in designing and disseminating their projects. The increasing appeal of thisexperiential, student-centered model has led to a rise in enrollment, presenting challenges inmaintaining personalized faculty oversight. In response to these developments, the program hasinvestigated the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

challenges comprehensively. underrepresented groups in mind. Framework - Iterative Design Cycles: Students test - Practical Readiness: Students Application prototypes in real-world scenarios, gather gain experience in implementing feedback, and refine solutions. designs in real-world settings. - Integration into Curricula: The framework is - Community Engagement: Strong embedded into engineering education programs partnerships lead to solutions that through courses, projects, and capstone directly benefit the intended experiences

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

with yet a different team on a new project that involves databases related to the topic oftheir choice. This course also explicitly addresses project management skills. The certificateculminates with a 2-semester research capstone project, where students in teams complete a fullSTEM project of their choice, which includes a research proposal, a grant application, an oralpresentation and a research paper. In this capstone project, students have the freedom to choosetheir team members. At this point, the cohort has spent 3 years building relationships andprofessional interests and skills. By choosing their teammates, the students have the opportunityto create a team with the students that will bring the necessary skills and leadership that

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

traditional role of teaching and administering a modest graduate research program. At Trine University, a small private school in Angola, Indiana, he focused on undergraduate education while teaching ten different courses ranging from introductory freshman courses to senior capstone. Scott also served as an advisor to many different undergraduate research projects. He then moved on to Michigan State University and took a position as a teaching specialist concentrating on undergraduate classroom instruction. Scott finally settled at York College of Pennsylvania. He has been at York College for over ten years and feels as if he has found a place where the focus on teaching and students aligns well with his background and

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)

programs embed communication training within project-based courses, hopingthat this exposure will suffice. However, most engineering instructors do not have a currentbackground in technical communication that includes the integration of digital tools. As a result,there is a growing need for instructors with technical expertise who can effectively teach theseevolving communication skills with digital tools.This paper provides a survey of current curricular pathways that are used by research-intensive(R1) institutions to deliver modern technical communication content. It also provides a naturallanguage processing analysis of technical communication content across R1 institutions, with afocus on common trends and gaps. Best practices for sustainable

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Maxell Lumbera, Purdue University at West Lafayette (COE); Robin Adams, Purdue University – West Lafayette (College of Engineering)

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Multidisciplinary Engineering Division (MULTI)

classrooms. He is an Assistant Professor at the University of the Philippines Diliman, with more than 10 years of experience teaching in undergraduate civil engineering. He has been the coordinator of various team-taught courses such as engineering mechanics, undergraduate research projects, and capstone courses. He has also worked as the Deputy Director for Academic Programs in his institution, giving him familiarity to quality assurance and program assessment. He is also an active member of the Philippine Institute of Civil Engineers, Inc., serving as a technical speaker for environmental and energy engineering and civil engineering education inter-specialty group.Dr. Robin Adams, Purdue University at West Lafayette (PWL

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Colleen King, University of Illinois at Urbana - Champaign; Piper Marie Pascarella, University of Illinois Urbana-Champaign; Lucy Hamilton Cinnamon, University of Illinois at Urbana - Champaign

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Multidisciplinary Engineering Division (MULTI)

to building morevalue in what they do. We share practical strategies for an engineering podcast with the goal ofempowering more engineering faculty to explore this emerging communication medium.IntroductionFor years, internal and external programs have provided support for faculty to develop educationalinnovations to benefit engineering students in the classroom [1]. Common dissemination methodsfor these types of projects include news articles, internal lunch and learn workshops, and educationconference papers. However, there is still room to further disseminate these impactful projects toa wider audience to allow for educational innovation “at scale”. We asked: Outside of facultycommunities of practice, how do educational innovations spread

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chen Feng, Shibaura Institute of Technology; John Raiti, University of Washington; Kyle Toshiro Brown, University of Washington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Devices, Capstone-style Launch Projects, and Robotics (Mobility, Navigation, and Manipulation) with a focus on Human Robot Interaction (HRI).Kyle Toshiro Brown, University of Washington ©American Society for Engineering Education, 2025 Bridging Cultures and Advancing Robotics: A Joint Program on Human-Robot Interaction Through Multicultural, Interdisciplinary Learning Feng Chen, Kyle T. Brown, Midori Sugaya, and John G. Raiti Shibaura Institute of Technology and University of Washington1 AbstractJapan is one of the leaders in the world in the field of robotics. They are strong in many sectors ofrobotics including: space

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University-Kingsville ; Lifford McLauchlan, Texas A&M University - Kingsville; Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

infrastructure related systems for important tasks such astraffic management (smart signals) and power distribution (smart grids). As a result, theimportance of teaching IoT related concepts and technology to students in computer science,electrical engineering, computer engineering and other relevant STEM education programscontinues to increase. As graduates from these programs enter the workforce they will requireknowledge of sensing devices, communication technologies, and control techniques tosuccessfully meet an ever-increasing demand for the design and support of IoT related systems[1, 4, 15].An ongoing project at Texas A&M University-Kingsville and Texas A&M University-CorpusChristi, both Hispanic Serving Institutions, has focused on

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