Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

Paper ID #33673Educational Opportunities for Technical Writing in Engineering EducationDr. Susan J. Ely, University of Southern Indiana Dr. Ely began her academic career at the community college level, after having worked as an engineer in areas of manufacturing, distribution, logistics and supply chain. Her research interests in Supply Chain Management include optimization through resiliency, lean supply chain practices and effective instruction in supply chain for career development, professional development of educators and online practices.Mr. Jotam E. Chen, University of Southern Indiana Jotam Chen is currently

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Nelson, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Multidisciplinary Engineering

fundamental concept that is commonly taught in foundational engineering classes inthe “middle years” where students often struggle to find relevance [1], [2]. Instructors deliverlectures on the processing, production, storage and delivery of energy for industrial andhousehold purposes. There are discussions about the resources used to create energy and how tobetter use those resources. Sometimes engineering considerations of energy focus on quantitiesand numbers involving efficiency and costs. Energy continues to be one of those engineeringtopics that is siloed and discussed in isolation without a social, cultural, or environmentalcontext.The conceptualization of energy within a sociotechnical framework is critical for the formationof future

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Paper ID #26016Student Teamwork and Leadership in an Engineering Technical Writing CourseDr. Alyson Grace Eggleston, The Citadel Alyson G. Eggleston received her B.A. and M.A. in English with a focus on writing pedagogy and linguis- tics from Youngstown State University and her PhD in Linguistics from Purdue University. Her research and teaching interests are in technical and scientific writing pedagogy and the interaction of language and cognition. She is an Assistant Professor in the Department of English, Fine Arts, and Communications at The Citadel, The Military College of South Carolina.Dr. Robert J. Rabb P.E., The

Conference Session

Multidisciplinary Engineering Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Stephanie Sullivan, East Carolina University; Rick Williams, East Carolina University; William Howard, East Carolina University; Jason Yao, East Carolina University; Paul Kauffmann, East Carolina University

Tagged Divisions

Multidisciplinary Engineering

AC 2007-2773: IDENTIFYING THE CONTENT OF A GENERAL ENGINEERINGPROGRAM USING BENCHMARKING AND THE FUNDAMENTALS OFENGINEERING EXAMINATIONStephanie Sullivan, East Carolina University Stephanie Sullivan is a Visiting Instructor in the Department of Engineering at East Carolina University. Sullivan has fourteen years of industrial experience in project engineering, quality operations, and operations planning roles. She received her B.S. in Mechanical Engineering from the University of Notre Dame and her M.S. in Chemical Engineering from North Carolina State University. Sullivan has earned the American Production & Inventory Control Society (APICS) Certification in Production and Inventory

Conference Session

Multidisciplinary and Liberal Education

Collection

2008 Annual Conference & Exposition

Authors

Matthew Heun, Calvin College; Steven VanderLeest, Calvin College

Tagged Divisions

Multidisciplinary Engineering

energygrand challenge and the resources available for instructors to teach energy from amultidisciplinary point of view within engineering. In the sections below, we posit threepotential reasons for the existing disconnect. Entrenched disciplinary boundariesPerhaps the most fundamental reason for the existing disconnect between educational needs andinstructor resources is entrenched disciplinary boundaries. The energy grand challenge hasemerged long after the present set of disciplinary boundaries (economics, engineering, business,political science, etc.) was established. The energy grand challenge exists between and amongthe disciplines as what philosopher Bruno Latour calls a “hybrid.” “Hybrid[s] sketch outimbroglios of science, politics

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brett Hamlin, Michigan Technological University; AJ Hamlin, Michigan Technological University; Tori Claudette Reeder; Josh Chase, Michigan Technological University; Mary Raber, Michigan Technological University; Laura Vidal-Chiesa, Michigan Technological University; Modupe Omolara Yusuf, Michigan Technological University; Abraham Romney, Michigan Technological University; Marika Seigel, Michigan Technological University

Tagged Divisions

Multidisciplinary Engineering

Paper ID #34213Work-In-Progress: Leveraging Interdisciplinary Topics in First-yearEngineeringDr. Brett Hamlin, Michigan Technological University Brett Hamlin is a student centered educator who focuses his effort in active collaborative discovery based learning designed around student driven interests. Dr. Hamlin spends much of his time engaging and mentoring students to guide them towards answering their own questions. Dr. Hamlin a Senior Lecturer and Interim Chair of the Department of Engineering Fundamentals at Michigan Technological University.Dr. AJ Hamlin, Michigan Technological University AJ Hamlin is a Principal

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy Gleixner, San Jose State University; Patricia Ryaby Backer, San Jose State University; Elena Klaw, Ph.D., San Jose State University

Tagged Divisions

Multidisciplinary Engineering

; hydropower; fuel cells;biofuels; geothermal; and ocean, wave, and tidal energy. In all of the topics, the class coversenough of the engineering fundamentals to allow for mini-design projects in each technology.The classroom periods use an active learning methodology. The classes are structured such thatthe students work together in multi-disciplinary teams where each student is able to bring theexpertise of their major to understanding the technology. For example, the background ofmechanical engineers combined with electrical engineers will allow a team to begin to grasp thebasic fundamentals of fluid flow and power generation needed to understand how a hydropowerplant operates.A significant assignment in the class is a community-based service

Conference Session

Integrating Systems Engineering into the Capstone Project

Collection

2016 ASEE Annual Conference & Exposition

Authors

Armand Joseph Chaput, Department of Aerospace Engineering and Engineering Mechanics University of Texas at Austin

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

broader implementation strategy to include engineering discipline tailoring andeducational research as discussed in our summary and conclusions.2.0 Systems Engineering (SE) Design Course ConceptSE Design differs from the traditional engineering educational approach where, if SE is taught atall, it is taught as a separate subject. Our approach integrates SE fundamentals into the course ashands-on engineering principles and uses the structure of the course itself to apply SE to design.The approach is applicable to one and two semester course formats with either "paper" orhardware/software design projects although our experience suggests the most effective methodinvolves hands-on projects that have to demonstrate a working capability.By structure

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; Cynthia Wise Barnicki, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

Dieter in Engineering Design writes [2]: Probably the most critical step in the design process is the definition of the problem. The true problem is not always what it seems at first glance. Because this step requires such a small part of the total time to create the final design, its importance is often overlooked.Engineering students, especially first-year students, often overlook the importance of trulyunderstanding the actual problem that needs to be solved. Cursory attention to problemdefinition is even more likely if students are already familiar with the problem or it seemsstraightforward to them upon their initial examination. Yet, as this paper will show, moving pastthe problem-definition stage prematurely can have

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

industry designprojects, scaffolding for the design process, mentoring, facilitating learning in technicalcompetencies, and the practice and assessment for selected fundamental principles ofengineering. This program changes every semester through strategic continuous improvement.Since the program was recently awarded the ABET Innovation Award and was named one of thetop ten emerging leaders in engineering education worldwide by the MIT-sponsored reportwritten by Dr. Ruth Graham, it seemed appropriate to share the program’s current practices withthe wider engineering education community. While the ”recipe” for this program is not 100percent replicable, many aspects can be adapted to other courses and programs. We describe herethe design process

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Alberto Rodriguez, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

aspect of this processis that the student directly sees how the classroom theory is used to bring their robot creations tolife using the widely accessible and computationally intuitive programming MATLAB language.Many robotic toolboxes available which help with the visualization and manipulation of robotsoften obscure the underlying robotics theory with abstract black boxes or layers of programmingabstraction that make the toolboxes more robust, efficient, and more general purpose. These robottoolboxes are often more beneficial to those with programming experience, who have somebackground in robotics and are not concerned with the underlying theory. One goal of this work isto make teaching the fundamentals of robotic theory more accessible to

Conference Session

Integrating Systems Engineering into the Capstone Project

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fred J. Looft, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

interdisciplinary process to ensure that the customer and stakeholder’s needs are satisfied in a high quality, trustworthy, cost efficient and schedule compliant manner throughout a systems entire life cycle”A more complete review of what people have in mind what they discuss the meaning of systemsengineering is provided by Fraser and Gosavi18 but for the purpose of this paper, we will focuson the key points that:  Systems engineering is an interdisciplinary, well defined and described process incorporating as series of steps that enhance the likelihood of developing a successful system.SE in the Undergraduate CurriculumBased on the above very basic definition and understanding of SE methods and importance, thereare fundamentally

Conference Session

Multidisciplinary Curriculum Innovation

Collection

2007 Annual Conference & Exposition

Authors

Blair McDonald, SUU Integrated Engineering; William Pratt, SUU Integrated Engineering; Nicholas Winowich, SUU Integrated Engineering

Tagged Divisions

Multidisciplinary Engineering

faced byeducators and the result is often the sacrifice of engineering fundamentals that are unrelated to aprogram’s ultimate focus. There is a growing need for graduates that possess comprehensiveknowledge of engineering fundamentals from the full spectrum of engineering disciplines toaccommodate the increasingly integrated work place. Multi-disciplinary engineering degreeprograms are attempting to address this need, often by utilizing coursework from various“traditional” departments in well established engineering colleges. Integrated Engineering is anattempt to develop a comprehensive fundamental curriculum where all of the courseworkintegrally supports the overall course of study. With their broader, fundamental knowledgeIntegrated

Conference Session

Multidisciplinary Learning, Evaluation, and Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Cindi Mason, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

responded and commented on thesereports. Butcher claims the reports call for, ―ingenious leaders — ingenious engineers‖ and callsthese engineers, ―well-rounded Renaissance Engineer[s]‖5. Turns, Atman, et al.,6 use thesereports as a gage of what an engineer needs to know. Dym, et al. present how engineeringeducation is being challenged to require students to consider additional design constraintsrequired as part of a ―new fundamentals‖7. In response to this challenge, the CoE hopes toestablish its leadership in reshaping the undergraduate experience to prepare the engineer of2020: making the educational experience more meaningful to the student and the student moredesirable to local and national industries. As such, the CoE proposes that to fulfill

Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, Minnesota State University Mankato, Iron Range Engineering; Elizabeth Pluskwik, Minnesota State University, Mankato / Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

feedback that they got the question right. If no starappears, the student re-thinks, scratches off another answer choice and continues until the star isrevealed. Partial credit is given for the number of attempts at the correct answer via the scoringsystem. The cards contain an area for scorekeeping, in which students write in the number ofunscratched off boxes for each question. These are totaled and the highest score wins. One of thebenefits of the IF-AT cards is that students never leave a question without knowing the correctanswer, which is psychologically crucial in learning [15]. The IF-AT cards are low-cost, mainlywhen purchased in bulk. From a faculty preparation standpoint, the multiple choice answeroptions must be arranged for each

Conference Session

Multidisciplinary Design Constituents

Collection

2009 Annual Conference & Exposition

Authors

Phillip Wankat, Purdue University; Kamyar Haghighi, Purdue University

Tagged Divisions

Multidisciplinary Engineering

14.893.2accredited program. (Until 2006 IDES had a waiver from the Indiana State Board that allowedseniors in IDES to take the Fundamentals of Engineering exam.) It was clear that students whoplanned to practice engineering would be better served if an ABET accredited program wereavailable.Remaking a non-accredited program into an accredited program is a nontrivial undertaking. Onemajor difficulty was that the Division of Interdisciplinary Engineering Studies consisted of ½ ofone professor (the Head) plus an administrative assistant and did not teach any credit grantingcourses. All engineering courses were taken from the various Schools of Engineering. In effect,IDES was an advising shop. The way around the lack of faculty became clear in 2003 when

Conference Session

Sustainability, Service Learning, and Entreprenuership

Collection

2010 Annual Conference & Exposition

Authors

Shekar Viswanathan, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Multidisciplinary Engineering

a Photovoltaic cell manufacturer • Energy consultant of a center focused on sustainable energy practicesIt is clear that to achieve the above mentioned PLOs, the curricula should be trans-disciplinary. It can be achieved through the integration of basic fundamental conceptsalong with application concepts. It was felt that such an appropriate mix of trans-disciplinary content can be accomplished by bringing together viewpoints fromexperienced academics and also from expert practitioners from outside academia. Thetrans-disciplinary result is reflected in the nature of the program courses listed below.SEM 601. Introduction to SustainabilitySEM 602. Enterprise ExcellenceSEM 603. Sustainable InnovationSEM 604. Life Cycle and Risk

Conference Session

Multidisciplinary Efforts in Introductory Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas A Baine P.E., Grand Valley State University; Huihui Qi, Grand Valley State University

Tagged Divisions

Multidisciplinary Engineering

topics. Mechanical engineers will need to be able to write programs to runsimulations and do design work, and electrical engineers may need to design a printed circuitboard (PCB) and communicate with other engineers that are designing enclosures for theirelectronic designs. The motivation for the students to learn the material is clear, and they aretopics, which can be taught prior to students completing Calculus and Physics. However,students were not getting a true sense of what engineering is. They were learning valuable skills,but C Programming does not provide an overview of electrical engineering any more than CADdoes so for mechanical engineering.New Courses Given that the skills still needed to be learned by engineering students

Conference Session

Multidisciplinary Curriculum Innovation

Collection

2008 Annual Conference & Exposition

Authors

Richard Ruhala, University of Southern Indiana; Laura Ruhala, University of Southern Indiana; Eric Sprouls, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

118 (College Algebra & Trig) is the co-requisite for this course. The current textbook required is in reference 5.The course objective for ENGR 103 is for student to learn a problem solving method consistingof logical, step-by-step, organized solutions in fundamental areas of math, physics andengineering. ENGR 103 has evolved since first taught in 2002, and each instructor who teachesit is allowed a certain amount of academic freedom. During spring semester 2005, twenty-twoCourse Learning Objectives (CLOs) or Course Outcomes were identified and evaluated. Sevenof these course learning objectives are discussed in this paper. They are: 1. list organized steps of a problem solving method, 2. identify the known and unknown variables in

Conference Session

Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jean Jiang, Purdue University, North Central; Li Tan, Purdue University, North Central

Tagged Divisions

Multidisciplinary Engineering

and solve a differential equation from a basic electrical RLC network, a mass/springsystem, a translational system, or a rotational system. The linear algebra skills will also helpstudents to write and solve the network equations in a standard matrix format.C. Mechanical Engineering Course Requirement For ME students, analyzing and solving the fundamental mechanical systems by applyingfree body diagrams and Newton’s Law/D’Alembert’s Law is required; this requirement wasenforced in the previous ME courses. Students should be able to handle the first order and thesecond order differential equations based on the fundamental engineering laws. Students are alsoencouraged to simulate their algorithms using C ++ or MATLAB.III. Course Content and

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lydia Wilkinson, University of Toronto; Deborah Tihanyi, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

social sciences rather than in the physical or mathematicalsciences, so students need to have some understanding of the modes of thought used in thesedisciplines” 9. The fact that this argument takes for granted a fundamental difference betweenengineers and all other disciplines, as well as the possibility and sufficiency of developing anunderstanding of the way that modes of thought are used without actually applying them, is notsurprising in that it mirrors our students’ experiences. Differences between complementarystudies offered from within the engineering faculty in topics like engineering ethics andeconomics, and those outside the faculty in typical humanities courses are frequently noted bystudents. They report a lack of familiarity with

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Don E. Malzahn, Wichita State University; Lawrence E. Whitman, Wichita State University; Zulma Toro-Ramos, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

problems. “The engineering method is the use of heuristics for causing the best change in a poorly understood situation within the available resources.”7Our learning objectives and pedagogy are founded on assisting students develop these Page 22.1723.3competencies. This fully realizes that “Leader development is, unfortunately, mainly an!individual process. Academia and businesses may set up programs and make training accessible,but in the end, it is fundamentally an individual endeavor.”8ProcessWe have chosen to follow Dee Fink’s9 guidance in designing the course. He suggests that weexecute a “Backward design” of a course. The typical

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. • Synthesize and apply systems thinking, principles, and tools to complex systems.The goal for students completing this course is to leave with the skills necessary to analyzemultidisciplinary systems and make informed decisions while considering trade-offs. The instructionalgoal is to not be discipline specific, but rather convey the multidisciplinarity of “real” systems problems.Thus, the course is considered multidisciplinary based on the analysis techniques taught in the course,and not based on the students that take the course. Only engineering seniors take the course. Lastly, thecourse prepares students for the systems analysis portion of the Fundamentals of Engineering Exam. Table 1: Topics Covered in the Systems Analysis

Conference Session

Energy, the Environment, and Nano Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence Holloway, University of Kentucky; Yang-Tse Cheng, University of Kentucky; Donald G. Colliver P.E., University of Kentucky; Aaron Cramer, University of Kentucky; Paul A. Dolloff, University of Kentucky; Bob Gregory, University of Kentucky; John George Groppo Jr., University of Kentucky; Yuan Liao, University of Kentucky; Stephen M. Lipka, University of Kentucky; Jim Neathery, Unversity of Kentucky; Johne M. Parker, University of Kentucky; Vijay Singh, University of Kentucky; Joseph Sottile, University of Kentucky; Timothy R.B. Taylor P.E., University of Kentucky; Rodney Andrews, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering

required core courses and one energy elective. EGR540: Economics and Public Policy EGR542: Power Generation Technologies EGR546: Electric Power System Fundamentals EGR649:  Energy Experiences   Power and Energy Elective    Page 25.76.4 Figure 2:  Structure of the Graduate Certificate The program design is ambitious. The plan was to make it possible to complete the certificatewithin one academic year by meshing certificate course

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

James A. Nemes, Pennsylvania State University, Great Valley; Kirsten S. Hochstedt, Penn State University; Mary Lynn Brannon, Pennsylvania State University, University Park; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Robert M. Capuro, Pennslyvania State University; Sven G. Bilen, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

students attracted to the field. In order to address the quantity of systemsengineering expertise, it is necessary to expose undergraduate students in the more traditionalengineering fields to systems engineering fundamentals and allow them to apply thosefundamentals in a meaningful way. The International Council on Systems Engineering(INCOSE) in its vision for systems engineering in 20203 is cognizant of this need andrecommends the insertion of systems engineering principles into traditional engineeringdisciplines such that “systems thinking and systems engineering will permeate bothundergraduate and graduate programs.”The Pennsylvania State University has undergraduate degree programs in a wide range oftraditional engineering disciplines

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Multidisciplinary Engineering

Mechanics course. It is important to recognize that a methodical approach has always been the principle behind solid fundamental knowledge acquisition.DEPLOY: Once the first three ideas have been secured in place, it is now necessary to implement them at the required level with appropriate advantage. Here, the instructor should utilize multiples modes of delivery techniques. Such a method has been suggested by Fleming and Mills. Lectures, Reading, Writing, Visual Aids, Tactile and Kinesthetic modes of delivery help to reach students with diverse learning skills.DECIDE: Finally, there should be an assessment of the course, the

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Lee, Franklin W. Olin College of Engineering; Siddhartan Govindasamy, Boston College; Diana S. Dabby, Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering

Tagged Divisions

Multidisciplinary Engineering

professional practice.IntroductionCourse requirements for many Electrical and Computer Engineering (ECE) programs include acourse with a title similar to “Signals and Systems.” Likewise, many Mechanical Engineeringprograms require a course with a name similar to “System Dynamics.” Both courses involvetime and frequency domain mathematical analysis tools for Linear, Time-Invariant (LTI)systems but use content-area specific examples, e.g., RLC circuits or mass-spring-dampersystems. Much of the fundamental mathematics underlying these courses is the same yet thereexist significant differences in the course material. For instance, a System Dynamics coursemay include rotational dynamics and motion. On the other hand, a Signals and Systems coursewill

Conference Session

Multidisciplinary Course Innovation I

Collection

2008 Annual Conference & Exposition

Authors

Robert Rabb; David Chang, United States Military Academy

Tagged Divisions

Multidisciplinary Engineering

feedback systems have drawn several disciplines closer together overthe decades. It is not difficult to find a mechanical system that has an electrical analogy and viceversa. This natural equivalence between these two disciplines has allowed a single course toevolve concerning the theory and fundamentals of control systems engineering. Requiring thestudents to see a broader picture across several disciplines also requires the instructors to changetheir discipline specific practices.Integral to the education of its engineering graduates, the United States Military Academy(USMA) ensures all of its engineering graduates take a set of engineering courses to developtheir problem solving skills and expose them to technology in society. The academic

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Maher E. Rizkalla, Indiana University Purdue University, Indianapolis, Integrated Nanosystems Development Institute; Mangilal Agarwal, Indiana University Purdue University, Indianapolis ; Sudhir Shrestha, Indiana University Purdue University, Indianapolis; Kody Varahramyan, Indiana University Purdue University, Indianapolis

Tagged Divisions

Multidisciplinary Engineering

powerfulpedagogical approach to comprehensively integrate nanotechnology into the curricula within theengineering degree programs. The nanotechnology track, throughout the four year ECE ad MEprograms, focuses on the various elements of nanotechnology. During the freshman year,students from ECE and ME departments will be introduced to various modules ofnanotechnology in the first semester introductory courses in engineering, Introduction toEngineering (ENGR 196), Introduction to Engineering Profession (ENGR 195), Fundamentals ofSpeech Communications (COMM R110), Computer Programming (ENGR 197), ElementaryComposition I (ENG W131), and Computer Tools for Engineers (ENGR 297) linked throughTheme Learning Communities (TLCs). A TLC is a set of three courses

Conference Session

Multidisciplinary Design

Collection

2006 Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University-Pomona; Uei-Jiun Fan, California State Polytechnic University-Pomona; Saeed Monemi, California State Polytechnic University-Pomona

Tagged Divisions

Multidisciplinary Engineering

ProjectsSeveral engineering service-learning projects have been accomplished at Cal Poly Pomona.Every one of them requires a common engineering sense built on the fundamental subjects andsofter skills developed in general education classes as well as engineering and science classes,particularly the team-oriented laboratory classes. A brief summary of some of the projects aregiven below:Robot FIRSTA group of engineering students teamed up to support Robotics Alliance of West Covina, a localrobotics community for teaching and assisting local high school students of West Covina HighSchool in designing and constructing a robot for the FIRST Robotics competition. FIRST standsfor “For Inspiration and Recognition of Science and Technology” and is an initiative