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

Tagged Topics

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) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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 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 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)

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 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

Tagged Divisions

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 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 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

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

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

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)

basicmotivations and goals that are to govern an educational program, and refer to the why of aninterdisciplinary program [22]. At the macro level, the establishment of this program isguided and driven by national policy. In recent years, the Chinese government has attachedgreat importance to the cultivation of AI talents. In 2017, the Chinese State Council releasedthe New Generation Artificial Intelligence Development Plan of China, which made anoverall plan for the development of AI in China, with AI talents as the top priority. In 2018,the Chinese Ministry of Education issued the Action Plan for Artificial IntelligenceInnovation in Higher Education Institutions, proposing that universities should improve theirAI talent cultivation system. In 2020, 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)

simulatedrobots, we also developed a novel method to give students hands-on experience on operatingphysical robots in real time.Physical robot platforms for robotics education There are several types of robots that can beused as physical robot platforms for robotics education. For mobile robots, Amsters et al. 15 usedthe Turtlebot3 mobile robot in master courses at KU Leuven. The Turtlebot3 can meet therequirements to teach concepts related to navigation, perception and motion planning as aphysical robot platform. For robotic arms, the UR5, and Kinova arms can be used as physicalrobot platforms to demonstrate robotic manipulation, grasping and perception. White et al. 16reported on the development of a robotics course intended for students in multiple

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon ; KENNETH OHNEMUS, Amazon; Jessica Blackburn; Anshul Mittal, Amazon; Yan Dong, Amazon; Savannah LaFerriere; Robert Pulvermacher; Marina Dias, Amazon; Alexander Gil; Shahriar Sadighi; Neerav Kumar, Amazon

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Thereare five well documented stages of team development (forming-storming-norming-performing-adjourning) as illustrated in Figure 1 per Tuckman [35] who indicated these phases are allnecessary and inevitable in order for a team to grow, face up to challenges, tackle problems, findsolutions, plan work, and deliver results. Over time team effectiveness increases as the team beginsto norm. We have found that integrated (where different roles are specialized but the members ofthe team interact in planned and controlled ways), diverse, and complementary teams (where teammembers are not just integrated but also complement each other) [36] are the most effective andcan achieve the performing stage more quickly. Many sources discuss the typical roles

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)

. Integrating forced displacement into engineeringeducation offers an opportunity to expose students to the potential of using their technical skillsto address complex societal challenges. It can also demonstrate the limitations of approachingsuch issues from a single perspective and the shortcomings of working within isolateddisciplines. Though the aim of such a course is to instill in students a long-term desire to engagewith the issue of forced displacement, framing concepts this way can also empower students totackle similarly complex issues requiring interdisciplinary thinking beyond their time in theclassroom. Course Planning and Development Recognizing the need for courses/modules meant to equip

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)

disciplinesas to what uses of LLMs were ethical and which were not. It should be noted that there is a certain‘formative’ nature to this study in which students were forced to consider the ethical nature of theuse of technology in general and of LLMs specifically. We believe that the survey itself may havehelped form student views of the use of technology in their class assignments.In the future, we plan to involve more students in the study. With a larger sample size, we will bebetter able to compare student perceptions by academic discipline. We also plan to submit aresearch protocol for a separate faculty survey, which will allow us to compare facultyperceptions and concerns with those of students. We will continue to hold discussions amongfaculty

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)

collaborative and inclusive environment, establish goals, plan tasks and meetobjectives (Outcome 5); Students will have the ability to develop and conduct appropriateexperimentation, analyze and interpret data, and use engineering judgment to draw conclusions(Outcome 6)” [4]. This course also supports an institution requirement of each program integrating“embedded writing experiences” to support the linkage between foundational skills of a bachelorof science degree and each specific major. The requirements for this embedded writing experienceinclude, “(1) Writing assignments should be integrated throughout the semester and used toenhance the learning of course content; (2) Written assignments should constitute a significantportion of the course grade

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

involves systematicallycoding, categorizing, and identifying patterns or themes. Specifically, the researchers willfamiliarize themselves with the data by thoroughly reading the responses. They will thengenerate initial codes by identifying key concepts. Next, the codes will be grouped into potentialthemes, which will subsequently be reviewed in relation to the original data for validity. Theresearchers will clearly define and name each finalized theme. Ultimately, the synthesizedfindings will be reported to address the stated research questionsLessons Learned So Far While the full study is yet to be conducted, the planning process has already providedsome valuable lessons. One key learning has been the importance of involving a diverse

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

faculty and second in the number ofundergraduate engineering degrees granted to Hispanics (American Society for EngineeringEducation, 2023). Table 1 delineates the undergraduate engineering enrollment across variousacademic programs using data provided by the UPRM Office of Planning, Research, andInstitutional Improvement.Table 1. Summary of undergraduate engineering enrollment for the first semester of 2023-2024 Academic Program Total Female Male Civil Engineering 629 181 448 Electrical Engineering 586 69 516 Industrial Engineering 621

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

experiences from their respective teamsand classes that have benefited them in their professional careers. Regarding their classes, acommon theme emerged with participants highlighting specific courses or discussing theimportance of time management skills. In contrast, when discussing their team experiences,participants tended to elaborate more, often listing multiple skills or experiences. On the teamside, many responses emphasized the value of teamwork and project management. Participantsdescribed learning how to effectively plan and communicate with team members as crucial skillsthat have translated directly to their professional endeavors.Question 5 aimed to uncover what participants considered most important to them in their teamexperiences

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Gregory L Long PhD, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

mentions of role models in participants’ responses as theyreported having encountered at MIT. 10Table 7. Role models encountered at MIT. Role model category N responses At NEET At MIT, non-NEET Faculty (research) 2 1 Faculty (instructor) 1 2 Staff (instructor) 2 0 Other students (peers) 2 2Examples quotes from participants:“[#1] I found two classes of role models in NEET. One class is the NEET instructors whoinfluenced me to pursue research and grad school. Before joining NEET, I didn't plan oncontinuing my

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University; Ryan Hearty, The Johns Hopkins University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Forexample, in 2012, MIT established a Comm Lab with plans to appoint liaisons in each of thedepartments in the School of Engineering. The MIT model is a “discipline-specificpeer-mediated model” [4]. Two other universities, Brandeis University and Rose-HulmanInstitute of Technology, adapted key aspects of the MIT Comm Lab to their own contexts.Brandeis established a Science Communications Lab for its Division of Science that ispeer-to-peer but discipline-nonspecific, whereas Rose-Hulman installed its Comm Lab within itsMakerspace to emphasize the connection between engineering and communicating. MIT reportsthat representatives from “Boston University, Brandeis University, Caltech, Cornell University,and Northeastern University” have attended the

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)

stakeholders. This blended approach provides stability while exposingstudents to diverse perspectives and necessary content expertise. We also aim to incentivizefaculty participation by highlighting IDPro mentoring in evaluation processes (e.g., as serviceand as undergraduate research advising) and providing financial compensation. Thesedevelopment opportunities will be key in sustaining engagement and enrichment for students andfaculty in IDPro.Implementation Planning Thoughtful implementation planning has been and will continue to be critical forlaunching IDPro successfully. This includes establishing projects, recruiting students, and usingan application process to assemble interdisciplinary teams with the needed skills andmotivations

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

value and success in multidisciplinary multi-year co-curricular programs such as the GCSP will also be discussed.Introduction and MotivationUndergraduate engineering students face many options in their education today, all of which canshape their academic pathway and influence their persistence in their degree program and futurecareer plans [1]. But what is it that motivates or influences a student to decide to participate inone program or activity versus another? And what influences a student’s decision to continue toengage (or not) in that program or activity? Several studies have been conducted to assess theimpact of students’ participation in various types of activities outside of the classroom onstudents’ skill development, professional

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duy Duong-Tran, United States Naval Academy; Siqing Wei, Purdue University, West Lafayette; Li Shen, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

which we would like tomaximize the thickness of arrow e, ideally to match the associated grit level designed by theprogram. To maximize the engagement of interdisciplinary students, quizzes should beeliminated and replaced with a highly complex set of homework problems that span multipledisciplines. For instance, constructional engineers are to be encouraged or even required to solveissues on highway planning and bridge construction using stochastic models. The pedagogicalinnovation here is to leverage the theorized link of cognitive diversity and intrinsic motivation(Section 3.1). As such, students from different majors will find problems related to their chosenmajor of study interesting and intellectually stimulating. Cognitively, they would

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

education focusDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.Ms. Isil Anakok, Virginia Polytechnic Institute and State University Ms.Anakok is Ph.D. candidate in the

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)

academic programs and courses that align with the goals and priorities of your multidisciplinary initiative? 9. What challenges do you anticipate facing in the coming years, and how do you plan to address these challenges to ensure the continued success of your institute?Interview Question 3 asks about key factors for success and adds a temporal element to thediscussion. During the interview participants were shown the mind-map illustrated in Figure 2and asked to indicate which factors were most important during different stages of the life spanof an interdisciplinary initiative. Based on the researcher’s experience developing andparticipating in interdisciplinary initiatives, the illustration shown in Figure 2 was created as