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)

disciplines, were presented with information on issues related to the ethicaluse of LLMs for class assignments. The primary research question was: “What are students’perceptions of the ethical use of LLMs in college coursework?”The research employs a mixed-methods approach. The survey of student attitudes concerning theethical use of LLMs was conducted in courses from six different academic disciplines –engineering technology, computer science, political science, chemistry, health education andhistory – during the fall 2023 semester. Both quantitative data and qualitative responses on thesame survey, designed to be given before and after a short learning module, were collected, aswas a student assignment. Since the research centers on student

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rana Hussein, Boston University; Muhammad Hamid Zaman, Boston University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

courses and explore opportunities for scaling up this project. In this paper, weexplore gaps in existing STEM curricula that demonstrate the need for such a course, describe outcomesof the workshop, outline essential elements of a course effectively introducing STEM students to thistopic (including historical and political context, moral and ethical frameworks, lived experience, humanrights principles, and technical and analytical skills, as well as suggested teaching strategies), and presentour own approaches, through the course we are currently piloting at Boston University called EngineeringApproaches for Refugee Health, in aiming to create a course that not only instills in students a long-termdesire to engage with the issue of forced

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roya Salehzadeh, Lawrence Technological University; James A. Mynderse, Lawrence Technological University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and signal Data collection and signal Hardware processing processing13 Machine learning for EEG-based Machine learning for EEG-based Data Analysis BCI BCI14 Machine learning for EEG-based Machine learning for EEG-based Data Analysis BCI BCI15 Ethics in BCI Ethics in BCI Summary Sessions16 Student’s project presentation Student’s project presentation Presentation2.3.1 Neuroscience Concept The first portion of the course focuses on an introduction to BCI and the

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

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

). ©American Society for Engineering Education, 2024Work-In-Progress: Holistic, Multi-disciplinary Systems Approach to TeachingSustainable and Contextual Engineering Concepts for Undergraduate StudentsABSTRACTThe urgent global need for sustainable engineering solutions necessitates a paradigmshift in engineering education. This work-in-progress advocates for a comprehensive,multi-disciplinary approach in teaching sustainable and contextual engineering toundergraduate students. The multidimensional challenges of sustainable developmentrequire engineers to understand the complex interplay of ecological, social, economic,and ethical factors. This paper highlights the imperative of embracing a holisticpedagogical framework that combines engineering

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)

development of future engineers.Many AI writing tools are freely available to students at no cost, making this resource accessibleto all. Despite the advantages, AI may provide students with some misleading information andoutdated data. AI tools are also highly dependent on the phrasing of the prompts, potentiallyleading to suggestions that stifle creativity or misinterpret students' intentions. AI-generated textis unable to capture the nuance, context, and subjective nature of writing, making the AI responseshave a voice distinctive from the voice of the individual. In addition, like any other evolutionarytechnology, there are increasing concerns regarding the ethical implications of AI in education thatmust be carefully studied.With these factors

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 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)

generate content that aligns more closely with advanced educational objectives. 2. Broader Assessment Types: Expansion of AI-generated assessments to include more varied formats beyond multiple-choice quizzes and case studies. This could involve the development of interactive simulations and real-time problem-solving scenarios that utilize AI to adapt challenges based on student performance dynamically. 3. Ethical and Practical Considerations: Addressing ethical considerations and the practicality of AI in educational settings, including issues of data privacy, student autonomy, and the potential for AI to replace traditional educational roles. Future research will aim to develop guidelines and frameworks

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

end of this course, students will be able to 1. Reflect on interests and potential career paths 2. Leverage existing digital technologies ethically and efficiently to solve the problem of how to create professional relationships from scratch 3. Perform outreach and schedule career conversations, via video chat, with professionals via warm networking and cold networking strategies 4. Effectively conduct career conversations (making small talk, active listening, asking smart questions, expressing gratitude, etc.) 5. Develop a professional brand, including an effective LinkedIn profile 6. Utilize newfound relationships to access

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

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Multidisciplinary Engineering Division (MULTI)

empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project based learning environment. She was previously an engineering education postdoctoral fellow at Wake Forest University supporting curriculum development around ethics/character education.Maria Vasilyeva, Texas A&M University, Corpus Christi ©American Society for Engineering Education, 2024 Transfer Learning from Math to Engineering and Using Scaffolds through Hands-on Learning to Build New Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yu Zhang, Zhejiang University; Xiaoning Zhang, Zhejiang University; Tuoyu Li, Institute of China’s Science, Technology and Education Policy, Zhejiang University; Min Ye, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Finance ZJU 1 Intelligent Public Administration ZJU 1 AI Ethics USTC, ZJU 1 Computational Healthcare ZJU 1 AI + Art Design ZJU 1 AI is an interdisciplinary field, and in terms of curriculum design, we mainly focus on AI knowledge. At the same time, we will use a certain application scenario from other disciplines as teaching assistance to help students better understand the application of AI and promote interdisciplinary research. In addition, this

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Lechasseur, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

only as useful as it can be communicated with colleagues andstakeholders while navigating the ambiguity of scoping and addressing open-ended problems. Infact, a recent study of employers conducted by the AAC&U found that the ability to workeffectively in teams, to apply knowledge and skills in real-world settings, ethical judgment andreasoning, and the ability to communicate through writing - all skills developed through PBL -are among the top ten skills in demand by employers [9].These benefits of PBL are often structured through scaffolded teamwork [24] with authenticchallenges set by community-based or industry sponsors [25]. While there is a wealth ofdescriptive studies that illustrate instances of these projects to describe why and

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaditya Khanal, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler; Mohammad Abu Rafe Biswas, The University of Texas at Tyler

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

learn new concepts without disrupting the core components each student needs to learn tosucceed in upcoming classes. The PBL approach also promotes essential skills such as leadership, teambuilding, ethical behavior, creativity, critical thinking, and problem-solving.3. Results and DiscussionThe post-completion survey for the course was completed by 75 out of 112 students across all the classes (Table 4). The highest fraction of completion (100%) was observed for Thermodynamics II (CHEN 3302).In contrast, only 60% of the students completed the survey for Chemical Engineering Laboratory I andIntroduction to Renewable Energy Systems(MENG 4349). Figure 3 shows the survey Table 4: Number of responses to survey for each classresults related to

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

research project, e.g.,performing experiments, collect and process data, or statistical analysis. In the dimension EarlyTasks (5 items, Cronbach’s α = .75) represents considering ethical principles and performingliterature research in databases and libraries. Presenting the Results (8 items, Cronbach’s α = .91)covers tasks to communicate research results in various forms. [9]3.2. DemographicsIn total N = 19 UMBC students from College of Engineering and Information Technology(COEIT) responded to the survey between two different cohorts. The first cohort graduation-spring-23 consists of n = 11 participants, the second one graduation-fall-23 of n = 8. Detailsregarding the participants’ major, gender, and ethnicity across the two cohorts are shown

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Tomar, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

engineers, diversity, inclusion, and equity in engineering, human-centered design, and engineering ethics. ©American Society for Engineering Education, 2024 Role of Relevance in Professional Skills Application in Undergraduate Multi-Disciplinary TeamsIntroduction and BackgroundThe updated accreditation criteria set by ABET includes student learning outcomes that putemphasis on development of professional skills for nurturing practicing engineers in today'ssociety. Studies suggest that there exists a gap between recent graduates and industryexpectations on this front [1][2][3]. These studies suggest that recent graduates have lack ofexperience in project work, problem solving

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology; Masaomi Kimura, Shibaura Institute of Technology; Faiqoh Agustin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

4.24 7) Ethics 4.12 1) Engineering Knowledge 4.06 4) Investigation 4.00 10) Project Management and Finance 4.00 3) Design/development of solutions 3.88 5) Tool Usage 3.65Post-program interviews and feedback from questionnaires highlighted the value of learningabout both one's own culture and the cultures of others. Participants emphasized the significanceof presenting their backgrounds

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

ethics in the curriculum and effective and innovative teaching methods. b. Participate in workshops to develop research skills: Workshops, webinars, and online courses offered by professional societies, institutions, and other training academies are available. The institution should support their faculty to utilize these opportunities. This training would be valuable for learning the appropriate use of digital library, scientific journal editing and publication procedures, use of available content for scientific research purposes, research report/ grant writing skills, and project management. ii. Training a. In relevant

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, not simply a tool. In student-centered curricula, the student’s world becomes the heartof learning” [13].Figure 1: Multi/Inter/Trans Disciplinary Approaches, (Modification of Keestra [16])MethodologyThis study involved interviewing four Directors from different University based interdisciplinaryinitiatives across North America. Throughout this paper the term “interdisciplinary initiative”will be used to describe both research, industry and educational collaborations. Approval toconduct the study was obtained from the General Research Ethics Board (GREB) at Queen’sUniversity. The interviews consisted of nine questions as outlined below. 1. How did your interdisciplinary initiative originate and how was the area of focus selected? 2

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

would not have the time required to complete high-qualityreports; especially as some of the international participants were non-native English speakers.3 ResultsDuring the final week of the SSEF program, one-on-one exit interviews were conducted betweenone of the organizers and each of the participating students. These data were originally collectedfor continuous improvement of the initiative, however secondary use of these data wassubsequently approved by the institutional ethics board for research purposes (Office of ResearchEthics #45798). Of the 9 total participants, 7 provided consent to include their interviewtranscripts in any published research, with at least one participant providing consent from eachparticipating institution

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

manufacturing.Luis Miguel Quevedo, IEEE Educational ActivitiesDr. Grisselle Centeno, Florida Southern College Dr. Grisselle Centeno is the Lyons Endowed Chair in Logistics and Professor of Supply Chain and Analytics at Florida Southern College. She holds a bachelor’s degree in industrial engineering from UPR in Mayag¨uez and a master’s and Ph.D. from the University of Central Florida. Dr. Centeno’s research and teaching focus on optimization-based modeling in service industries including healthcare, education, transportation, and entertainment. She has been recognized for her innovation in teaching and her efforts to promote women and ethics in STEM. In 2022, she was inducted as an IISE Fellow, which recognizes outstanding