Conference Session

Multidisciplinary Curricular Design and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Vicki Stieha, Boise State University; Amy J. Moll, Boise State University; JoAnn S. Lighty, Boise State University

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Diversity

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Multidisciplinary Engineering

, we found that the patterns by gender reflect themesidentified in the literature for major preferences by gender. Zafar, for example, found that collegeaged women favored degree programs emphasized social responsibility, a concern for people andthe environment [15].Table 2: Analysis of students’ academic standing in the year following their departure fromengineeringColumn1 Women Men Count % Count %Not enrolled 205 16% 1733 20%Good Standing ProbationRemoved or Reinstated 28 14% 286 17%Switched Non Stem 92 7

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael S Thompson, Bucknell University; Andrew Ciotola, Stadler Center for Poetry, Bucknell University; Daniel Mancusi, Bucknell University; Mark Yerger, Bucknell University; Adam B Gegg

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Diversity

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Multidisciplinary Engineering

demos. 4. Subsystem-level and system-level demos: it was expected that there would be more than one integrated demos of two or more subsystems. 5. Evaluation plan and measured results: a list of specific metrics, at least one test procedure for each metric, desired levels for each metric, and measured levels for each metric 6. Delivery and hand-off: a major point of this whole collaboration was to create a system that would be handed off to L&IT to be polished, deployed, and maintained over time. An official hand-off meeting with discussion and questions was a major milestone for the end of the project. 7. Reflection on the process and productEach of the project milestones was evaluated by a rubric

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

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Diversity

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Multidisciplinary Engineering

Introduce project!! template Choose Semester Research Initial References, PowerPoint Limitations or Bias in Individual reflection on Grand Group Discussion on

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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Diversity

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Multidisciplinary Engineering

B is less a reflection ofhighly self-determinant engineering degrees and more a reflection of less curricular choice acrossthe board at this institution. This trend is perhaps not surprising considering that University B isa technically focused institution, with more than 90% of the school’s undergraduate populationenrolled in engineering degree programs.University CUniversity C is a private, Master’s University (large program) 11 with a 2013 undergraduateuniversity population of approximately 4,900 students and a full-time undergraduate engineeringpopulation of approximately 800 students. Page 26.1512.10Engineering degree program Choice

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Bergquist, California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

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Diversity

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Multidisciplinary Engineering

multidisciplinary project presented in this paper brings together the fields of structuralengineering and computer science to address an existing shortcoming in seismic reconnaissance.Presently, expert engineers are required to manually filter and tag post-earthquake images ofdamaged civil infrastructure (acquired from engineering inspection teams or other formal/socialmedia platforms); the collaborative research team is attempting to automate these time intensiveand technically challenging tasks by developing a robust deep learning (DL) algorithm.The research team is based out of California Polytechnic State University – San Luis Obispo, apredominantly undergraduate public university located on the West Coast. As a reflection of thisacademic environment

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University

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Diversity

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Multidisciplinary Engineering

deeply in graduate education,interdisciplinary learning has not been highly reflected or cultivated in engineering educationcurricula [1]. This lack of acknowledgment may be attributed to the historical exclusion ofinterdisciplinary ways of being and thinking across the disciplines, which also limits how studentssee themselves as engineers. Historical perspectives within engineering education include thosethat “institutionalize cultural and epistemic injustice” by excluding views that deviate from thedominant ways of thinking in engineering [2, p. 4]. Riley and Lambrinidou [2] expressed how thisapproach to educating engineers may result in engineers who do not feel they fit into the mold ofa stereotypical engineer, which emphasizes technical

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign; José G. Andino Martínez, University of Illinois at Urbana-Champaign; Olivia C. Coiado, University of Illinois at Urbana-Champaign; Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Flavia Andrade, University of Illinois at Urbana-Champaign; Tim Pollack-Lagushenko, University of Illinois at Urbana - Champaign

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Multidisciplinary Engineering

University of Illinois, a Professor ofAgricultural Engineering at Makerere University in Uganda, and a Professor of Social Work atNational Yang-Ming University, Taiwan.The series concluded with an informal session that allowed participants to reflect on previousconversations with the group of panelists (see below). Total engagement among the roundtableswas 79 non-panel participants, and the ratio of faculty to students was roughly 50 percent ofeach. Additional faculty and students could view the forum sessions afterward by linking tovideos of each roundtable off the Working Group’s website.The Working Group honed the topics of the forum by developing a set of three questions forpanelist discussion that would be posed in each roundtable. The goal was

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

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Diversity

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Multidisciplinary Engineering

the cross-disciplinary practice model wereapplicable in the undergraduate context. The pilot study also confirmed that collecting dataduring the team process would provide a deeper, more detailed picture of how undergraduatesdevelop as cross-disciplinary team members compared to a retrospective approach. Therefore,my dissertation work uses a real-time approach to collecting data—that is, I utilized weeklyobservations of the team, regular, written reflections by each team member, and periodicindividual interviews with student team members throughout one semester. This real-timemethod, common in ethnographic research,4 provides a rich understanding of how undergraduatestudents develop as cross-disciplinary team members during a cross

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Elise Barrella P.E., James Madison University

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Diversity

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Multidisciplinary Engineering

defining sustainability or answering objective questions (e.g., multiple choice).Assessments of design skills capture higher-order cognitive processes which may require bothconceptual and procedural knowledge; for example, students applying sustainable design to theircapstone projects. Assessments of beliefs, attitudes, or interests reflect self-knowledge and aremore indicative of motivation to perform sustainable design or act sustainably, rather than ademonstrated ability to do so.Accordingly, the research questions guiding this review were:1. What tools are available for assessing students’ (a) conceptual knowledge, (b) design skills or application of knowledge, and/or (c) beliefs/attitudes/interests related to sustainability?2. Which fields

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Multidisciplinary Engineering

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

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University

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Diversity

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Multidisciplinary Engineering

life; 2) To positively contribute to retention and transferthrough active involvement in a research mentorship program at a baccalaureate-granting Page 26.1576.5university, and 3) To provide academic and professional development to students through theresearch experience and seminar to orient students to university life and to the culture of researchin their disciplines.With a transfer rate of 69.1%, the goals of the program are being realized, as reflected in themajority of the students who opt to enter a 4-year school the semester after SCCORE or whogain a committed intent to do so after they return to complete their community college

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College; Donald George Pratt, Messiah College

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Diversity

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Multidisciplinary Engineering

question of how to improve the course wereindicated that the students thought the tests were too hard, which is not an unexpected responseto this type of question.IV. Analysis and DiscussionCircuits 1 MisconceptionsUsing Circuits Concept Inventory (CCI) items or other final exam questions can help assess howwell students have learned essential aspects of the subject material, but also can reveal wheremisconceptions remain. An incorrect response on one of these items can reflect the deficiency ofindividual students, or if it wider spread among a majority of students in the class, a deficiency inthe teaching method that needs to be addressed. Focusing first on the poorest results with CCIitems from the previous section reveals the following

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Aunshul Rege, Temple University; Saroj K Biswas, Temple University; Michael Haney, University of Idaho; Michael John Santora, University of Idaho; Brian K. Johnson, University of Idaho, Moscow; Ronald Laurids Boring; D. Subbaram Naidu P.E., University of Minnesota Duluth; John F. Gardner, Boise State University

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Diversity

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Multidisciplinary Engineering

 conflicts between members (and how these were resolved).  ii. Team strategy: This component examined whether ECE students had a particular strategy  to ensure they were successful at maintaining their microgrids, generating revenue, and  successfully fending off (or minimizing the impact of) cyberattacks. iii. Team preparedness: This aspect focused on whether ECE students were prepared, knew  the various elements of the Grid Game, and understood what different cyberattacks did to  their systems.  iv. Methodological issues: This section asked CJ students how they felt about doing  hands­on research, any difficulties they experienced in observing and interviewing ECE  students, and also reflections on what

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park; M K Parfitt

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Diversity

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Multidisciplinary Engineering

programs will be covered.IntroductionMost degree programs that teach building engineering have design opportunities are often less thanideally constructed to reflect practical careers due to relatively few faculty members being trained, or theyhave no similar industry experience necessary to guide students [1]. Consequently in these settings, only asurface level understanding of their value is realized [2]. Many engineering students do not know how toapproach large complex systems due to their exposure to idealistic examples [3]. Additionally, they notcapable of providing critical multi-disciplinary integration of their designs due to the isolated nature oftopics in the classroom [4] [5]. Capstone courses provide a comprehensive evaluation of

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Sunay Palsole, Texas A&M University; Mark H. Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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Multidisciplinary Engineering

), called for a Decade of Education for sustainabledevelopment from 2005 to 2015 [1]. This worldwide reflection is creating a new engineeringeducation culture. Engineering educators are observing significant shifts in societal expectationsof the engineering profession to help address immediate and longer-term sustainable developmentchallenges. According to the World Federation of Engineering Organizations (WFEO),engineering plays a significant role in planning and building projects that preserve naturalresources, are cost-efficient, and support human and natural environments [2]. The NationalAcademy of Engineering formulated in 2004 its vision of the engineer of 2020 [3]. This reportoutlines a number of aspirational goals where it sees the

Conference Session

Engineering in Societal Context

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gordon D. Hoople, University of San Diego; Austin Choi-Fitzpatrick, University of San Diego

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Diversity

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Multidisciplinary Engineering

along threedimensions: Process, Project, and Reflection.With regard to the process we anticipate students will be able to: ● Describe the “lens” of one’s disciplinary framework ● Find, read, and incorporate information from across multiple disciplines ● Communicate one’s perspective and decision-making process to colleagues from other disciplinesWith regard to the project we anticipate students will be able to: ● Design and build a quadcopter using open source technology ● Plan and implement projects in an interdisciplinary team environmentWith regard to the reflection component of the course, we anticipate students will be able to: ● Articulate in verbal and written form the importance of interdisciplinary teams ● Identify

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

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Diversity

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Multidisciplinary Engineering

, reliable and valid self assessment Page 26.1562.5• Recognize strengths and weaknesses• Challenge themselves• Demonstrate strong leadership and project management skills• Demonstrate strong organizational skills• Demonstrate a strong work ethic, and set and pursue personal learning goals.In free responses, students reported that being a mentor helped them cultivate meaningfuldiscussions with their mentees, encouraged self-reflection, taught them how to become a leader,helped them learn more about themselves and helped them become a member of a team.Students who completed co-ops and classes in the Paul Peck Program reported that the variety ofclasses

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, Virginia Tech; Nicole P. Pitterson, Virginia Tech

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Diversity

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Multidisciplinary Engineering

engineering design process English 3 Portfolio Proposals, Drafts, Individual Workshops, Final drafts/exhibits, Reflection Entrepreneurship 3 Pitch, Presentation Problem validation, Group evaluated by outside Business model experts generation, Team formation, and

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, Arizona State University; Mark Vincent Huerta, Arizona State University, Polytechnic campus; Jared Joseph Schoepf, Arizona State University; Joshua Loughman, Arizona State University

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Diversity

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Multidisciplinary Engineering

potential benefitsand challenges of supporting multidiscipline teams in an academic curriculum. Whilemultidisciplinary project-based learning and multidisciplinary service-learning are not new ideas,rarely is the team composition considered in relation to the impacts to student learning andperception.This work examines the experiences of three multidisciplinary, sustainability focused teamsproviding solutions for use and education in communities considered food-deserts. The threeteam structures vary in degree of multidisciplinary composition, one of the EPICSdifferentiators. Students were asked to define multidisciplinary teams and then reflect on theirown team experiences and team compositions. Transcripts of focus group interviews with currentand

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Andrew Greenberg, Department of Chemical and Biological Engineering University of Wisconsin-Madison; Christine S. Grant, North Carolina State University at Raleigh; Ashley Brown

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Multidisciplinary Engineering

reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.18. Wenger, Etienne, Richard A. McDermott, and William Snyder (2002). Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Business School Press.

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jason Forsyth, York College of Pennsylvania; Mark M. Budnik, Valparaiso University; Randi Shedlosky-Shoemaker, York College of Pennsylvania; Jeffrey Will, Valparaiso University

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Diversity

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Multidisciplinary Engineering

InstitutionsTable 2 presents the mean responses for each scale (community, enjoyment, and value) at eachinstitution; possible values ranging from 0-4. For each scale, a 0 response would indicate theabsence of that scale, e.g. a score of 0 for Enjoyment would indicate that students found noenjoyment in their capstone projects. Similarly, a score of 4 for Community would reflect abelief that community service is extremely important. Scales that showed statistical differencebetween institutions are indicated with a **.Table 2: Overall response for Enjoyment, Value, and Community scales by institution Scale YCP Score Valparaiso​ ​Score Community** (p<0.001) M​ = 2.80±0.78

Conference Session

Engineering in a Societal Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bruce Edward Niemi, Tulsa Community College

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Diversity

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Multidisciplinary Engineering

primarily for STEM students atcommunity and technical colleges. The responses from Honors students reflected afavorable experience toward history classes taken in secondary school and in the Honorsseminar. Several learners had AP history courses in high school, while one hadcompleted only an eighth grade world history class.The lone political science major was the most enthusiastic about studying history citingan “interest in colonization and how government originated…how political partiesoriginated and other areas such as finance policies, interest groups, and court cases.” Helisted a number of AP classes he took in high school in addition to history and politicalscience courses taken since he matriculated at TU.On the other hand, another student

Conference Session

Multidisciplinary Efforts in Introductory Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Michael Escuti, North Carolina State University; Mehmet C. Ozturk, North Carolina State University

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Diversity

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Multidisciplinary Engineering

differential and the number of legs, and explain why semiconductors are better for this application compared to metals and insulators (i.e., regarding phonons vs. electrons). g. Explain how reducing the dimensions contribute to the performance of thermoelectric devices, including addressing how the importance of the mean-free-path changes at the nanoscale. h. Evaluate the potential impact, challenges, and risks of at least one start-of-the-art application of nanoscale thermoelectrics.7. Nanophotonics a. Explain how photons interact with materials generally, including absorption, emission, scattering, and reflection, and the concept of permittivity. b. Calculate the plasma

Conference Session

Multidisciplinary Outreach and Early Transdisciplinary Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

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Multidisciplinary Engineering

, time management, and group problem solving.9 Theimportance of multidisciplinary collaboration is reflected in ABET requirements stating thatengineering graduates should be able to function in multidisciplinary teams.2 However, exposureto multidisciplinary work in the classroom is often limited. Further, many graduating high schoolstudents do not know enough about the various engineering disciplines to make informed choicesabout college majors. This paper describes a week-long, residential summer outreach program called Engineering:Get Into Real Learning (E-GIRL) which was implemented at Texas Tech University (TTU) forthe first time in the summer of 2015. The goal of the program was to enhance interest in pursuingengineering for the group of

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford

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Diversity

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Multidisciplinary Engineering

America’s Research Universities. State University of New York- Page 26.788.11 Stony Brook, 1998.12. Justice, C., Rice, J., Roy, D., Hudspith, B., Jenkins, H. (2009) Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum. High Educ 58, 841–855.13. Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S. and Sammon S. (2007) Inquiry in higher education: reflections and directions on course design and teaching methods. Innovative Higher Education. 31 (4), 201–14.14. Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Brian K. Johnson, University of Idaho, Moscow; D. Subbaram Naidu P.E., Idaho State University; Lawrence H Beaty; John F. Gardner, Boise State University; Indrajit Ray, Colorado State University; Katya L Le Blanc, Idaho National Laboratory; Michael Guryan, Idaho Regional Optical Network, Inc.

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Diversity

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Multidisciplinary Engineering

interaction opportunities thatexist in the game, which are reflected in the score. The players must regulate frequency to avoidhaving the machines on the grid from “tripping” to protect themselves from over or underfrequency conditions. In the game, grid operation is stopped and restarted if the grid frequencystrays outside a two-Hertz tolerance. The player is penalized by losing a portion of theirresidential customers and the last industrial load customer that was recruited. The storage sourcethat represents a simplified view of a battery or other mechanical storage mechanism (e.g.pumped storage) is the low level control provide to the player for regulating frequency. Theenergy limited storage source is used to absorb power when excess is being

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron

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Diversity

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Multidisciplinary Engineering

, theteam will assume a percent removal by LLE based on literature reports. A secondway would be to make sure that teams have some strong leadership andreorganize teams if necessary.AcknowledgmentsThis work was supported by the National Science Foundation under grant DUE-0966245. Any opinions, findings, and conclusions and recommendationsexpressed are those of the authors and do not necessarily reflect the views of theNational Science Foundation.  References1. Perez, T., Cromley, J.G., Kaplan, A. The role of identity development, values and costs I college STEM retention. Journal Educational Psychology 106(1): 315-329, 2014.2. Wilson, Z.S., Holmes, L., deGravelles, K., Sylvain, M.R., Batiste, L., Johnson, M., McGuire, S.Y., Pang

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Multidisciplinary Engineering

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

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristian Eduardo Vargas-Ordonez P.E., Purdue University at West Lafayette (COE); Morgan M. Hynes, Purdue University at West Lafayette (COE)

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Multidisciplinary Engineering

model constructed socially about a punctual element of the social object.This framework has been helpful to research the representations about the health and disease, externaldebt, values transmitted by the massive media, women’s role in society, feminism, moral conduct, theconception of body, or the students’ body seen by their teachers, among others [10]. Nevertheless, the three elements of the SR are organized in a structure that changes through timebecause of periods of crisis related to the individual and group reflection, dialogue between groups, anddifferent life experiences. For Abric [11], this structure has a stable core and a flexible periphery. Thecore is compact and creates a rigid and complex field of representation that

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bahaa Ansaf, Colorado State University - Pueblo; Nebojsa I. Jaksic, Colorado State University - Pueblo

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Multidisciplinary Engineering

. • I use my personal email more frequently than my school email. Also, update as much and as soon as possible to blackboard. Industrial Robotics • I have taken online classes in the past and I didn’t learn as well as I do in face-to- face lectures. • I hope Blackboard works throughout the semester. The survey results (Table 2) reflect the following facts for each challenge and the possible impact onthe program quality. Table 2. Possible impact on program quality with respect to challenge type Challenge typeFacts Possible impact on the program quality Technology • About 40% percent of students