Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristiane Maria Barra Da Matta, Instituto Mauá de Tecnologia; Daniel Kashiwamura Scheffer, Instituto Mauá de Tecnologia; Susana Marraccini Giampietri Lebrão; Maria do Carmo Fernandes-Martins, Universidade Metodista de São Paulo; Fernando Silveira Madani, Instituto Mauá de Tecnologia

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Multidisciplinary Engineering Division (MULTI)

Paper ID #38028Board 145: Possible Relations between Self-Efficacy, SociodemographicCharacteristics, Dropout and Performance of Freshman Students inEngineering CoursesDr. Cristiane Maria Barra Da Matta, Instituto Mau´a de Tecnologia Master’s degree in Food Engineering at the Instituto Mau´a de Tecnologia and PhD in Psychology at the Universidade Metodista de S˜ao Paulo (2019). Assistant professor and coordinator of the Student Support Program (since 2007) at Instituto Mau´a de Tecnologia. It investigates themes of School and Educational Psychology: academic experiences, self-efficacy, school performance and dropout in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yu Zhang, Zhejiang University; Xiaoning Zhang, Zhejiang University; Tuoyu Li, Institute of China’s Science, Technology and Education Policy, Zhejiang University; Min Ye, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

Education, Science Technology and Education Policy. ©American Society for Engineering Education, 2024 Design of embedded interdisciplinary educational program: A case study based on an AI certification programAbstractBackground: Accompanied by the breakthrough progress of AI technology and its wideapplication in various industries, the worldwide demand for AI talents is growing explosively,and more and more non-AI majors are eager to learn the basic knowledge and applicationskills of AI. However, worldwide research and practice of AI education are still in theexploratory stage and face the reality of shortage and dispersion of AI educational resources.How to design AI interdisciplinary program

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Multidisciplinary Engineering Division (MULTI)

suspect that liberal arts institutions inparticular focus on teaching non-technical knowledge and skills, which are also valued byindustry [1]. A more balanced educational experience might be particularly relevant given thelarge number of folks with engineering degrees who work outside of engineering occupations;the NAE estimated that as of 2013 there were 65% of all degreed engineers who worked inoccupations not considered engineering [41]. The ABET EAC program criteria add additionalcurricular constraints on specialty degrees, with the majority of the identified aspects relating totechnical issues; programs accredited under the general criteria do not face these additionalrestrictions [42]. Previous research quantified the amount of required

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

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Multidisciplinary Engineering Division (MULTI)

ofsociety and engineering solutions/technologies related to each theme. They are provided withopportunities to further explore theme(s) that they are interested in through individualizedresearch-based assignments and a team project. In this course, students also learn about programrequirements and opportunities to achieve the program competencies, and develop a customizedfour-year plan for the program, i.e., they identify opportunities they would like to pursue to meeteach competency requirement and plan out when to pursue each opportunity during their fouryear journey. Due to the active learning and group based nature of this course, the first yearstudents also closely connect with their peers and the first year community in the GCSP. Moredetails

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)

to make a change in the world by building valuable businesses that are sustainable to last and are driven by the purpose of solving a problem.”Another new theme that arose from the data, which also may be related to Attainment Value, isBroader View/Perspective. This theme was applied to responses that mentioned aninterdisciplinary perspective, different way of thinking, different view of engineering, etc.People often think of Grand Challenges Scholars as having a broader perspective and/or way ofthinking due to the competencies that they achieve through the program, so it is possible studentsare mentioning this interdisciplinary/broader thinking because they see it as a characteristic of aGrand Challenges Scholar. Below are some

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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Multidisciplinary Engineering Division (MULTI)

ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).Albert Espinal, Escuela Superior Polit´ecnica del Litoral, Guayaquil, Ecuador ©American Society for Engineering Education, 2023 ` Stakeholders’ Perceptions about an Undergraduate Engineering Program Accreditation Process in Ecuador: Exploratory Work in ProgressBackgroundAccreditation of an engineering program allows a university to show that its program meetsspecified quality criteria in relation to teaching strategies, assessment methods, curricula, andresources [1]–[6]. Although institutions, such

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Polytechnic Institute and State University

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Multidisciplinary Engineering Division (MULTI)

comparative research on innovation, teaching, and learning in engineering education. Her primary research methodology is qualitative, drawing heavily on interviews, focus groups, and narrative techniques. She is also adept in mixed-method approaches and quantitative methods, including NLP progress and data clustering. ©American Society for Engineering Education, 2024Work-in-Progress (WIP): Exploring Performance-Based Assessment (PBA) in a VIP Interdisciplinary ProgramAbstract With the increasing emphasis on project-based learning (PBL) and providing studentswith multidisciplinary teamwork experiences in engineering education, Vertically IntegratedProjects (VIP) programs have become

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert, University of Arkansas; Lee Shoultz; Shantel Romer, University of Arkansas

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Paper ID #39214Expanding, Improving, and Completing a Multi-College InterdisciplinaryB.S. Data Science Program with ConcentrationsDr. Karl D. Schubert, University of Arkansas Dr. Karl D. Schubert is a Professor of Practice and serves as the Associate Director for the Data Science Program for the University of Arkansas.Lee ShoultzShantel Romer, University of Arkansas ©American Society for Engineering Education, 2023 Expanding, Improving, and Completing a Multi-College Interdisciplinary B.S. Data Science Program with ConcentrationsAbstractThis paper describes the roll-out, continuous improvement

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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Multidisciplinary Engineering Division (MULTI)

Paper ID #41079Innovative Mobility Program Series for Asian Students’ Equitable LearningOpportunities Through Interdisciplinary MethodologiesMr. Hiroyuki Ishizaki, Shibaura Institute of Technology Hiroyuki Ishizaki is a Visiting Professor at Shibaura Institute of Technology (SIT), a leading Japanese engineering school. His research interests include multidisciplinary teaching and learning, cross-cultural competence, collaborative online international (COIL), technopreneurship, and project/problem-based learning methods. As a Director of the Malaysia Office, he has been expatriated in Malaysia since 2014 and leading the

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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Multidisciplinary Engineering Division (MULTI)

provide hands-on, real-world learning; a combination of technicaland professional skills; and opportunities for new experiences and coursework. Improvementscan be made in community building, access to possible career information, better marketing toemployers, and more mentoring opportunities.IntroductionThe demand for engineers and other STEM related occupations is increasing [1], yet therecruitment and retention of students to their engineering programs continue to be a source ofpressure for universities [2, 3]. Currently there is limited research concerning how and whystudents choose certain engineering degrees, which becomes an issue as universities compete todraw in more students through innovative engineering programs. More recently, there

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)

Paper ID #42032Work-in-Progress: The Unique Impact of an Interdisciplinary ExperientialLearning Program on Undergraduate STEM Students’ Career ReadinessDr. Rea Lavi, Massachusetts Institute of Technology Rea Lavi received his Ph.D. degree from the Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel. He is Lecturer and a Curriculum Designer with the NEET program, School of Engineering, Massachusetts Institute of Technology, Cambridge, MA, where he teaches thinking skills to undergraduate students. His research interests in STEM education involve the fostering and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County

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Multidisciplinary Engineering Division (MULTI)

Paper ID #39897Work in Progress: Development and Facilitation of a NewCertificate/Class for Undergraduate Teaching Assistants in Engineeringand Computing ProgramsDr. Jamie R. Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus is a faculty member in the Engineering and Computing Education Program and Affiliate Professor in the Mechanical Engineering Department at UMBC. She is the Associate Director STEMed Research in the College of Engineering and Information Technology (COEIT). She also serves as the Director for the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate

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)

Paper ID #39686Evaluating Student Project Choice, Course Satisfaction, and Performancebetween Community Service, Internal Projects, and Industry-SponsoredProjects in a Multidisciplinary Industry-Sponsored Capstone ProgramEdward Latorre, University of Florida Dr. Edward Latorre-Navarro is the Director of the Integrated Product and Process Design (IPPD) program within the Department of Engineering Education at the University of Florida. He joined UF from his pre- vious role as Associate Professor of Computer Science at the University of Puerto Rico at Arecibo. As an educator, he is interested in improving the academic experience

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Karami, Pennsylvania State University, Harrisburg; Xinwei Niu, Pennsylvania State University, Harrisburg; Rafic Bachnak, Pennsylvania State University, Harrisburg

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Multidisciplinary Engineering Division (MULTI)

sequences and assessment resultsfrom industry sponsors, technical advisors, student self-assessment, and feedback through an“after-action-review” form. The results show high satisfaction with our capstone coursestructure, content, and approaches.IntroductionThe capstone design course is an essential milestone of engineering education and has been usedto help fulfill ABET Criteria for Accreditation. While engineering curricula must include aculminating major engineering design experience [1], engineering technology programs mustincorporate an experience that develops student competencies in applying both technical andnon-technical skills [2]. In addition, educational programs have used the capstone course forvarious purposes, including equipping

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)

StudentsIntroductionOne current gap in many engineering programs is a focus on teaching students how to createrelationships with professionals from scratch, a.k.a. build social capital at the organizationswhere they might want to work after graduation. The skillset of building professionalrelationships is considered the most important aspect of career education because it acceleratesthe career exploration process, leads to internship and job opportunities, and increases student’sself-confidence related to life after college [1]. This is particularly relevant as 70% of jobs andinternships go to professionals who already have a connection with the company [2]. Theseinternships and jobs are located in what is referred to as the ‘hidden job market

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

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Multidisciplinary Engineering Division (MULTI)

Paper ID #39190Incorporating Design Justice Activities in Engineering CoursesDr. Shuvra Das, University of Detroit, Mercy Shuvra Das has been working at University of Detroit Mercy since January 1994 and is currently Pro- fessor of Mechanical Engineering. Over this time, he served in a variety of administrative roles such as Mechanical Engineering Department Chair, Associate Dean for Research and Outreach, and Director of International Programs in the college of Engineering and Science. He has an undergraduate degree in Mechanical Engineering from Indian Institute of Technology, Kharagpur, and Master’s and Ph.D. in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert L. Avanzato, Pennsylvania State University, Abington

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Multidisciplinary Engineering Division (MULTI)

includegenerative AI models such as the text-to-text model, chatGPT [9], GPT-4 [9], and others. LLMsuse a transformer model architecture instead of a CNN and the transformer architectures arecurrently being explored for use in computer vision applications. Models such as chatGPT (andothers) have also proven useful for programming code generation and productivity enhancement.These LLMs are of growing importance but are outside the scope of this project and paper.2. Deep Learning Curriculum and ProjectsThe specific goal of this project is to design and implement an instructional 7-week coursemodule to introduce deep learning and computer vision with a project-based orientation. Asmentioned, the target course is a senior-level engineering design course in

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

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Multidisciplinary Engineering Division (MULTI)

theory and prac�ce without proper guidance. While MATLAB makes implemen�ng theseprocesses simple, only electrical engineering students who have taken a Digital Signal Processingcourse can understand and implement these processes.This paper presents a module for teaching spectral analysis to second-year engineering studentsusing an engaging and hands-on approach without the intense level of math found in Digital SignalProcessing (DSP) books. The module was applied in a core engineering course at Stevens Ins�tuteof Technology, which 400 students took from nine different engineering programs. The moduleconsisted of three steps: research in which students were asked to report an applica�on orprocess that uses spectral analysis. This started with a

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)

related to interdisciplinary learning, delving into terminologicalnuances and seeking conceptual convergence and shared meanings [8], [10], [19], [20], [21],[22], [23], [24]. Yet, in practical applications (including both program names and dailyconversation), the distinctions between terms such as multidisciplinary, interdisciplinary, andtransdisciplinary remain ambiguous and the terms are often used interchangeably. The lack ofprecision in these definitions is further compounded by the influence of disciplinary cultures andinstitutional contexts, which can make it challenging to cultivate a shared language and sharedmeanings for a global, adaptable interdisciplinary workforce of engineers and designers [7], [9],[10].In scoping this study, we

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Liesl Folks, The University of Arizona; Erin Rowley, University at Buffalo, The State University of New York

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Multidisciplinary Engineering Division (MULTI)

infiltrates many areas of engineering andscience. Yet within engineering programs, students often have few opportunities to developexpertise in data science or even to explore how data science is relevant to their degreespecializations. This paper reports on an NSF-funded study of a program that prepares STEMstudents to engage with data science in coursework and then mentors them as they secureinternships and complete a capstone that demonstrates their application of data science expertise.Drawing on a mixed-methods study, including student reflections, capstone project assessment,and survey reporting, this paper suggests not only that students make deep connections betweentheir existing majors and data science but also that students trained in our

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) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jenna Wong, P.E., San Francisco State University; Zhaoshuo Jiang, San Francisco State University; Robert Petrulis; Wenshen Pong, P.E., San Francisco State University; Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Fatemeh Khalkhal; Yiyi Wang, San Francisco State University

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Multidisciplinary Engineering Division (MULTI)

professor, he worked as a structural engineering professional at Skidmore, Owings & MerrillDr. Robert Petrulis Dr. Petrulis is an independent consultant specializing in education-related project evaluation and research. He is based in Columbia, South Carolina.Dr. Wenshen Pong, P.E., San Francisco State University Wenshen Pong received his Ph.D. in Structural Engineering from the State University of New York at Buffalo. He joined the School of Engineering at San Francisco State University in 1998. He teaches courses in Civil/Structural Engineering. He has received many grants from NSF, Department of Education and NASA.Dr. Xiaorong Zhang, San Francisco State University Xiaorong Zhang received the B.S. degree in

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

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Multidisciplinary Engineering Division (MULTI)

Engineering, University of California, Irvine. She is also the Faculty Director of International Programs at the Henry Samueli School of Engineering. Dr. Wu is responsible for implementing, overseeing and assessing the freshmen engineering program and international programs to enhance and support the engineering education at the School of Engineering. Dr. Wu received her Ph.D. degree in Engineering, with a concentration in Materials and Manufacturing Technology, from the University of California, Irvine with primary research focuses on the design, development and integration of microfluidic systems for biomedical applications. ©American Society for Engineering Education, 2024 Assessing Best

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Multidisciplinary Engineering Division (MULTI)

withinengineering competition teams [1], and to examine how these teams, along with the formalengineering curriculum, impact undergraduate students. Our study includes interviews with arange of undergraduate engineering students, primarily those who have been members of theseteams for several years. Additionally, we have interviewed alumni who were once members ofthese teams but have since graduated, providing insight from individuals who have completedtheir college journey and are now working in the field of engineering. Through these interviews,we aim to identify patterns and specific factors related to the transfer of knowledge betweenengineering teams, both within and outside the classroom, as well as the knowledge andopportunities facilitated by the

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)

Engineering Technology (MET)program [6], and (c) the preliminary results when an intervention consisting of specially-trained tutors aspart of the “Writing Assignment Tutor Training in STEM” (WATTS) program [7]. In this last work, thepositive effect of the WATTS-trained tutors on student writing relative to the effect obtained fromtutoring interactions without WATTS-trained tutors was measured using the voice-development-style-diction methodology introduced in [8].The present work expands on that presented in [7] to include an AAC&U Value rubric to assess studentwriting. Additionally, a Likert-scale survey was administered to the tutors to capture their impressions ofthe tutoring interactions in the “control group” year of the study (tutors not

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abdullah Ibrahim, Texas A&M University at Qatar; Roudha Saif Al-Khaldi, Texas A&M University, Qatar; Doaa Elamin Emam; Yasser M. Al Hamidi, Texas A&M University, Qatar; Marwan Khraisheh, Texas A&M University, Qatar

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Multidisciplinary Engineering Division (MULTI)

lecturer in 2018 to teach design related courses in the mechanical engineering program. He specializes in product design, instrumentation, controls, and automation. Dr. Al-Hamidi founded the Engineering Enrichment Program in 2016, which is currently one of the Center for Teaching and Learning pillars. He received three Transformative Engineering Education grants related to multidisciplinary education in 2018, 2021 and 2022. In 2021 Dr. Al-Hamidi received the Dean’s Achievement Award to recognize his contribution to the campus within that year. In 2015 he received the Association of Former Students AFS Distinguished Achievement Award as a recognition for his commitment, performance and positive impact on Aggie students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Edward Paul Weingart; Shareen Hertel, University of Connecticut; Shoshana Armington; Kathryn Libal, University of Connecticut

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Diversity

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Multidisciplinary Engineering Division (MULTI)

with other campus stakeholders to promote theirdevelopment as future professionals. Students may use the individualized specialization as apathway to further education in medicine, law, engineering education, business, or other fields.Students work closely with their academic advisor and the MDE faculty review board to designlearning outcomes and objectives related to the pursuit of their tailored specializationcoursework, outline a plan of study and appropriate course sequencing, and monitor degreeprogress.Lessons LearnedDiscussions and work to form the MDE program at the University of Connecticut started in2019; four important lessons have emerged since then. Insights from this experience could behelpful to other colleges and universities

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)

Paper ID #43680Transfer Learning from Math to Engineering and Using Scaffolds throughHands-on Learning to Build New Engineering Skills in Sensors and SystemsCourseDr. Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi Dr. Mehrubeoglu received her B.S. degree in Electrical Engineering from The University of Texas at Austin. She earned an M.S. degree in Bioengineering and Ph.D. degree in Electrical Engineering from Texas A&M University. After working in industry developing algorithms for machine vision systems, she returned to academia. She is currently a professor and program coordinator at the Department of

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 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

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Multidisciplinary Engineering Division (MULTI)

CHIPS for America Act (2022-2026) Sourced from Article [11] and [18]Educational Institutions’ Role in the Semiconductor Workforce DevelopmentBased on the above trends, Academic institutions are leading the charge in preparing the nextgeneration of engineers and technicians by establishing state-of-the-art engineering laborato-ries and designing specialized courses. These academic programs aim to provide not only a Year Funding Source Purpose CHIPS and Science $52 billion investment to revitalize America’s domestic semicon- 2022 Act ductor industry and strengthen economic and national security $11 billion administered by the U.S. Department of Commerce