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

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Multidisciplinary Engineering Division (MULTI)

Engineering in the College of Engineering at Texas A&M University. She also serves as Director of the Craig and Galen Brown Engineering Honors Program. She received her BS, MS, and PhD from the College of Engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in areas, such as mathematics and physics, evaluating engineering identity and its impact on retention, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive methods. ©American Society for Engineering Education, 2024 Impact of Satellite campuses on undergraduate student experience in comparison

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

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Multidisciplinary Engineering Division (MULTI)

in fellow students.”“[#11] NEET helped me learn to work in a team which has been a very important skill whileworking. Also being able to communicate your work and ideas is very important and anotherskill NEET helped me with.”3.2.4. Role models encountered at MITParticipants were asked “Did you find any role models at NEET? If so, please describe the mostinfluential one or two role models and their career-related impact on you. If you did not find anyrole models in NEET but did find role models at MIT outside of NEET, then please describethem instead.”12 respondents out of 16 mentioned having encountered at least one role model at MIT. Of those12, six mentioned having found one or more role models at NEET.Table 7 summarizes the number of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Melissa Wrobel, University of Michigan

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Multidisciplinary Engineering Division (MULTI)

focus on tissue engineering and peripheral nerve regeneration. At WSU, she taught BE 1300 (”Materials Science for Engineering Ap- plications”) and BME 1910/20/25 (”Biomedical Engineering Design Laboratory”). Melissa also holds a Bachelor’s in Materials Science & Engineering from the University of Michigan and loves being back and teaching at her alma mater! ©American Society for Engineering Education, 2023 Work-in-Progress: KLIQED, A Feedback Tool for Fostering Peer Engagement during Student Oral PresentationsAbstractOral communication skills are important in all academic disciplines (e.g. liberalarts, science, and engineering) and hiring decisions. In

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

in 2016 which was50 percentage points larger than for the lowest SES students (28 percent) [5]. Since a school and/orfamily obligation requires low-income students to work, they cannot engage well in school andafford engagement activities like football games. The underrepresentation of low-SES graduatesmeans that those graduates are missing out on the financial and professional benefits of jobopportunities available through STEM. This underrepresentation also impacts the overall numbersof STEM professionals in the U.S [6]. The Scholarships in Science, Technology, Engineering, andMathematics (S STEM) Program is an NSF-funded program that supports institutions of highereducation to fund scholarships for academically talented students with

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

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Multidisciplinary Engineering Division (MULTI)

outcomesassociated with stacking high-impact practices on top of PBL that is facilitated within aclassroom. The study contributes a new frame for thinking about expanding access to high-impact practices and scaling their implementation: considering the relative value of spreading asingle high-impact practice, in this case, course-based projects, against the value of providingeach student with the opportunity to experience multiple high-impact practices.2 Literature ReviewWhen implemented well, project-based learning (PBL) has been documented to have broadimpact on undergraduate students and it has been widely embraced in undergraduate STEMprograms [9]. PBL can be used to develop professional skills such as communication and projectmanagement [16-18] that

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

her research focuses on inclusion in STEM education, communication in STEM education, user-centered design and user experience (UX), and the assessment of educational materials.Dr. Robert Weissbach, Indiana University-Purdue University Indianapolis Robert Weissbach is currently chair of the department of engineering technology at IUPUI. From 1998 - 2016 he was with Penn State Behrend as a faculty member in Electrical and Computer Engineering Technology. His research interests are in renewable energ ©American Society for Engineering Education, 2024Work in Progress: Engaging STEM Studentsin Revising Technical Writing Assignments Abstract —The continued struggle to improve undergraduate student

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

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Diversity

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Multidisciplinary Engineering Division (MULTI)

(URCAD) enablestudents to explore and comprehend the essence of research.Undergraduate students participating in research experiences show to enhance many of theirtechnical and professional skills [2], [3]. Communication and critical thinking, careerclarification and even further aspirations to continue to graduate school have been documentedbecause of a research experience for a student [2], [4], [5]. Another key and important element,especially at UMBC, is the impact on diversity. These experiences demonstrate increasing self-efficacy in students who are working to complete a STEM degree, especially women andmarginalized populations [5], [6], [7], [8].However, not all students have the chance or find themselves in a position to pursue such

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Louise Meier, University of Florida

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Multidisciplinary Engineering Division (MULTI)

challenges during the Covid-19 pandemic, IPPDsolicited two projects within the UF academic community and offered a pro bono sponsorship toone community service project. Without the intention to continue this practice, in 2021 one moreacademic project was allowed. In 2022, requests for projects were published again with an intentto permanently establish these types of projects. Therefore, the need to study the impact ofhosting these projects while always keeping over 80% of the projects as industry sponsored.The study will involve course data collected from all the IPPD students who participated duringthe academic years 2020-2021, 2021-2022 and 2022-2023. This data is used to study if studentsare equally interested in the internal or service-learning

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

peiyun xu, Zhejiang University; Wei Zhang, Zhejiang University, China; Weijia Zhang, Zhejiang University, China

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Multidisciplinary Engineering Division (MULTI)

principle, which takes over the logic of discipline standard by the logic of talentcultivation and human development and breaks the situation of disciplinary demarcation. Thus, it is proved that students who are immersed in the interdisciplinary teachingsystem can develop adaptive thinking, communication skills, and collaborative competenceboth within and outside the disciplinary field. Therefore, we propose the followinghypothesis: H1: Interdisciplinary teaching system has a significant positive impact on theinterdisciplinary competence of engineering graduate students.How interdisciplinary identity and interdisciplinary teaching system have been connected The identity-based motivation theory holds that identity is not fixed but often

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

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Multidisciplinary Engineering Division (MULTI)

development, identity formation, and professionalsuccess [2-5]. Although these studies provide valuable information about the impact ofparticipation in extracurricular and co-curricular activities on student learning and development,there is interest in learning more about what motivates students to participate in these activities.Learning more about what motivates students to continue and persist in an activity outside of theclassroom is particularly important for multi-year co-curricular programs, which often facechallenges with sustained engagement.This work is focused on understanding why students continue to engage in a specific multi-yearco-curricular program, the Grand Challenges Scholars Program (GCSP). The GCSP is a programdesigned to

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) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Masoumeh Farhadi Nia, University of Massachusetts, Lowell; Grace E. Callen; Gayatri Aroskar, University of Massachusetts, Lowell; Justin An, University of the District of Columbia; Kavitha Chandra, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Kelilah Wolkowicz, University of Massachusetts, Lowell; Max Denis, University of the District of Columbia

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Diversity

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Multidisciplinary Engineering Division (MULTI)

knowledge, develop skills, clarify values, and develop people's capacity to contribute totheir communities” [13]. This method is about the students learning through direct experiences.An objective was to ensure students’ experience on how the VS can be affected by a disease suchas Meniere’s disease. In the guide by the Center of Innovative Teaching and Learning at NorthernIllinois University, the experiential learning process is discussed and outlined [14]. Students willgo through the process of experiencing, reflecting, analyzing, generalizing, and applying. Facultywill play a part in facilitating the module but will not have a significant role in the students’learning.This co-creation process gained much of its inspiration from the students

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

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Diversity

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Multidisciplinary Engineering Division (MULTI)

tocompanies, government agencies, and/or communities to discuss how they implementtechnologies, policies, and/or engage in entrepreneurial activities to implementsustainable technologies. Some examples of visits include a sugarcane ethanolproduction plant, a biogas-producing landfill to produce energy, and the largestelectricity producing hydroelectric plant in the world, Itapúa.Project RequirementsThe objective of the project is to apply theoretical knowledge in a practical settingthrough a hands-on, month-long project. Multi-disciplinary teams were formed whichincluded American and Brazilian University students from a variety of differentengineering majors, such as electrical, mechanical, and mechatronic. For the project,each team is required to do

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

engineering students from five countries and five institutions. Thesestudents engaged in a nine-week internship focused on developing sustainable urban futures.They were specifically charged with addressing London, Ontario's housing shortage in line withprovincial objectives. Their mission was to devise actionable, sustainable solutions to facilitatethe construction of 47,000 housing units by 2031. This challenge required innovative thinkingusing entrepreneurial, design thinking and systems engineering approaches and a commitment tosustainability and social responsibility.The SSEF distinguishes itself from similar programs in great part through emphasizinginternational collaboration, development of cultural competence, and a focus on

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks, P.E., University of Pittsburgh, Johnstown; Kurt Klavuhn, University of Pittsburgh, Johnstown; Tumkor Serdar, Wentworth Institute of Technology; Laura M. Wieserman, University of Pittsburgh, Johnstown

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Diversity

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Multidisciplinary Engineering Division (MULTI)

, and ability to function effectively on a team, with the latter twolearning outcomes scoring lowest in the pre-surveys. In addition to the survey analysis,lessons learned and recommendations for effective online education are discussed. Asonline education becomes more popular and in some cases more necessary, it is importantto understand the impact on engineering education, particularly in situations of forceddistance education. This study provides insight into the challenges that come withemergency online instruction and could drive decisions on priorities for in-personlearning environments.IntroductionHigher education in an online learning environment has been shown to be at least as effective asface-to-face, is appreciated by students [1, 2

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

in [7].Although the programs presented there share some common features, they have generally risenindependently in the absence of a cohesive community in MRE.Our Vision is that MRE will become one of the most impactful disciplines of engineering;attracting diverse and innovative students, graduating professional engineers who will design,develop, and implement transformative autonomous technologies, and improving human healthand welfare. Indeed, mechatronics was identified by Technology Review as one of the top 10emerging technologies with potential to change the world [7]. Therefore, the authors’ long-termgoals are to: • Develop a diverse, inclusive community of MRE educators, students, and practitioners • Collaboratively define the

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)

implementation of bold, new potentially transformative models for STEMgraduate education training.” Some of the purposes of the IDR graduate certificate program wereto provide interdisciplinary graduate students with intentional training in integrating socialcontext into their disaster resilience research as well as facilitating students’ interdisciplinarydevelopment by engaging IDR faculty and graduate students in a community of practice. Theprogram, centered on disaster resilience, was designed to spur convergent research collaborationsas well as interdisciplinary skill development in resilience for both graduate students (mastersand Ph.D.) and faculty in STEM, business, policy, governance, natural resources, andhumanities. IDR offered courses to

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)

weekly progress meetings. Project 2builds on Project 1, expanding to a three-factor, three-level experiment. It challenges students withadvanced analysis tools, promoting personal ownership and leadership in structured problem-solving. The methodology extends beyond the classroom, impacting students in diverse learningenvironments and enhancing knowledge beyond technical domains through ownership andpersonalization of problems. Student projects in the academic years 2022-2023 showcaseengagement, critical thinking, and tangible results that extend beyond the classroom, leading tothe engagement of 30% of class students in undergraduate research on their MEEN 404 topicsafter completion of the course work. Specific learning outcomes demonstrate how

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

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Multidisciplinary Engineering Division (MULTI)

for engineers to engage with and attempt to help alleviate manyof these challenges, including by contributing to the landscape of technological solutions aimingto improve the health and well-being of forcibly displaced communities, little has been done toincorporate these topics into engineering curricula. While some models do exist for integrating concepts associated with forced displacementinto engineering education, primarily through courses on humanitarian engineering initiatives,these courses rarely provide students the opportunity to approach the issue holistically andengage with the various aspects of forced displacement in depth [6, 7, 8, 9, 10]. For example,while design-based courses might take students through the engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Kartik Saigal

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

department) and the mix of students. How is a department,program, or institution to quantify the multidisciplinarity of a class or student team? The number ofmajors is a simple metric, but it does not capture cognitive distance between majors. Beyond the numberof majors and cognitive distance, a measure should also account for the proportion of students in eachdiscipline. To describe the multidisciplinarity of educational programs, we propose the use of the Rao-Stirling diversity index, which has been used to quantify the multidisciplinarity of research papers,authors, research centers, departments, and institutions. The index requires a measure of distancesbetween categories, in this case students’ majors. In studies on university 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)

that non-ECP students exhibit a significantly higher proportion of C grades,approximately 40%, compared to ECP students, who have a mere 10%. This implies that non-ECP students encounter greater challenges in comprehending the course material and facedifficulties in attaining higher grades.DiscussionThe results of this study provide insight into the significant impact of hands-on pedagogy onenhancing peer learning, collaboration, and curiosity among undergraduate chemistry students.By integrating active learning techniques, laboratory experiments, and interactive teachingmethodologies, students exhibited significant enhancements in their engagement, capacity forcollaboration, and curiosity.One of the key aspects illuminated by this study is

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

attended the onsite sessions at Institut Teknologi SepuluhNopember (ITS) Indonesia, engaging in face-to-face lectures and local community field studies.Those unable to travel continued participation online.Through an interdisciplinary approach [2], the programs and courses aligned with the 21stCentury Imperative [3] as well as the Washington Accord 11 Global Attribute Profiles(WA11GAP) defined by The International Engineering Alliance (IEA) [4]. This article exploresstrategies for encouraging engineering students to participate in mobility programs fosteringglobal competence and Asian pride. In addition, the learning outcomes are assessed based onWA11GAP criteria.1. Background to start of Virtual/Hybrid programs, and program outlinesMobility

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

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Multidisciplinary Engineering Division (MULTI)

course (Panel B).In addition, student open-ended final reflections were coded to highlight the impact of the courseon a set of five career readiness categories described in Table 4. The majority of studentsdiscussed gaining experience in every single category with nearly all of the students reportinggains in career planning & exploration and internship/job search & interview preparedness skills(highlighted rows in Table 4). Table 4. Learning gains after participating in 5-week career launch course Career Readiness Categories % of students who reported a % gains based on Pre/Post gain in this category in their survey analysis from Career

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

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Multidisciplinary Engineering Division (MULTI)

Engineering at Texas A&M University-Corpus Christi. Her research interests span applications of imaging modalities (hyperspectral, thermal, color) in engineering and science applications. She has been engaged in effective teaching and learning pedagogies, and is a proponent of engaged student learning through hands-on experiences. Her most recent work involves effective learning pedagogies using PBL in IoT applications.Dr. Lifford McLauchlan, Texas A&M University, Kingsville Dr. Lifford McLauchlan is an Associate Professor in the Electrical Engineering and Computer Science Department at Texas A&M University - Kingsville, and has also worked for Raytheon, Microvision, AT&T Bell Labs, and as an ONR

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

to Foster Global Competence via Interdisciplinary LearningAbstractABET accreditation for engineering and technology programs expects that students consider andtake professional responsibility for the impact of public health, safety, and welfare, as well asglobal, cultural, social, environmental, and economic factors in engineering decisions. Toaddress these objectives, the engineering professor, Dr. Yanjun Yan, taught three types ofcourses in the past: (1) an on-campus, first-year seminar course in project-based learning forengineering and technology students; (2) a faculty-led trip offering a single engineering course in2018; and (3) multidisciplinary co-led faculty trips with a sports management professor in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Lijun Wang, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder

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Diversity

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Multidisciplinary Engineering Division (MULTI)

listening to music.Dr. Malinda S. Zarske, University of Colorado, Boulder Dr. Malinda Zarske is the current Chair of the ASEE Board of Director’s Commission on P-12 Engi- neering Education and a faculty member and Associate Director of the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate engineering core and product design courses. Her primary research covers the effects of intrateam segregation on engineering teams and the impacts of project-based service-learning on student identity and perseverance in P-12 through undergraduate engi- neering education. ©American Society for Engineering Education, 2023Multidisciplinary Engineering Programs: Does

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Reynolds, Embry-Riddle Aeronautical University; Omar Ochoa, Embry-Riddle Aeronautical University

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Multidisciplinary Engineering Division (MULTI)

universities to learn and growfrom the program. Therefore, it is suggested that students engage in reflection in measurable ways:with surveys and documented interviews. These should accompany debriefing sessions betweenthe mentor and shadow so that the shadow is able to process their experience and receive answersto follow-up questions in the presence of an expert.The data collection will mirror other data collection processes in the field of measuring jobshadowing and experiential learning. Like the work in [4], demographic data will be collected fromparticipants to analyze the impact of demographics on the result of this study. Additionally,students will be asked to rate their experience, both overall and on particular activities, on a linearscale

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Clippinger, Behrend College; Ruth Camille Pflueger, Penn State University; Steven Nozaki, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

collection andanalysis focused primarily on assessing WATTS’ impact on STEM student writing. Publicationsregarding those are outcomes are readily accessible.WATTS’ Pedagogical FrameworkThe principles of knowledge transfer [6] provide the structure for the tutor training. The first isfamiliarizing the tutors with the unknown domain, and the second is providing examplesaccompanied with rules. These are accomplished by the instructors, who give the tutors alayman’s explanation of the assignment, its formatting conventions, and uses illustrativeexamples of lab reports of varying quality.The third principle, showing learners how problems resemble each other, and the fourth,directing learners’ attention to the underlying goal structure of comparable

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Clippinger, Pennsylvania State University, Behrend ; Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend ; Johanna Fouts Bodenhamer

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Multidisciplinary Engineering Division (MULTI)

instructor of English. She has been involved in a number of federal grants, including two NSF STEM grants, an EU-AtlantDr. Steven Nozaki, Pennsylvania State University, Behrend Ph.D. Engineering Education - The Ohio State UniversityJohanna Bodenhamer Graduate Research Assistant ©American Society for Engineering Education, 2023Introduction:The impact of tutors on STEM student writing has been the subject of multiple recent studies, forexample, [1-4]. In a series of earlier papers, the authors describe (a) the measurement of different writingregisters or ‘diatypes’ in various STEM disciplines [5], (b) the results when these measurementtechniques are applied to student writing samples from a Mechanical

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

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