Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Multidisciplinary Engineering Division (MULTI)

, 2024 Empowering Engineers: Enhancing Communication Skills through a Technical Communication LabAbstract Communication labs and writing centers at universities support ABET-accreditedengineering programs’ mandate to train students “to communicate effectively with a range ofaudiences” [1]. In this paper, we describe efforts to establish and analyze a new technicalcommunication lab within the engineering school at Johns Hopkins University. In its first threesemesters in operation, consultants at the Technical Communication Lab (TCL) completed over1,000 sessions for 294 students. On a post-session survey, almost all students rated their sessionexcellent, stated they would return to the TCL, and affirmed they would recommend the

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)

assignment learning outcomes. Among other benefits, WATTS has shown statistically significant outcomes towards improvingstudent technical writing [1]. Tutors provide specific, appropriate feedback to the students during thetutoring sessions. However, one area that remains a challenge is engaging students in revising andimplementing that feedback in their writing process. An important next step is to find new ways to engagestudents in the revision process so they can effectively use the feedback they receive from multipleinterdisciplinary audiences and begin to internalize the benefits of the revision process. Here, we begin the work of increasing student engagement with a multi-pronged approach to revision.Students begin by assessing their own

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)

in collaboration with a community oreven international partner and give students the opportunity to interact with people outside theirdisciplines. Key components of service-learning include critical reflection and reciprocity [3].Reflection requires that students articulate the experience, while reciprocity requires that studentsaddress the real needs of sponsor to meet the learning outcomes. Because of reciprocity, theseprojects are more likely to be viewed by students as worthwhile given the creative freedom, thefeelings of empathy or for personal satisfaction [1]. Notwithstanding, service-learning projectscan bring risks such as an ill-defined project scope by not having a team of engineers define it, alack of direction by not having a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Eugenia Cabrera, University of Massachusetts, Lowell; John Raiti, University of Washington

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Multidisciplinary Engineering Division (MULTI)

technical challenges ofcommunications time delay, real world error and uncertainty, and network infrastructuredescribed here exemplify how postgraduate educational goals can be achieved through remote,collaborative-faculty-student project-based learning that can have broader impact for lab andproject work.IntroductionCOVID-19 changed abruptly the way in which higher education was delivered by faculty andreceived by students, moving from in-person to remote learning. In particular, the change hasbeen significant for postgraduate education where more than 1 million students are international 2 .By moving to a distributed classroom with students located around the world, teaching challengesfor both faculty and students have been many, such as dealing

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

dimension has the strongest mediating effect. (3) Student-centered instructional practices have a stronger impact than comprehensive curriculumemphasis on engineering students' interdisciplinary identity, especially on the interestdimension.Conclusions This study emphasizes the crucial role of interdisciplinary identity in linkingexternal teaching with internal competence and seeks to identify effective and practicalapproaches for cultivating interdisciplinary identity. Based on the above, this paper suggeststhat, in the practice of interdisciplinary education reform, the design of student-centeredteaching methods should be strengthened, and the construction of interdisciplinary identity ofengineering graduate students should be continuously

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)

Paper ID #41900Beyond Exhibits: Exploring Bio-Inspired Education Robots in Museums forSTEM EnrichmentDr. Lydia Ross, Arizona State University Lydia Ross (she/her) is an assistant professor for the Division of Educational Leadership in the Mary Lou Fulton Teachers College at Arizona State University. Her research broadly centers on issues of equity, access, and inclusion in K-12 and post-secondary education, focusing on STEM. Specifically, she aims to understand 1) how students access educational systems and opportunities, 2) student experiences within educational systems, and 3) fostering professional development (PD

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)

Imperative in Higher Education,” Cent. Stud. High. Educ. Res. Occas. Pap. Ser., no. CSHE.11.10, p. 7, Sep. 2010.[2] R. Rousseau, L. Zhang, and X. Hu, “Knowledge Integration: Its Meaning and Measurement,” in Springer Handbook of Science and Technology Indicators, Y. Ding, R. Rousseau, and D. Wolfram, Eds., in Springer Handbooks. Cham: Springer International Publishing, 2019, pp. 69–94. doi: 10.1007/978-3-030-02511-3_3.[3] National Academies of Sciences, Engineering, and Medicine, Integrating Serious Illness Care into Primary Care Delivery: Proceedings of a Workshop. 2022. doi: 10.17226/26411.[4] N. Fields et al., “How Can Interdisciplinary Teams Leverage Emerging Technologies to Respond to Transportation Infrastructure Needs

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emi Aoki, University of Massachusetts, Lowell; Bach Tran, University of Akron; Nathan Esosa Uhunsere, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Shivakumar Sastry, University of Akron; Kavitha Chandra, University of Massachusetts, Lowell

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

of the National Science Foundation.References[1] F. Zhou, H.-L. Duh and M. Billinghurst, "Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR," in 2008 7th IEEE/ACM International Symposium on Mixed and Augmented Reality, 2008.[2] R. Palmarini, J. A. Erkoyuncu, R. Roy and H. Torabmostaedi, "A systematic review of augmented reality applications in maintenance," Robotiucs and Computer-integrated Manufacturing, vol. 49, pp. 215-228, 2018.[3] J. Jetter, J. Eimecke and A. Rese, "Augmented reality tools for industrial applications: What are potential key performance indicators and who benefits?," Computers in Human Behavior, vol. 87, pp. 18-33, 2018.[4] A. Blaga, C. Militaru, A.-D

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 Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Tomar, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Education Where did you complete your high - Outside US in an system school education? international school familiarity - Outside US Teaching the Was today's workshop helpful in Ordinal on a 3-pointWorkshop topic learning the topic? Likert scale (3-highest)Related Teaching theFactors Did the activity help in learning Ordinal on a 3-point application of how to apply the concept

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

. International Journal ofTechnology and Design Education, 23, 717-732.[2] Kolmos, A., Holgaard, J. E., Routhe, H. W., Winther, M., & Bertel, L. (2023).Interdisciplinary project types in engineering education. European Journal of EngineeringEducation, 1-26.[3] Bullmore, E., & Sporns, O. (2009). Complex brain networks: graph theoretical analysis ofstructural and functional systems. Nature reviews neuroscience, 10(3), 186-198.[4] Abbas, K., Amico, E., Svaldi, D. O., Tipnis, U., Duong-Tran, D. A., Liu, M., ... & Goñi, J.(2020). GEFF: Graph embedding for functional fingerprinting. NeuroImage, 221, 117181.[5] Amico, E., Abbas, K., Duong-Tran, D. A., Tipnis, U., Rajapandian, M., Chumin, E., ... &Goñi, J. (2021). Toward an information

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)

Students’ Mental Health During the COVID-19 Pandemic,” Journal of College Student Development, vol. 62, no. 2, pp. 236–242, 2021, doi: 10.1353/csd.2021.0024.[3] R. N. Hao, “Critical compassionate pedagogy and the teacher’s role in first-generation student success,” New Directions for Teaching and Learning, vol. 2011, no. 127, pp. 91–98, 2011, doi: 10.1002/tl.460.[4] S. Dyer et al., “Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic,” Journal of Geography in Higher Education, vol. 0, no. 0, pp. 1–18, 2023, doi: 10.1080/03098265.2023.2266999.[5] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate Flexibility and Self

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)

Childhood, M. M. Saylor and P. A. Ganea, Eds., Cham: Springer International Publishing, 2018, pp. 213–231. doi: 10.1007/978-3-319-77182-3_12.[10]G. Pluck and H. L. Johnson, “Stimulating curiosity to enhance learning,” 2011.[11]A. Y. Kolb and D. A. Kolb, “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education,” AMLE, vol. 4, no. 2, pp. 193–212, Jun. 2005, doi: 10.5465/amle.2005.17268566.[12] P. Sendall, C. S. Stuetzle, Z. A. Kissel, and T. Hameed, “Experiential Learning in the Technology Disciplines,” 2019.[13] D. H. J. M. Dolmans, S. M. M. Loyens, H. Marcq, and D. Gijbels, “Deep and surface learning in problem-based learning: a review of the literature,” Adv in Health Sci Educ, vol. 21, no. 5

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Gabriele Trovato Ph.D., Shibaura Institute of Technology; Ahmet Cetinkaya Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

discussions. students’ understanding of the course Inviting guest speakers. contents Including mid-term and final presentations. Conducting program evaluations using the MGUDS-S tool (quantitative) and gathering student feedback (qualitative). Figure 3 Strategies for enhancing students’ understanding of the course contents1.2. Research questionsThe authors have observed over several years that while most international students canarticulate their thoughts effectively in verbal discussions, their writing clarity tends to varysubstantially. Therefore

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Gabriele Trovato, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Educational Reform and Research Activity. She obtained a Ph.D. in English Literature from Chiba University in 2002. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; 2) finding and solving the systematic issues impacting the effectiveness of engineering education, specifically in the context of project-based learnings; and 3) assessing the impact of interdisciplinary engi- neering project-based learnings. Below are her recent presentations at international conferences: WERA 2022, APAIE 2022, IIAI DSIR 2021, IIAI DSIR 2020, WERA 2019. She obtained the

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

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Distinguished Summer Faculty at SPAWAR San Diego, CA. He has over 55 publications covering areas such as adaptive and intelligent controls, robotics, an ocean wave energy converter, green technology, education, wireless sensor networks and image processing. He is a co-inventor on 3 US patents related to control systems. Dr. McLauchlan is a member of ASEE and was the 2012-2014 Chair of the Ocean and Marine Engineering Division. He is also a member of IEEE (senior member), SPIE, Eta Kappa Nu, ACES and Tau Beta Pi, and has served on the IEEE Corpus Christi Section Board in various capacities such as Chair, Vice Chair, Secretary and Membership Development Officer. Dr. McLauchlan has received the Dean’s Distinguished Service

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

V. Sanchez Padilla, Virginia Tech; Jennifer M. Case, Virginia Tech; Homero Murzi, Virginia Tech; Albert Espinal, Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador

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Diversity

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Multidisciplinary Engineering Division (MULTI)

. 172, pp. 591–596, 2020, doi: 10.1016/j.procs.2020.05.075.[3] M. Quilambaqui Jara, D. Contreras, G. Sanchez, and N. Cardenas-Escobar, “Experiences and lessons learned with the use of Design Thinking methodologies in university courses in Ecuador,” in Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation, and Infrastructure for ` Sustainable Cities and Communities,” Latin American and Caribbean Consortium of Engineering Institutions, 2019. doi: 10.18687/LACCEI2019.1.1.431.[4] J. W. Prados, G. D. Peterson, and L. R. Lattuca, “Quality Assurance of Engineering

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)

during July 2021. He wasa guest editor, Advances in Engineering Education(AEE) Special Issue on Worldwide Leading InnovativeEngineering Education Programs, Spring 2021, Vol 9, Issue 3, August 2021, https://advances.asee.org.Mitra has co-authored peer-reviewed technical papers accepted and presented at seven (2018-24) AnnualConferences of the American Society for Engineering Education (ASEE). He was a member, OrganizingCommittee, 9th International Research Symposium on PBL (IRSPBL23) on the theme of ”transformingengineering education”, convened jointly by MIT-NEET, Harvard SEAS and the UNESCO Centre, AalborgUniversity in 2023. He serves on the advisory board of InterPBL and on the board of the ArborCreekMontessori Academy, Dallas, TX, USA

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)

was successful, with 15 of the 17 students successfully completing courseactivities and passing the course. Analysis and reflection from the course is available in theAnalysis section.Fall 2022 [ENGR 35]The Fall 2022 cohort enrolled 11 students and 11 students persisted past the withdrawal deadline.Class sessions were all held in-person with Zoom optional for students who were unable toattend due to illness or other excuse. Class attendance was regularly 10 students, with 1-2students attending via Zoom.Students in this cohort were a higher percentage of sophomores as we specifically targeted newsophomores in our advertising for the course. Figure 3 shows the F2022 student cohort by year. Figure 3: The year-in-school of the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo, Shibaura Institute Of Technology, Japan; Sumito Nagasawa, Shibaura Institute of Technology, Japan; Hiroyuki Ishizaki, Shibaura Institute of Technology, Japan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Reform and Research Activity. She obtained a Ph.D. in English Literature from Chiba University in 2002. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; 2) finding and solving the systematic issues impacting the effectiveness of engineering education, specifically in the context of project-based learnings; and 3) assessing the impact of interdisciplinary engi- neering project-based learnings. Below are her recent presentations at international conferences: WERA 2022, APAIE 2022, IIAI DSIR 2021, IIAI DSIR 2020, WERA 2019. She obtained the Outstanding Paper

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Interaction, pp. 383-390, 2016.[3] M. Y. Mustar, R. Hartanto, and P. I. Santosa, "User Interface for Child-Robot Interaction in Education: Perspective and Challenges," in 2nd International Conference on Electronic and Electrical Engineering and Intelligent System, ICE3IS 2022, pp. 360-364, 2022.[4] C. Clabaugh, K. Tsiakas, and M. Mataric, "Predicting preschool mathematics performance of children with a socially assistive robot tutor," Proceedings of the Synergies between Learning and Interaction Workshop (IROS), pp. 24-28, 2017.[5] J. M. Kory-Westlund and C. Breazeal, "A Long-Term Study of Young Children's Rapport Social Emulation and Language Learning With a Peer-Like Robot Playmate in Preschool," Front. Robot. AI, vol. 6, 2019

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

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Diversity

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Multidisciplinary Engineering Division (MULTI)

other hand, the summer 2023 offering of the course was not as well attended, dropping to 12 initial enrollees of whom only five completed the course. This course is consequently being reexamined to make it more attractive and accessible to students with an optimal summer timeframe and delivery mode.3. Welcoming more international students through the INTO partnership [29], with goal of maintaining a steady number of 25 to 30 students accounting for 3% of the undergraduate population by Fall 2022. Initiative: Partnership with the INTO program which recruits around the globe. Students in this program typically have the first year at the university focused on English as a Second Language (ESL) courses before mainstreaming into

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

an industry setting. For instance, the key words evolve from “followingguidelines” to “value creation”, from “perform” to “reflect”, and from “able” to “effective”,indicating a pathway of growth.Table 4 Expectations of three design reviews throughout the semester. The expectations listedhere are based on ‘4’ that indicates a level of an engineering intern. Some keywords indicatinggrowth are bolded. Design Review 1 Design Review 2 Design Review 3 Expectations Expectations Expectations -Team has identified -Team has tracked the -Team has documented Technical and documented learning progress

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)

Agree Strongly Somewhat nor Strongly Agree Agree Agree Disagree Disagree Disagree Total Student took notes 21 0 0 0 0 3 24 during the session Student asked questions during the 15 0 0 0 0 9 24 session Student seemed receptive to my 6 16 1 0 1 0 24 suggestions Student wanted to understand the 2 10 1 0 11

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)

environment. However, in an emergency situation suchas the COVID-19 response when classes abruptly moved online, successful implementation ismore challenging. Typically for students to succeed in an online learning environment theyshould be self-motivated and organized [17, 10] and have a good learning environment [9].While the literature illustrating the success of online education is plentiful [1, 2, 3, 4], initialresearch analyzing online education during the COVID-19 quarantine indicates that the majorityof students preferred face-to-face learning and had negative perceptions toward online learningduring the COVID-19 quarantine [7, 18] especially those that live in rural areas [19]. Often thiswas not due to technical difficulties but from lack of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

career, however, many lower-divisionprograms exclude hands-on projects, and are solely based on basic sciences courses such as mathand physics. Within the first and second years of engineering curricula, many programs report ahigher attrition rate [1-2] and a drop due to a variety of factors including difficultiesunderstanding concepts, classroom climate, and a lack of interest [1-3]. Experiential learningcourses offered during the lower-division years of an engineering program is one proposedsolution to increase retention.Experiential learning has demonstrated many proposed benefits such as increasing studentmotivation, allowing students to gain fundamental technical skills, and improving students’teammate and collaborative skills [4-7

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)

Operations for the non-profit research group, Advancing Engineering Excellence in P-12 Engineering Education and has launched PROMISE Engineering Institute Global, for international future faculty development. Dr. Gurganus teaches several first and second year Engineering classes along with the Mechanical and Multidisciplinary Engineering Senior Capstone design courses at UMBC. She is also leading and redeveloping a Global Engineering elective. She has also served as this year’s Program Chair for the Pre-College division and on the task force for Weaving in students versus weaving them out with the President of ASEE. This year she was elected as a team leader for CRITL national and the Editorial Board for the Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breanna Michelle Weir Bailey, P.E., Texas A&M University, Kingsville; Mohammad Motaher Hossain; Larry Peel, Texas A&M University, Kingsville

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

), AISC (American Institute of SteelConstruction) and/or ISO (International Organization for Standardization) standards are usedextensively for these purposes. However, the significance of standards may not be immediatelyapparent to students in a classroom or laboratory setting. Generally, in laboratory courses,students are asked to follow a given set of procedures without understanding the criteria ormethod by which the procedures were selected. Similarly, mechanical or structural designcourses emphasize code requirements without providing a comprehensive picture of thedevelopment of codes and the relationship to core mechanics of materials concepts. Thispresentation leads to students who can perform calculations without understanding why. Hence

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najjiya Almallah, Rutgers, The State University of New Jersey; Mahmoud Al-Quzwini, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

properties of original and nano-modified asphalt binders,” Constr Build Mater, vol. 101, 2015, doi: 10.1016/j.conbuildmat.2015.10.085.[21] X. Hou, S. Lv, Z. Chen, and F. Xiao, “Applications of Fourier transform infrared spectroscopy technologies on asphalt materials,” Measurement: Journal of the International Measurement Confederation, vol. 121. 2018. doi: 10.1016/j.measurement.2018.03.001.[22] H. Chen, C. Ferrari, M. Angiuli, J. Yao, C. Raspi, and E. Bramanti, “Qualitative and quantitative analysis of wood samples by Fourier transform infrared spectroscopy and multivariate analysis,” Carbohydr Polym, vol. 82, no. 3, 2010, doi: 10.1016/j.carbpol.2010.05.052.[23] H. Yao et al., “Rheological properties

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul Cameron Hungler P.Eng.; Kimia Moozeh, Queen's University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. What is your definition of a successful interdisciplinary initiative? 3. What do you consider to be the key factors for success in a interdisciplinary initiative? Do these change over time (i.e., short, medium and long term). 4. How do you measure success within your institute, and what metrics do you use to track progress and evaluate the impact? 5. How important are industry partnerships and collaborations for the success of your institute? 6. What are the best practices for attracting research funding, specifically multidisciplinary grants? 7. How do you attract top talent, both internally and externally, to participate in the efforts of the multidisciplinary institute? 8. How do you develop and design