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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of these areas is use of ChatGPT for technical writing. It isgenerally believed that reviewing and editing articles to make sure that they are accurate and freefrom errors are among the laborious and time-consuming tasks in academia. However, this task,among many others, can be performed by using AI thanks to some promising features it offerssuch as error detection, improving text coherence, and trend identification [1]. It can also be usedfor summarization and data analysis as well, which are amazing tools for conducting academicresearch. Although using ChatGPT can facilitate the essay writing process, there is an increasingconcern about the ethical considerations and the significance of balancing AI assistance withstudents’ involvement

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, University of Arkansas at Little Rock; Kristin Dutcher Mann, University of Arkansas at Little Rock; Amar Shireesh Kanekar, University of Arkansas at Little Rock; Albert L Baker, University of Arkansas at Little Rock; Srikanth B Pidugu P.E., University of Arkansas at Little Rock

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

specialist in the colonial history of the U.S.-Mexico Borderlands, she has authored a book and articles about music, dance, and material culture. She often works with K-12 and college faculty to incorporate reading, writing, and primary source document analysis into instruction. Her latest research is part of an interdisciplinary project to examine student perceptions of the use of large language models such as ChatGPT and Microsoft CoPilot in academic work.Dr. Amar Shireesh Kanekar, University of Arkansas at Little Rock Dr. Kanekar is a Professor and Graduate Program Coordinator for Health Education and Health Promotion at the University of Arkansas at Little Rock. His 17 years of teaching experience involves more than

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)

integrated into several engineering courses and consider potentialmethods for measuring the growth of its use by students.ChatGPT, in particular, has been extensively used by students for writing code, debugging code,refining term papers, and understanding complex problems. In several Fall 2024 classes, studentsreported increasing reliance on ChatGPT for assistance with their academic assignments. Wepresent several examples where students were encouraged to consult ChatGPT for help incompleting projects and assignments. In some cases, we found that students benefited from AIassistance. For instance, students who were stuck on specific algebraic problems orprogramming tasks were able to quickly access help or debug code, enabling them to

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)

findings reflect broadertrends observed in higher education; for instance, a recent global survey indicated that 24% ofstudents employ AI tools daily, and over half utilize them at least weekly [7]. Our cohort, beingpart of a technology-oriented graduate program, appears even more inclined toward frequent useof GenAI.Figure 1: Distribution of self-reported frequency of GenAI tool usage among Robotics MS students(N=19). About 47.3% use GenAI tools “Frequently” (weekly) or “Almost Daily,” while a minority(about 5.3%) use them rarely or never.As shown in Figure 2, ChatGPT is the leading GenAI platform among students, with nearly 90%utilizing it for academic tasks. Google’s Bard is accessed by approximately 50% of students,serving as an alternative to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pooya Niksiar, The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

OpenAI’s ChatGPT and DALL·E, have been utilized to supportdiverse educational needs, including content creation, question generation, and adaptive learningenvironments. For instance, generative AI can create dynamic learning modules tailored toindividual student needs, enabling differentiated instruction and addressing varying levels ofprior knowledge [5,6]. This personalization is particularly valuable in engineering education,where students often face challenges in grasping complex concepts. In addition to personalizedinstruction, generative AI aids instructors by automating administrative tasks, such as gradingand feedback provision. Automated grading tools powered by AI can evaluate assignments andexams efficiently while providing detailed

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rackan Sami Mansour, Texas A&M University at Qatar; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

evaluation methodologies identified from the literature. These methodologies focus ontools for assessing the effectiveness of AI-generated educational content. Drawing upon insightsfrom an investigation into the application of AI in educational settings, a framework for evaluatingthe quality and pedagogical value of AI-generated assessments, like MCQs and case studies, isproposed [2]. These tools are crucial for refining AI-generated content to meet the curriculum'sspecific needs and the diverse learning profiles of students in material science education, validatingthe utility and enhancing the effectiveness of AI-generated materials.The unveiling of AI-powered tools like ChatGPT has sparked considerable debate regarding theirimpact on the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert L. Avanzato, Pennsylvania State University, Abington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

includegenerative AI models such as the text-to-text model, chatGPT [9], GPT-4 [9], and others. LLMsuse a transformer model architecture instead of a CNN and the transformer architectures arecurrently being explored for use in computer vision applications. Models such as chatGPT (andothers) have also proven useful for programming code generation and productivity enhancement.These LLMs are of growing importance but are outside the scope of this project and paper.2. Deep Learning Curriculum and ProjectsThe specific goal of this project is to design and implement an instructional 7-week coursemodule to introduce deep learning and computer vision with a project-based orientation. Asmentioned, the target course is a senior-level engineering design course in

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

weighing its repercussions on human-machine dynamics. It sets the stage forfuture AEI research, emphasizing the significance of interdisciplinary studies to bring in a trulyhuman-centric and accountable AI paradigm. The research question at hand is: Can GenerativeAI, enriched by cross-disciplinary insights, take an intuitive leap to discern human emotions,driving us towards a more empathetic and ethical AI future?IntroductionThe evolution of Artificial Intelligence (AI) in recent decades has been nothing short ofremarkable, marking a paradigm shift in how machines emulate tasks traditionally performed byhumans. Take, for example, OpenAI’s ChatGPT, which has become a paradigm of AI’scapabilities in mimicking human-like conversational skills

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Alex Suarez, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. [Online]. Available: https://uav-en.tmotor.com/. [Accessed 14 December 2023][5]VertIQ, "Thrust Data," VertIQ, 2023. [Online]. Available: https://www.vertiq.co/thrust-data.[Accessed 14 December 2023].[6] Foxtech, "Foxtech Diamond Series Semi-Solid-State Li-ion Battery," Foxtech, 2022. [Online].Available: https://www.foxtechfpv.com/foxtech-diamond-6s-22000mah-semi-solid-state-li-ion-battery.html. [Accessed 14 December 2023].[7] M. Ramasamy, "Measurements Comparing Hover Performance of Single, Coaxial, Tandem,and Tilt-Rotor Configurations," in AHS 69th Annual Form, Phoenix, AZ, 2013[8] Microsoft Word, Google Sheets and ChatGPT were used to check Grammar and Style of thisdocument.

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

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 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Lauren Singelmann, Minnesota State University, Mankato; Rob Sleezer, Virginia Tech; Emilie A. Siverling, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

more learner-centered and focusedon formative feedback rather than summative evaluation [1].As the world of technology continues to advance, a shift and embracement of new assessmentmethods is appropriate and necessary. For example, as of early 2022, the New York Timesreported that universities are now having to change the way they are teaching and assessingstudents because of the widespread availability of A.I. Chatbots such as ChatGPT [12]. WithinIE at Minnesota State University, Mankato, differential methods of assessment have beenemployed for over a decade and we want to share our experiences with oral exams to supportothers in embracing the changing world, better preparing engineering students for their futurepositions.Overview of

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

implication: Taking Zhejiang University as an Example,”(in Chinese), Open Educ. Res., vol. 30, no. 1, pp. 89–98, 2024, doi:10.13966/j.cnki.kfjyyj.2024.01.010.[7] A. M. Al-Abdullatif and M. A. Alsubaie, “ChatGPT in Learning: Assessing Students’ UseIntentions through the Lens of Perceived Value and the Influence of AI Literacy,” Behav. Sci.,vol. 14, no. 9, Sep. 2024, doi: 10.3390/bs14090845.[8] A. Alamaeki, C. Nyberg, A. Kimberley, and A. O. Salonen, “Artificial intelligence literacyin sustainable development: A learning experiment in higher education,” Front. Educ., vol. 9,Mar. 2024, doi: 10.3389/feduc.2024.1343406.[9] F. J. Cantú-Ortiz, N. Galeano Sánchez, L. Garrido, H. Terashima-Marin, and R. F. Brena,“An artificial intelligence educational