Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Brown, Montana State University, Bozeman; Leslie Hopkinson, West Virginia University; Saundra Duplicate Johnson Austin, University of South Florida; Sara E Wilson, The University of Kansas

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19,” Education Sciences, vol. 10, 2020, Accessed: Feb. 05, 2024. [Online]. Available: https://eric.ed.gov/?id=EJ1277023[6] L. E. Gin, R. A. Scott, L. D. Pfeiffer, Y. Zheng, K. M. Cooper, and S. E. Brownell, “It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution,” Advances in Physiology Education, vol. 45, no. 2, pp. 224–240, 2021, doi: 10.1152/advan.00119.2020.[7] C. J. Stanny, M. Gonzalez, and B. McGowan, “Assessing the culture of teaching and learning through a syllabus review,” Assessment & Evaluation in

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)

assimilate. The course also included an interactive workbook, and fiveweekly group coaching class sessions hosted by course instructors; these coaching sessions weredone synchronously or in-person as allowed by COVID precautions.A new Canvas course site was developed for the five week course. The homepage for the coursewas the course schedule and course syllabus. As an example, the course schedule and syllabuslearning objectives from Winter 2023 is available in the Appendix (Figure A1). The coursecontent was separated into weekly modules that included a weekly page summary for theexpected micro-learning content, in-class activities, and homework assignments. Course goalsand learning objectives as communicated to the students are below: By the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Eugenia Cabrera, University of Massachusetts, Lowell; John Raiti, University of Washington

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

ROS in Remote LearningAbstractEven though remote learning has been present and available in a myriad of topics beforepandemic times, robotics remote learning had the limitation of interacting with robotic platformsthrough simulation alone. With COVID-19, postgraduate education was forced to move to remotelearning. Birk et al. 1 conducted a reasonable practice for online teaching of a robotics course atJacobs University Bremen. Although their lectures covered most of the robotics areas, they usedpre-recorded videos to teach and did not hold labs to demonstrate the operations on real robots.The sudden pivot created a paradigm shift for robotics courses traditionally taught in-personwhere students had the opportunity to experience interaction

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)

to the liftingof travel restrictions and the growing demand for in-person experiences from both students andeducational institutions. While the core structure remained unchanged, an 8-day onsite programin Indonesia was introduced for the social science learning component. Participants now had theoption to select either a fully online virtual course (VAx) or a hybrid model consisting of halfvirtual and half onsite courses (HAx). The onsite courses were designed to be affordable for allinterested participants, as out-of-pocket costs only included round-trip transportation to and fromSurabaya International Airport. Onsite accommodation, ground transportation, and regularlyscheduled meals were sponsored by ITS. This effective utilization of the

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)

mechanical engineering departments in Fall 2023.The mechanical engineering courses were taught at two different locations in a combined mode ofinstruction – simultaneously online synchronous to the rural location (Tyler) and face-to-face in the urban 2location (Houston). In contrast, chemical engineering courses were only offered face-to-face in the ruralarea. These courses were selected for the pilot study as they focus on at least some aspects of energygeneration, use, and efficiency. This approach would allow the student to choose intuitive projects thatsatisfy the course outcomes while focusing on the EOP framework. The courses where we piloted the EOPframework are summarized in Table 1

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

multi-year participation canachieve a depth of skills and ownership of outcomes [10]. Thus, full academic year andmulti-year projects enable impactful experiential learning, while short semester projects maylimit student growth. One challenge to multi-year participation for students is fitting theadditional work-load and credit hours into their schedules.Faculty Instructors and Mentors IDPro is taught through an approach that brings together program and projectmanagement. The course is led by a single lead instructor of record (IOR) and a graduateteaching assistant for two-semester timelines. While the IOR establishes the course syllabus,provides content and assignments, conducts performance reviews, and assigns grades, theirprimary role