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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: A METHODOLOGYAbstractThis paper introduces a methodology for teaching the Design of Experiments (DoE) MechanicalEngineering course. The concept centers on three principles: a multidisciplinary approach, studentempowerment, and real-life engineering challenges. The DoE course curriculum centers aroundtwo phases, Project 1, and Project 2, with critical problem-solving as the core focus. Project-basedlearning involves teams selecting real-life challenges and adopting a connection between students'missions and global issues. It progresses through establishing project needs, cultivating ownershipthrough role-playing, and developing technical knowledge. Work Plan Development encompassesdrafting experimental plans, data collection strategies, and

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis

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Diversity

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Multidisciplinary Engineering Division (MULTI)

work with the assignment grading rubric and instructor materials toidentify areas for potential improvement. The instructor, using the materials prepared for the WATTStutor-training, provides feedback on areas of concern. Students then visit the writing center to getindividual peer feedback. Finally, students create a plan that combines the varied feedback sources forrevising their writing. This allows students to engage at multiple stages and take ownership of theirrevision process. This work-in-progress paper discusses an interdisciplinary approach to fostering student engagementin the iterative revision process. We used Kang et al.’s Design-Based Change Model (DBCM) [2] as aframework to envision, plan, implement, and sustain practices in

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Lourdes A. Medina; Ivan J. Baiges-Valentin, University of Puerto Rico, Mayaguez Campus

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Diversity

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Multidisciplinary Engineering Division (MULTI)

paper describes a recently awarded project comprising the design andimplementation of a Sustainability Engineering (SE) Minor at UPRM. We propose a posterpresentation to discuss our SE Minor plan and collect data about people’s perceptions ofsustainability in engineering.1. IntroductionAddressing "Sustainability" is an overarching challenge for the 21st century, requiring engineersto play a critical role. In the US, undergraduate degree programs that directly attend tosustainability are of two types: (1) interdisciplinary programs that do not grant engineering degreesand (2) environmental engineering programs that are vital but do not entirely address the holisticnotion of sustainability. However, based on our reading of "Strengthening

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siobhan Oca, Duke University ; Genevieve M. Lipp, Duke University

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

semesters has indicated that students enjoy having multi-ple homework assignments throughout the semester when they are asked to look up a paperrelated to a particular field covered in the robotics class, e.g. finding a paper in the field ofmanipulation and mobility after a manipulation lecture. The hypothesis of this work is thatthe topic that is assigned would affect the students relative interest in the subject and in pur-suing a job or internship in the field after the course has ended. During the semester, studentswere asked to look up papers of the same subject for the first half of the semester. In the sec-ond half of the semester, students were grouped into the topics of either motion planning orcontrol when being asked to look up papers in

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)

their remaining years in the program. This course also introduces students toopportunities to achieve the program outcomes and requires them to develop a customized four-year plan for the program. The two one-credit asynchronous online middle year courses weredesigned to each include a set of required assignments and options for self-select assignments tosupport their progress in the GCSP and their professional development. The second year courseprovides students with opportunities to continue to explore the theme area they chose for GCSP,develop and enhance professional skills, communicate and showcase their accomplishments andprogress in the GCSP, and identify future opportunities to achieve the program outcomes. It alsooffers opportunities

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liya Grace Ni, Biola University

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Multidisciplinary Engineering Division (MULTI)

use this robotic arm inrecruitment activities. In the following sections, more details will be provided on thedevelopment, plans, and preliminary outcomes of this work-in-progress project.Robotic Arm Developed as a Summer Engineering Internship ProjectThanks to the generous donations, we were able to offer an internal hands-on experience calledSummer Engineering Internship (SEI) to students in the Engineering Physics and AppliedPhysics majors over the past few years. This program engages students with 128 hours of hands-on engineering internship-like experience, mentored by two engineering faculty members. Theprogram aims to provide undergraduate students, with little engineering experience, an enrichingand relevant experience for their

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Markvicka, University of Nebraska-Lincoln; Jason Daniel Finnegan; Kasey Moomau; Amie Sueann Sommers; Markeya S. Peteranetz, University of Nebraska, Lincoln; Tareq A. Daher, University of Nebraska, Lincoln

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Multidisciplinary Engineering Division (MULTI)

tasks are often outside the learning objectives of courses thatcover the mechanics, planning, and control of robotic arms. Therefore, to provide acomprehensive and engaging learning experience that can be incorporated into various formativeand summative assessments, the robotic arm needs to meet three key requirements: (1)Affordability: The robot arm should be affordable enough to enable each group of 2-3 students tohave one. (2) Portability: The robot arm should be easy to transport the robotic arm to and fromclass or study groups. (3) Untethered operation: The robot arm should be able to operate withoutthe need for wall outlets, allowing it to be used in a classroom, cafe, or park. By meeting thesethree requirements, the robotic arm will

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret A Hunter, Hofstra University; David M. Rooney, Hofstra University; Richard J. Puerzer, Hofstra University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

aconcomitant need to address the varied preparation that students receive in mathematics beforeentering the university. The following paper covers approaches to DEI as a culture within theuniversity and specifically for the School of Engineering and Applied Science. To aid in thedevelopment and assessment of DEI initiatives a seven-member committee was created. Thecommittee developed a DEI Statement which is published on the Hofstra University website. Ourprevious ADRP plan of action to promote diversity in the student and faculty populationsincluded four measures: increasing the proportion of women, increasing the retention of African-American students between their first and second years, welcoming more international students,and maintaining a high

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Edward Paul Weingart; Shareen Hertel, University of Connecticut; Shoshana Armington; Kathryn Libal, University of Connecticut

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Diversity

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Multidisciplinary Engineering Division (MULTI)

collection of EngineeringElectives, in line with ABET’s recommendation of covering topics such as basic science,college-level mathematics, and engineering design.The first-year curriculum is common across most majors in the School of Engineering. Studentsare encouraged to use the first-year engineering coursework (ENGR 1000; CSE 1000) to expandtheir knowledge of the engineering paths available to them at the University and the broaderpaths of engineering as a field. Students interested in Multidisciplinary Engineering will begin toengage in an area specialization coursework in their second semester and will continue to honetheir focus throughout a plan of study. In tandem with the general engineering curriculum,students work closely with their

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert, University of Arkansas; Lee Shoultz; Shantel Romer, University of Arkansas

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

appreciated. The third-year and fourth-year courseswere taught in the second and third years as there were several students in the first cohort whohad transferred from other majors and we accelerated introducing the courses to make a “6-semester plan” feasible for them to be able to graduate in either 4 or 5 years from when theybegan at the university.At the same time as we have been applying continuous improvement, the program has beengrowing significantly and that has fueled evolution and expansion, which are discussed in thenext section.Evolution and Expansion of the ProgramAs is to be expected in any new degree program, we have evolved, expanded, and grown, andwill necessarily need to evolve again as we go into our fourth year in the Fall of 2023

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Gael Graham, Western Carolina University; Russell Sarwar Kabir, Hiroshima University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

responded to an IRB-approved follow-up survey about their learningexperiences. Reflective student feedback from both multidisciplinary trips indicated thatengineering students deepened their understanding of chosen topics in consideration of global,cultural, and societal factors, and that the non-engineering students enjoyed the visits more thanthey expected and overcame initial fears about engineering-related coursework, discoveringengineering practices in many aspects of their social lives. Overall, the students gave positivefeedback about the multidisciplinary trips and demonstrated achievement of the learningoutcomes. In the future, the authors plan to continue collaborations to further integrate the coursemodules and regularly evaluate the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marina Dias; Sreyoshi Bhaduri, Amazon ; Amulya Mysore; Wanqun Zhao; Amelia Rivera-Burnett; Shahriar Sadighi; Robert Pulvermacher

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Diversity

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Multidisciplinary Engineering Division (MULTI)

canaddress them. In this stage, research scientists can collaborate with applied scientists,economists, and data scientists depending on the action that is being taken in the productexperience. In all cases there is engineering work required to make the desired changes, integratethe product with additional features, or setup the infrastructure to pilot new experiences.These product innovations are accompanied by an evaluation plan to measure the causal effect ofthe changes or new features on the outcomes of interest. The goal of the evaluation plan istypically to determine if the customer problem has been solved, which is often the definition ofsuccess. Economists and data scientists typically lead the causal inference part of the scienceworkflow.It

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz, Carthage College; Robert L. Nagel, James Madison University & Carthage College

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

parallel with the new program presented here.As a liberal arts college, an engineering degree would need to have some flexibility to fit theoverall college culture. Initially planned to fit within the college’s BA footprint, a degree neededto provide some formal engineering training while still pursuing external interests such as varsitysports and musical ensembles. Many students come into college still exploring their interests, soa program with flexibility to discover engineering while in college would serve them better thanprograms at other institutions in the greater geographic area that provide specialized engineeringdegrees.Pilot ProgramThe engineering program started in the physics department, with a proposal for an EngineeringScience major

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

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Multidisciplinary Engineering Division (MULTI)

respective engineering disciplines, and their interests in sustainability topicsto address the challenges. The three chosen project topics were: • Growing & Greening: Enriching the City of London Using Rooftop Gardens • Transit & Living for a Kind and Sustainable London • Sustainable Development in London Using Local Climate ZonesThe sustainability plans were developed as recommendations to the City of London and werepresented to the Directors in the Environment and Infrastructure Division, and Acting Mayor ofthe City of London. The learning experience demonstrated an opportunity for knowledgesharing, engagement with stakeholders, mentorship by experts, collaboration in teamenvironments, transdisciplinary thinking and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ann Weitnauer, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Timothy Brothers, Georgia Institute of Technology; Martta Sareva, Hope-Hill Elementary School

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

aspects of project management new since the last paper, including methods used toencourage system integration, which is inherently multidisciplinary, and methods used to quicklybring new students up to speed. We also expand to discuss how second graders were engaged,including a detailed learning plan. An appendix goes into technical detail about an interestingcollaboration between a high school student and university students.Pervasive stereotypes portray engineering work as completely objective and technical, despitemany engineers operating in social, creative, and innovative spaces [2, 3]. Publications havehighlighted the value of integrating art and humanities into engineering education [4], althoughbringing these perspectives together is not

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)

-COVID). A rubric was created, adapting existing rubrics anddefinitions reported by Gin et al. [6] and Stanny et al. [7]. Syllabus elements (i.e., grading policy,general absence policy, general makeup work policy, office hours, instructor contactinformation, important course dates, instructor encourages student contact, general campusresources, grading rubrics, emergency planning, and mental health resources, Table 1) wereevaluated using direct coding [8]. The presence or absence of each syllabus element wasrecorded for all syllabi (i.e., pre-COVID and post-COVID). In addition, the presence ofsubstantial changes between the early and late syllabi were recorded. The syllabi were codedindependently using two coders, and discrepancies were resolved

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)

strategies. Effectively conduct career conversations (making small Career conversation outreach debrief talk, active listening, asking smart questions, expressing Storyboard Career Conversation plan gratitude, etc…) Elevator pitch Develop a professional brand, including an effective Building a LinkedIn profile LinkedIn profile. Email signature Utilize newfound relationships to access Final reflection jobs/internships/research positions, internal advocates and referrals.We performed a qualitative analysis of the final reflections from both courses to identify wordsused when students described how they felt about reaching

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory C. Lewin, Worcester Polytechnic Institute; Rui Li, New York University; Carlotta A. Berry, Rose-Hulman Institute of Technology; James A. Mynderse, Lawrence Technological University; Vikram Kapila, New York University ; Michael A. Gennert, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

there are no standardizedcourse structures, curricula, hardware and software platforms, or course materials.To address these challenges, a multi-institutional, multidisciplinary team conducted severalworkshops starting in 2018 to provide support for curriculum development in MRE and to createa vibrant community of college instructors interested in MRE. Ranging from a half-day to twodays, the workshops provided guidance and perspectives from leaders in MRE education. Basedon participant feedback from these workshops and our goal for greater impact, we planned anddelivered a more intensive three-day, virtual, yet hands-on workshop in the Spring of 2022.The objectives of the workshop were to: 1) prepare current and future MRE educators to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talia Capozzoli Kessler, Georgia Institute of Technology; Keisha Simmons, Georgia Institute of Technology; Katherine Leigh Boice, Georgia Institute of Technology; Justina Jackson, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology

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Multidisciplinary Engineering Division (MULTI)

and supporting schools’ efforts to pursue the GaDOE STEMor STEAM certification.Data CollectionFocus groups and interviews were conducted at the end of GoSTEAM’s fourth year, betweenApril and May 2023. The focus group and interview protocol was designed in a semi-structuredformat, with items developed to better understand the impact of the GaDOE STEM and STEAMcertification processes. Specifically, items included in the protocol center on schooladministrators’ decision to pursue (or intent to pursue) STEM or STEAM certification, as well aswhich certification process their school has or is planning to obtain. Administrators were alsoasked to describe any perceived benefits and costs of acquiring STEM or STEAM certificationand potential impacts

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Karami, Pennsylvania State University, Harrisburg; Xinwei Niu, Pennsylvania State University, Harrisburg; Rafic Bachnak, Pennsylvania State University, Harrisburg

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

industry sponsored projects, usually, therewill also be one technical advisor from the company too.Each team will present their project to classmates two times during the semester through themidterm and final presentation. In the midterm presentation, students present their progress todate, share challenges they faced and how they tackled them, and describe their plan for the restof the semester. However, final presentations, usually a week before the capstone conference,allow teams to practice their presentation skills for the big conference day and receive feedbackfrom their peers and the instructor.Roles of the Course Instructor and Technical AdvisorTimely and effective communication is key to the success of each capstone design project. AtPenn

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristiane Maria Barra Da Matta, Instituto Mauá de Tecnologia; Daniel Kashiwamura Scheffer, Instituto Mauá de Tecnologia; Susana Marraccini Giampietri Lebrão; Maria do Carmo Fernandes-Martins, Universidade Metodista de São Paulo; Fernando Silveira Madani, Instituto Mauá de Tecnologia

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Diversity

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Multidisciplinary Engineering Division (MULTI)

. This is definedas "a student's beliefs in his/her ability to organize and execute courses of action required toproduce certain accomplishments, concerning the aspects comprised by academic taskspertinent to higher education" [3]. Academic self-efficacy beliefs can assist the student in planning to use the personal andenvironmental resources necessary to adjust to university. In addition, it can lead the studentto a sharper perception of his or her ability to organize and execute actions necessary to achieveincreasingly adequate levels of academic achievement and adjustment to the universityenvironment, affecting the individual's choices and perseverance [4]. Students entering university, in general, tend to have lower perceived

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Deeksha Seth, Villanova University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Gallery, Charlotte described that the museum hosts “pop-upscience programs throughout the day. Essentially, one of our staff members does a 15- to 20-minute presentation, demo, or activity. And then one of our staff members puts their spin on it”with their expertise. Charlotte used the snake jaw robot in one pop-up program between thetraining session and her interview. She said people saw the snake jaw robot and were curiousabout what it was, so that drew them over. Overall, she felt using the snake jaw robot in the pop-up went well.Several staff members mentioned using the snake jaw robot to complement presentations withtheir live snakes. Phil also discussed plans to use the snake jaw robot in a pop-up programinvolving a live animal feeding with

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Christine Kawa; Marco Winzker

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

CSCL-tool are considered. However, participants differ in theirinterindividual tool usage, e.g., webcam usage, due to personal or technical reasons. In result, aCSCL-session planned on a web-conferencing platform can unintentionally turn into a session ona spectrum from videoconferencing (all participants use their webcam and microphone) overaudioconferencing (participants refusing webcam usage) to synchronous text-chat (webcam- andmicrophone-refusal). In worst case this can cause misleading conclusions about the didacticmatch between tool and task with negative effect on teaching and learning. To consider theusers’ interindividual tool usage, we conducted an online experiment with 45 undergraduatestudents building 15 three-student groups

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

semester. This includes them attending one lecture/discussion of their peers. ● Team lead and facilitate one 396 discussion/lecture. Students will plan and facilitate a topic in 396 that will be approved by the instructor.After completing ENES 397 and a research project, students will earn undergraduate CIRTLassociate certification.Course outcomes for these seminar-like classes were aligned with the mission of CIRTL toinclude Teaching as Research, Evidence-Based Teaching, Learning Communities, and LearningThrough Diversity. These outcomes can be found in Appendix A [8].Methodology for assessment:In this small case study, qualitative methods were used to assess the effectiveness of the seminar.Three stages were used to gain

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

partner robot, which has dual gesture arms and utilize a smartphone as a core of the system. We plan todeploy this proposed system for actual CRI research and for learning effectiveness measurements.1. Introduction In this research project, we aim to develop a humanoid robot with double 'gesture-arms' which can be controlled bysmartphone, presenting a cost-effective approach to Child-Robot Interaction (CRI). Our interdisciplinary projectcombines robotics technology and CRI education, introducing the 4-degree-of-freedom (4-DOF), 12g gesture armdriven by shape memory alloy (SMA) actuators. Our robot possesses two of these arms and is set up for smartphone-based control, providing a versatile CRI research platform with high computational power and

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)

satellite campus can demonstrate their potential ofeventually becoming a traditional big University campus, by ensuring that their students arereceiving high-quality education and are performing at the same level as their peers at the big-University campus.Popularity of Satellite CampusThe plan to establish a satellite campus and incur eventual growth is largely dependent on theeconomic strengths of the region in which they are located. The current popularity of highereducation leads to having easily accessible locations that can attract a broad spectrum of highlyqualified faculty, efficient staff members, and enthusiastic students. The appropriate curricularoptions, majors, etc. of the satellite campus is determined based on the specialized

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; John Schrock, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

initial phase of the MDC design process that involvesidentifying the problem that the student team is assigned to complete. This phase is given 4weeks for the students to define in detail the project objectives, root causes and requirementsbefore moving into the conceptual solutions phase. As the teams progress through the designprocess, teams review and revise their problem statement as a way to introduce new knowledgegained and to reevaluate and redirect the project direction. Validation of their final design andresearch/prototype requires a plan that connects back to the user needs and original problemidentification.Retrieval Practice is incorporated in the MDC program as the students build a report over thetwo-semester sequence. The report is

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breanna Michelle Weir Bailey, P.E., Texas A&M University, Kingsville; Mohammad Motaher Hossain; Larry Peel, Texas A&M University, Kingsville

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: Polymer Science (Spring 2022).Table 1 presents undergraduate courses according to the year in which they are anticipated to betaken by a student following published degree plans, rather than by the year indicated by courselevel. At TAMUK, as at many other institutions, the first number in a course title indicates itslevel (1000 = freshman, 2000 = sophomore, etc.) and the second number indicates the number ofcredit hours (1 = traditional laboratory meeting 3 hours a week; 3 = traditional lecture meeting 3hours a week). To stay on track for graduation, MEEN, CEEN, and AEEN students typicallytake their first junior level (3000-level) courses in sophomore year. Also, in Table 1 linkedlecture and laboratory courses are presented

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Celeste Chavis, Morgan State University; Petronella A. James, Morgan State University; Kofi Nyarko, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Masud Salimian, Morgan State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

accreditation, program assessment and eval- uation process and was recently (2016-2019), the accreditation coordinator for the school of Engineering. Her interest in engineering education emphasizes developing new classroom innovations and assessment techniques and supporting student engagement. Her research interests include broadening participation in STEM, equity and diversity, engineering ethics, online engineering pedagogy, program assessment so- lutions, transportation planning, transportation impact on quality of life issues, and bicycle access. She is a proud Morgan Alum (2011), having earned a Doctorate in Civil Engineering, with a focus on trans- portation. Dr. Petronella James earned her Doctor of Engineering

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

to design asustainable action plan for a company in Brazil. Two second year courses, GeneralEngineering Energy Systems and Chemical Engineering Conservation Principles, weretaught to provide background knowledge of how energy systems work, concepts ofmaterial and energy balances, and how chemical reactions can be manipulated inprocesses for sustainability and energy efficiency purposes. These courses were taughtto provide an understanding of systems learning as it related to sustainability frommultiple engineering disciplinary viewpoints. There were lectures and readings to helpstudents learn how sustainable technologies are implemented and regulated in Brazil.The learning of these concepts was strengthened by interactions and visits