Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

based in qualitative and quantitative ways. The qualitative approach considers theholistic, proposition rating and coding concepts. The quantitative approach considers thecounting components and similarity. The intersectionality of both considers categorical andrubric [9, 10]. A study using concept maps in a Statics class developed a module which coveredboth technical and entrepreneurial mindset topics. The activities used formative assessment tools.Results showed that concept maps were beneficial to students early in their engineeringcoursework to reflect on both technical knowledge and entrepreneurial mindset [11].The main issue with a multidisciplinary approach is how to assess it. It could be by the numbercollaborations or even publications

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 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Osama Desouky, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar; Marwan K. Khraisheh, Texas A&M University at Qatar

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Multidisciplinary Engineering Division (MULTI)

printed partsfor biomedical prosthetic molds, and reducing cooling loads using highly reflective paints.The specific learning outcomes are highlighted below with reference to selected student’s projects. 1- Structured problem solvingResearch indicates that problem-based learning, such as the one employed in this methodology,increases student engagement and enhances critical thinking skills [7]. As students assume roleswithin their hypothetical company, they not only learn to articulate the need for their chosen projectbut also develop a deeper understanding of its societal impact. This aligns with the findings ofstudies emphasizing the importance of real-world context in enhancing problem-solving abilities[8]. The technical knowledge phase is

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)

benefits, and environmental sustainability.In response to these complex and interrelated challenges, The Sustainability and SocialEntrepreneurship (SSEF), a collaborative effort between the University of Waterloo in Canadaand Harvey Mudd College in the United States, launched its inaugural iteration in the summer of2023. The SSEF aims to foster innovative, human-centered, and sustainable urban designsolutions through interdisciplinary international collaboration. The SSEF reflects anunderstanding of the multifaceted nature of urban problems and seeks to bring together diverseperspectives and expertise to address these issues.The program was structured as a multi-week, multi-institutional pilot that brought together nineexceptional third-year

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 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

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Multidisciplinary Engineering Division (MULTI)

reflections of members from a multi-disciplinaryteam. Even though the focus of this particular group is software based, the take-aways for multi-disciplinary collaboration will apply across non-software teams as well. Ultimately, this paperaffords an opportunity for educators to expand on examples of how multiple disciplines cometogether in the tech/engineering workforce. Additionally, the paper implores engineers to engagein lifelong learning as they interact with increasingly multi-disciplinary teams in the workplace.BackgroundMost students who choose to major in engineering do so to become a part of the community ofpractice of professional engineers [1], meaning that they want their college experience to includeadequate exposure to what a career

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

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Multidisciplinary Engineering Division (MULTI)

required for developing students’ essential skills [2].Although students who used ChatGPT in project-based, reflective, critical thinking, and research-related writing assessments have faced some challenges and shortcomings, they managed to getsatisfactory results with proper training and input. Therefore, the success rate relies on the level ofstudents’ understanding of ChatGPT usage and expected output. However, there is always a riskassociated with mastering this technique that can alter the balance of risk and reward for students[3].Methodology:This case study involved the introduction of a new module regarding Artificial Intelligence inengineering classrooms by looking at the use of generative and non-generative AI in anengineering technical

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

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Multidisciplinary Engineering Division (MULTI)

within a group and assess the overall success ofa collaborative project. Performance-based type of assessment measures not only the final outcome but also theprocess, teamwork, and individual skills and contributions. Performance-based assessment islikely a suitable approach if a course uses a broader range of methods, such as projects,portfolios, simulations, presentations, observations, and real-world tasks. These assessmentsevaluate how well individuals or groups can perform tasks or solve problems in authenticcontexts, reflecting their ability to apply their knowledge and skills. Portfolios, performanceappraisals, reflection, and behavioral observations offer the most comprehensive information forassessing performance and professional

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

mindsets and iteration guided data collection,analysis, and initial interpretation towards the development of three preliminary themes: 1) howstudents redefined failure as an opportunity to learn, and 2) how students reframe difficult tasksas challenging rather than risky, and 3) how the ability to iterate supported student agency. Inaddition, in these interviews, we explored how these preliminary themes related to the supportiveprogrammatic features that define this experimental program, and specifically, hands on, problembased learning and mastery assessment. Our discussion concludes with initial reflections on howexploratory findings in this pilot study can inform future programmatic decisions and directionsfor the larger research

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Temileye Omopariola Ibirinde, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adebayo Iyanuoluwa Olude, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Niangoran Koissi, Morgan State University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

, which is our desired result of the relevant cognitive load.This theory was used in designing the instructional modules for the course where experiment-centric pedagogy was implemented, as shown in Figure 2. 1. Information 2. Purpose of the 3. Instructional module Process 4. Reflection about the module a. Module Title a. Questions a. Materials needed a. Reflection b. Placement within the b. Module objectives b. Procedures curriculum c. Formative assessment c. Primary/ Secondary audience d. Summative assessment d. Standards

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)

development. These business achievements are reflected in his academic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at international conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University in Japan.Dr. Maria Anityasari, Sepuluh Nopember Institute of Technology Maria Anityasari is the Director of ITS Global Engagement. Institut Teknologi Sepuluh

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huan Gu, University of New Haven

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Multidisciplinary Engineering Division (MULTI)

integration of an entrepreneurial mindset (EM) into engineering education has become18 increasingly prevalent, reflecting a paradigm shift in how engineering problems are approached19 and solved. This project, serving as the capstone of an Introduction to Engineering course, was20 designed to instill EM in a diverse group of engineering students, equipping them to tackle21 multidisciplinary challenges innovatively. Historically, EM has been a staple in business education22 but has only recently begun to permeate engineering curricula globally over the past few decades23 (3). The Kern Entrepreneurial Engineering Network (KEEN), established in 2005, has been pivotal24 in promoting EM within undergraduate engineering programs across the

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Colon, University of Puerto Rico; Andrea Karola Rivera Castro, University of Puerto Rico; Aidsa I. Santiago-Román, University of Puerto Rico; Christopher Papadopoulos, University of Puerto Rico; Sandra Loree Dika, University of North Carolina at Charlotte; Nayda G. Santiago P.E., University of Puerto Rico; Kaishmarie Alicea Romero, University of Puerto Rico

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Diversity

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Multidisciplinary Engineering Division (MULTI)

reflected on the implications of unsustainable practices such as pollution, deforestation, and overconsumption, recognizing the need for individual and collective action to mitigate environmental degradation and promote sustainability. (A)(3) Recognition of Societal Responsibilities: Students acknowledged their role in creating awareness and promoting societal sustainability. They discussed the importance of raising awareness about environmental issues and advocating for sustainable practices. Students highlighted the significance of collective action and community engagement in addressing global challenges such as climate change and resource depletion. They expressed a commitment to positively changing their lifestyles and

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

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Multidisciplinary Engineering Division (MULTI)

, robotics, and human-computer interaction. To comply with such demand, a new course titled “Brain-Computer Interface” was developedat Lawrence Technological University (LTU) located in the state of Michigan in Spring 2024. Thiscourse integrates theory, cutting-edge simulations, hands-on experience, and working with dataacquisition systems in real-time to provide students with a comprehensive understanding of BCItechnology and its practical applications. The course curriculum covers the fundamentals of neuralsignal processing, hardware and software components, and real-world case studies. Thisinnovative course also reflects our university’s commitment to offering cutting-edge educationthat prepares students to meet future challenges 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

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Multidisciplinary Engineering Division (MULTI)

coreundergraduate class each engineering student takes before graduation. This approach introduces thesecritical topics to all graduating engineers, broadening the impacts across the overall engineering field.Hence, we implemented project-based learning (PBL) based on the framework proposed by Engineeringfor One Planet (EOP) for several undergraduate classes and one graduate class at the University of Texasat Tyler. EOP, started by the Lemelson Foundation and VentureWell, is an initiative to transform engineeringeducation to reflect the importance of sustainability in engineering education[5]. The goal of EOP is toensure all future engineers across various disciplines learn the fundamental principles of social andenvironmental sustainability. Thus

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)

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

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

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Multidisciplinary Engineering Division (MULTI)

2023-2024 accreditation cycle[1]. ASEE has created the Diversity Recognition Program (ADRP) which recognizesengineering schools implementing DEI initiatives [2]. Hofstra’s Engineering school underwentreaccreditation for six programs in the 2023-2024 cycle and participated in the pilot of the DEIcomponents of Criteria 5 and 6. In addition, the university was accorded renewal of Bronzestatus under the ASEE ADRP. The present paper discusses the plans and assessments utilized toreach these goals.The need to address DEI in the region where the university resides is critical in the attraction andretention of students to engineering. The region is a diverse metropolitan area in which thestudent body reflects the diversity. In addition, 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; 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

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Multidisciplinary Engineering Division (MULTI)

undergraduates toward advanced degrees but also help develop crucialresearch skills like data analysis and problem-solving [6], [11]. The diverse nature of UREs leads to arange of skill development and interest among participants, adding complexity to the landscape ofundergraduate research experiences. Thus, the type of UREs could develop a varying degree of skills andinterests.Theoretical Framework In the development of this research, we have applied the theoretical framework of engineeringstudent identity [17] to develop our interview protocol for a large project. In this framework, there arethree key constructs that contribute to one’s identity as an engineering student. The first is engineeringstudent interest, which reflects curiosity and

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)

elementaryschools to understand the conceptualization of STEAM education. This case recognizes thatSTEAM instruction is subjective, suggesting that the implementation of STEAM does not haveto be uniform but can (and should) be individualized to reflect the specific classroom ofinstruction [24]. A similar finding was identified in STEAM-focused schools with a highrepresentation of minority students [25]. Specifically, the authors describe the necessity forSTEAM curriculum to center “the cultural lives of minoritized students,” referencing a methodtermed Black Futurity STEAM [25]. As research on STEAM-certified schools is limited, futurestudies should explore new developments in the space, providing additional context on theimpact STEAM certification has on

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)

means tosupport mental health challenges.ConclusionsResults suggest that instructors have made changes in teaching style, assessment structure, andtools used to accommodate changes as education moves through the pandemic. Instructors alsoreported more time teaching and responses that suggest a decrease in work-life satisfaction. Thesyllabi analysis supported perceptions in changes in flexibility of deadlines, availability outsidethe classroom, and course assessments, suggesting evidence for more compassionate teachingpractices in engineering courses post-pandemic. Survey participants indicated an increase inmental health changes over the course of the pandemic, but we did not observe substantialchanges in the course syllabi reflecting 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)

imitates the results of random assignment of students tothe two conditions (i.e., participating in a first year experience and not).3.1 ParticipantsSampling for the study involved a stratified approach. A random selection of alumni who had notbeen invited to participate in the most recent prior alumni study were invited to respond to thesurvey. The resulting pool of 2,336 respondents reflect a convenience sample from which weenrolled all 210 alumni who had participated in the first year experience, due to this being themost limited high-impact practice in this study’s setting. These participants were then matchedwith participants who did not enroll in a GPS course using propensity score matching proceduresthat expanded the sample to 420 alumni.The

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)

qualitativedata.Results: This program reflects an embedded interdisciplinary educational program designscheme. On the one hand, the program satisfies the personalized learning needs ofinterdisciplinary students by designing a modular curriculum structure. On the other hand,open teaching platform plays an important role in supporting program operation, whichsolves the problem of dispersed interdisciplinary educational resources and effectivelyintegrates AI educational resources from different disciplines and subjects.Conclusion: This study has two main contributions. Firstly, we provided a referenceinstructional design scheme for AI educational program, which fills the current shortage ofresearch in AI education. Secondly, the research results also contribute to

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)

] synthesized a set of characteristics and teaching/learningpractices from the literature. First, constructivism assumes that we all have unique perspectives;thus, there are multiple perspectives and representations of different concepts or learning topics.Further, activities should encourage individuals to participate in learning processes of self-analysis and self-reflection. One of the best ways to facilitate this process is to foster learningenvironments that emphasize the “real world” through relevant and authentic practices. Littleton[35] highlights the relevance of Murphy’s principles within museum settings as an ideal place tofoster constructivist learning.Stemming from constructivist theory, active learning is a pedagogical approach that

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Xiaoqi Feng, Aalto University, Espoo, Finland; Hanna Aarnio, School of Engineering, Aalto University, Espoo, Finland; Julia Sundman, School of Engineering, Aalto University, Espoo, Finland; Felicity Bilow, Virginia Polytechnic Institute and State University; Maija Taka, Aalto University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Marko Keskinen, Aalto-yliopisto/Elektroniikan, tietoliikenteen

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Multidisciplinary Engineering Division (MULTI)

, or design.Alex also shared going beyond to work as a designer to give critical feedback to others andbecome a facilitator in brainstorming and organizing review sessions with other team members.US-based students highlighted that the development of confidence and comfort in engaging withother disciplines was a significant aspect of these students’ shifts in mindset as a result ofpursuing interdisciplinary education. Emily reflected on this, stating, “So if you were to describeyourself as an interdisciplinary scholar, then you would be comfortable working with otherdisciplines”. Additionally, one U.S.-based student expressed the shift in self-identification as aninterdisciplinary researcher through working across bodies of knowledge. Ricardo

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

), provided by CourseNetworking, LLC is a key component of the projectby which students can communicate and collaborate via the online academic networking platform.CN facilitates intercampus activities to lead to cultivation of the scholars’ STEM identity. TheePortfolio feature of CN allows scholars to showcase their accomplishments, academic work andmicro-certification badges that verify their project participation, knowledge, behaviors, and skillsets. Student self-reflection and student-student and student-faculty interactions are improved byCN posting and reflection tools.‘Seeds’ and ‘badges,’ are features of the CN that are used as incentives for scholars to engage inproject activities. They help incentivize, monitor, reward, and celebrate

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)

example, rather than producing a formalreport in which they analyze and interpret a dataset related to displacement patterns, studentsmight instead record a podcast which explores displacement patterns, assesses the types ofexisting data and explores how the availability of data and their representations determine theattention and resources allocated to a given community. Allowing students the opportunity toreflect on their learning through assigned reflection prompts or writing assignments is also usefulin courses like this and can also reveal student growth and mindset shifts over the duration of thecourse. Allowing students to develop a diversity of skills, including communication and writingskills, will allow them to become more well-rounded

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Gen Sasaki, MathWorks; Stephen Andrew Gadsden, McMaster University; Scott F. Kiefer, York College of Pennsylvania; Brian Nguyen, McMaster University; Noah Roberts, MathWorks

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

only deepens understandingbut also enhances innovation as students learn to navigate and manipulate the interfacebetween digital and tangible realms. The workshop at ASEE 2023 [1] was crafted with these imperatives in mind, aiming to bridgethe gap between theoretical constructs and their real-world applications. It focused on PBL, aneducational approach that fosters critical thinking, problem-solving, and collaboration throughcomplex and challenging projects that reflect the ambiguity of real-life scenarios. Hands-onactivities were not merely ancillary; they were central to the learning process, ensuring thatparticipants could apply theoretical principles in a tangible setting, reinforcing their learningthrough direct experience. The

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

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Multidisciplinary Engineering Division (MULTI)

specificapproval in advance by the professor, assistance in the production of work offered for credit, tothe extent that the work reflects the ideas of the party consulted rather than those of the person inwhose name the work is submitted.”Because there was not unanimous agreement about the ethics of using LLMs for any specific task,and students responded with concerns and differing opinions about acceptable uses, this studyhighlights the need for course instructors and academic institutions to clearly define the ways inwhich LLM use is acceptable and unacceptable. Higher education faculty also need to conversewith industry officials to ensure that students are prepared for the ways in which LLMs are usedfor workplace tasks so that students learn how to

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)

analysis and decision-making processes. In the realm of design, he has actively engaged in product design and computer-aided design projects, including participation in the Shell Eco-Marathon. Each of these areas reflects Rackan’s versatility and dedication to mastering diverse aspects of modern engineering.Osama Desouky, Texas A&M University at Qatar Osama Desouky is a Technical Laboratory coordinator at Texas A&M University in Qatar. Osama is currently pursuing his Ph.D. in interdisciplinary engineering from Texas A&M University at College Station. He is responsible for assisting with experimental method courses, 3D printing, mechanics of materials, material science, senior design projects, and advanced

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Alex Suarez, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

,contributed by the student at the heart of the research and the two professors guiding him,reflect the symbiotic relationship between teaching and learning, and the profound influence ofmentorship in shaping future engineers. This testament serves to illustrate the integral role thatsuch projects play in academic growth and the cultivation of expertise in a specialized field.Incorporating a scaling element into future projects is a viable consideration. In the currentscenario, the student had independently conceived the idea and completed substantialpreliminary work before seeking faculty guidance. Although capstone drone students receivedencouragement to contribute and participate, there was a noticeable lack of strong interest injoining the project