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)

notable that systems thinking or asimilar notion appears in all of the frameworks cited herein and frequently arises elsewhere inour reading and research of sustainability competencies, e.g., (Faludi, 2017), (Quelhas et al.,2019).Less frequently employed in curricular design, and less understood, are mindsets. However, insome contexts, they are gaining currency, e.g., the growth mindset (Yeager and Dweck, 2020) orthe entrepreneurial mindset (Bosman and Fernhaber, 2018). Nevertheless, the explicitarticulation of mindsets akin to that of competencies or program outcomes is sparse, particularlyin engineering. For example, this lack of attention has been acknowledged in the context ofdesign thinking (Howard, Senova and Melles, 2015), even while some

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky

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Multidisciplinary Engineering Division (MULTI)

, affecting students' mastery ofphysics, mathematics, and engineering topics. An inter/multidisciplinary approach cancounterbalance specialization by broadening horizons and increasing global awareness. A two-year project implemented inter- and multidisciplinary engineering case studies to enhancefundamental concepts while fostering an environment for creativity and teamwork. The projectwas successful which shows that multidisciplinary teams can develop and create new contentwhich is otherwise limited by fragmentation [5].Entrepreneurial Mindset frameworkTechnical proficiency, opportunity recognition, and value addition are crucial elements of theentrepreneurial mindset (EM). "Entrepreneur" refers to both starting a new business and assistingan

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

contributed to the development of an interdisciplinary grand challenges focused course and introduction to engineering course in both in-person and online (MOOC) formats at ASU. She is also actively involved in the ASU Kern project and Kern Entrepreneurial Engineering Network (KEEN), focused on students’ development of entrepreneurial mindset. Amy received the national 2019 KEEN Rising Star award from KEEN for her efforts in encouraging students in developing an entrepreneurial mindset. She is also a member of the current interim Executive Committee for the international GCSP Network, and mentors schools to develop GCSPs as part of the GCSP New Programs committee.Dr. Haolin Zhu, Arizona State University Dr. Haolin Zhu

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huan Gu, University of New Haven

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Multidisciplinary Engineering Division (MULTI)

study was to introduce a group of diverse students (ChemicalEngineering, Civil Engineering, Mechanical Engineering and Generals Engineering students) toproblem-solving (PS) and foster entrepreneurial mindsets (EMs) through a 4-week project. This4-week project was to design a snowmaking system for a local ski resort. Our hypothesis was thatusing a real-world project can promote students’ curiosity in problem-solving, help students makeconnections between the knowledge they learned in classroom and the problem, and encouragestudents to apply this knowledge to create values for our communities, which are the 3Cs of EMs.To test this hypothesis, we organized a field trip and used teaching techniques such as Jigsaw inaddition to traditional lecturing

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)

two unique MOOCs, Introduction to Engineering and Perspectives on Grand Challenges for Engineering for the Global Freshman Academy/ASU Earned Admission/Universal Learner Courses Program. Her Ph.D. research focused on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact. She has published over 30 papers and

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)

recycling cycles on PET plasticsmanufactured in Qatar. The group exhibited entrepreneurial qualities by proactively addressing acritical environmental concern at Qatar’s growing economy and plastic waste. Their passion fordriving change and innovation was evident as they navigated the complexities of materialsengineering. Taking ownership of their project, the group showcased decisiveness in selecting aproject aligned with their mission. Their commitment to self-development was apparent in thethorough exploration of recycling cycles' impacts on PET plastics. By employing analysis toolsand techniques, such as factorial design, the group exemplified a self-leadership mindset, pushingthe boundaries of traditional engineering approaches and innovative

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

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Diversity

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Multidisciplinary Engineering Division (MULTI)

tocompanies, government agencies, and/or communities to discuss how they implementtechnologies, policies, and/or engage in entrepreneurial activities to implementsustainable technologies. Some examples of visits include a sugarcane ethanolproduction plant, a biogas-producing landfill to produce energy, and the largestelectricity producing hydroelectric plant in the world, Itapúa.Project RequirementsThe objective of the project is to apply theoretical knowledge in a practical settingthrough a hands-on, month-long project. Multi-disciplinary teams were formed whichincluded American and Brazilian University students from a variety of differentengineering majors, such as electrical, mechanical, and mechatronic. For the project,each team is required to do

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

engineering students from five countries and five institutions. Thesestudents engaged in a nine-week internship focused on developing sustainable urban futures.They were specifically charged with addressing London, Ontario's housing shortage in line withprovincial objectives. Their mission was to devise actionable, sustainable solutions to facilitatethe construction of 47,000 housing units by 2031. This challenge required innovative thinkingusing entrepreneurial, design thinking and systems engineering approaches and a commitment tosustainability and social responsibility.The SSEF distinguishes itself from similar programs in great part through emphasizinginternational collaboration, development of cultural competence, and a focus on