Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

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Diversity

Tagged Divisions

Multidisciplinary Engineering

opportunity has emerged in building brand new liberalarts, science, and engineering programs at Fulbright University Vietnam, a new institution inVietnam. Founding faculty members have engaged in a “co-design year” to prototype and iterateall aspects of this new university together with students and staff. In this paper, we reflect on theco-design year and present the main considerations that have driven the design of theundergraduate program.IntroductionThere has been increasing awareness to “re-engineer” engineering education as society grappleswith increasingly complex, ill-structured, and adaptive problems, such as water scarcity, globalpandemics, climate change, poverty, and the loss of biodiversity, which technology alone cannotsolve. These

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Jill L. Roter, Arizona State University

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Diversity

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Multidisciplinary Engineering

for her efforts in encouraging students to develop an entrepreneurial mindset. Amy has contributed to the development of a new hands-on multidisciplinary introduction to engineering course and a unique introduction to engineering MOOC. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfolios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Ms. Jill L. Roter, Arizona State University Jill Roter is a senior instructional design

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

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Diversity

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Multidisciplinary Engineering

to reflect on three areas of learning. Theirresponses are presented as case studies.IntroductionEngineering schools with predominantly undergraduate enrollments traditionally emphasizeresearch opportunities for upper level undergraduates working in conjunction with facultymembers. At such institutions, the level of faculty research is often congruent with what a highlymotivated rising senior can contribute to in a meaningful way. Consequently, accommodation isoften made through offering independent study courses taken during the academic year for credit,or focused summer research stints of variable length, or even a combination of the two, to enablethese experiences for students, especially those who may be thinking of going to graduate

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristie Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Orlando M. Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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Diversity

Tagged Divisions

Multidisciplinary Engineering

a science methods class (n = 15). The paired classes collaborated inmultidisciplinary teams of 5-8 undergraduate students to plan and teach engineering lessons tolocal elementary school students. Teams completed a series of previously tested, scaffoldedactivities to guide their collaboration. Designing and delivering lessons engaged universitystudents in collaborative processes that promoted social learning, including researching andplanning, peer mentoring, teaching and receiving feedback, and reflecting and revising theirengineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1)How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?;(2) How did PSTs

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Pannier, University of Michigan-Dearborn; Carlotta A. Berry, Rose-Hulman Institute of Technology; Melissa Morris, Embry-Riddle Aeronautical University; Xiaopeng Zhao, University of Tennessee, Knoxville

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Diversity

Tagged Divisions

Multidisciplinary Engineering

on things that have a deep significance to them, so if developers comefrom a diversity of backgrounds and sensibilities, their innovations will have a greater impact onthe world. Nichols states that the culture of robotics changed between 2008 and 2018, and due tothe rapid change in technology, it will continue to change [10]. However, in the past, due to theexpense, technical challenges and programming language complexity, roboticists were veryspecialized, and the workforce reflected the very limited persistent stereotype of an engineer.This stereotype was that the majority of people who work in robotics, engineering, and computerscience are white males. Due to these challenges, women and minorities became severelyunderrepresented in

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Cherif Megri, North Carolina A&T State University; Sameer Hamoush, North Carolina A&T State University

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Diversity

Tagged Divisions

Multidisciplinary Engineering

objective is to make the hook from stainless steel so it does not rust or stain the tools. AVernier Calipers were made available to students to measure tools and hooks dimensions. Theinstructors explained how to read a Caliper.The students should make 3-4 hooks (figure 5) for a separate tool. Each student has to make hisown design, reflecting his creativity and his own imagination. 3D-printing of these hooks is agood exercise to test them on a real pegboard. A more in-depth analysis is performed, such asheat transfer through the hook, and stress analysis (figure 6) to test the strength of the hooks tohold the objects they were designed to support and search the weaknesses of such an object. Inaddition, as part of this work, each student needs to

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Hain, University of Connecticut; Sarira Motaref P.E., University of Connecticut

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Diversity

Tagged Divisions

Multidisciplinary Engineering

inFigure 8a and b, respectively. Students in Group B were substantially more confident inunderstanding the project geometry compared to Group A, which was reflected in theirrespective scores on the problems. A total of 79% of students in Group B noted they eitheragreed or strongly agreed that it was easy for them to understand the geometric parameters. Only37% of students from Group A found it easy (agreed or strongly agreed) to comprehend theproblem by having access to 2D model. The survey also showed that Group B participants werequite confident in their understanding, despite many of the students making minor errors inunderstanding the nailing details in the problem. (a) (b)Figure