Conference Session

Sustainability, Service Learning, and Entreprenuership

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Multidisciplinary Engineering

AC 2010-1885: DEVELOPMENT OF A MASTERS DEGREE ON SUSTAINABILITYMANAGEMENTShekar Viswanathan, National University, San DiegoHoward Evans, National University, San Diego Page 15.404.1© American Society for Engineering Education, 2010 Development of a Master’s Degree Program on Sustainability ManagementAbstractThis paper summarizes the development of a unique, master’s degree program insustainability management based on fundamental concepts relating to energy,environment, products and processes. The interactions among practitioners andacademicians at the National University that lead to the development of this program arehighlighted. This

Conference Session

Multidisciplinary Course Innovation I

Collection

2008 Annual Conference & Exposition

Authors

Brent Nelson, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

Julian F Vincent and Darrell L Mann, "Systematic technology transfer from biology to engineering," Philosophical transactions: mathematical, physical, and engineering sciences 360, 159-173 (2002).17 G Pahl and W Beitz, Engineering Design: A systematic approach. (Springer-Verlag, London, 1999).18 John B. Ochs, Todd A. Watkins, and Berrisford Boothe, W., "Creating a truly multidisciplinary entrepreneurial educational environment," Journal of Engineering Education 90, 577-583 (2001).19 Cynthia J Atman, Robin S Adams, Monica E Cardella et al., "Engineering design processes: a comparison of students and expert practitioners," Journal of Engineering Education 96, 359-379 (2007).20 Kristin L Wood, Daniel Jensen, Joseph

Conference Session

Experiential and Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Gregory Bucks, Purdue University; William Oakes, Purdue University; Carla Zoltowski, Purdue University; Frank DeRego, Purdue University; Silvia Mah, University of California-San Diego

Tagged Divisions

Multidisciplinary Engineering

Engineering Education Excellence Award. He is a past-chair of the ASEE IL/IN Section, and board member of Freshman Programs and Educational Research Methods Divisions.Carla Zoltowski, Purdue University CARLA B. ZOLTOWSKI is Education Administrator of the EPICS Program at Purdue University. She received her BSEE and MSEE from Purdue University, and is currently pursuing her PhD in Engineering Education at Purdue. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering.Frank DeRego, Purdue University FRANK R. DE REGO, JR. is a Ph.D. candidate in the Department of Sociology and Anthropology, College of Liberal Arts at Purdue University. His research interests focus on

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Eric G Meyer, Lawrence Technological University; Brian Thomas Weaver PE, Explico Engineering Co.

Tagged Divisions

Multidisciplinary Engineering

Company. Published by Houghton Mifflin Company6. American Association for the Advancement of Science. Vision and change - a call to action, 2009.7. Barlow, A. E., & Villarejo, M. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of research in science teaching, 41(9), 861-881.8. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.9. Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica A. Mellini P.E., Montgomery College

Tagged Divisions

Multidisciplinary Engineering

calculations are onlycomponents. Students were challenged to consider more than just the mechanical or electronicdesign aspects of their project; they must also think about how technologies would be used in aparticular social and cultural setting, and how their solution would scale up to a population ofmany thousands of people. Individuals learned to function as team members and to learn fromone another. The success of this approach in honing critical thinking skills will no doubt bestrengthened by a supportive curriculum. Adaptations such as pairing “Introduction toEngineering Design” directly with a general education humanities course should be considered.References[1] B. W. Packard, J. L. Gagnon, O. LaBelle, K. Jeffers, K., & E. Lynn, “Women's

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carol S. Stwalley, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Darryl Athos Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth Womack, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, etal.18 The two statistical tests explored in this paper are the Chi-square test and the t-test toanalyze retention rates and students’ GPA respectively. B. Statistical OverviewThe Chi-square test is used to compare frequency of occurrence for those results that come fromcategorical (discrete) data, such as retention rates. A specific version of this test is the Pearson’s Page 26.34.4Chi-square test that compares the expected value of an occurrence to the actual occurrence rate.Retention rate data is discrete because a person can only be in a state of ‘Yes’ (the person wasretained) or ‘No’ (the person was not retained). Alternatively term

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Petru A. Simionescu, Texas A&M University Corpus Christi; Noemi V. Mendoza Diaz, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

DXF file each simulation frame as a separateAutoCAD layer. Students are required to show their understanding of the Crank.PAS program byadding comments to certain lines of code (see Appendix 1). They are also required to replace themain repeat until simulation loop of the program with a for loop. They must also change thecrank length and filet radii of the rectangular shape attached to the rotating crank (Figure 1-b). (a) (b)Figure 1: The 9 frame of the Crank.PAS simulation as read from the DXF file (a) output by the original thprogram, and (b) by the modified program as required in Assignment 1.The crank-slider assignmentIn Assignment 2, students are

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

Tagged Topics

Diversity

Tagged Divisions

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

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

and transformations as well as global business pressures.Traditional undergraduate programs are not equipping graduates with the skills needed for thecomplex challenges of the 21st century. 1 These pressures are leading industry to ask thequestions; a) how can we partner with academia and the government to advance personalizedlearning and b) how can we leverage our investment and intellectual capital to increase thequantity/quality and knowledge transfer of the current STEM workforce, education pipeline andlabor supply?Disruptive changes:  Ageing: Roughly a quarter of the nation's 637,000 aerospace workers could be eligible for retirement in 2015. 2  Globalization: Engineers work through global multidisciplinary and distributive

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Lynne A Slivovsky, California Polytechnic State University; J.Kevin Taylor; David W. Hey, California Polytechnic State University

Tagged Divisions

Multidisciplinary Engineering

, we have performed one focus group with kinesiologystudents. The focus group discussion followed a protocol based on a semi-structured interviewguide, which was developed in accordance with established guidelines7,8.Engineering Student Focus GroupsEngineering students enroll in the senior project course and are assigned to one of seventeenadapted design projects were purposefully selected (n = 61). All projects had the intent ofpromoting inclusion for people with disabilities in a specific physical activity. Projects included:a Hand and Foot Powered Cycle; a golf attachment for a Universal Play Frame; an inclusivecourt game called Foam Wars; an adaption to a Nintendo Wii system, Wii-B-Fit; a mobilestanding frame called a Strider for a youth

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

M. Brian Thomas, Trine University; Andrea Mitofsky, Trine University; Vukica M. Jovanovic, Old Dominion University; John Eiler

Tagged Divisions

Multidisciplinary Engineering

24.122.114. J. E. Froyd, P. C. Wankat, K. A. Smith, Five Major Shifts in 100 Years of Engineering Education, Proc. of the IEEE 100, 1344-1360, 2012.5. Y. Wong, K. Siu, A Model of Creative Design Process for Fostering Creativity of Students in Design Education, Intl. J. Technology & Design Education, 2012. 22(4): p. 437-450.6. N. Anderson, Design Thinking: Employing an Effective Multidisciplinary Pedagogical Framework to Foster Creativity and Innovation in Rural and Remote Education, Australian & International J. Rural Education, 2012. 22(2): p. 43-52.7. B. Blair, Elastic Minds? Is the Interdisciplinary/Multidisciplinary Curriculum Equipping our Students for the Future: A Case Study, Art, Design &

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana; Bradley Lane Kicklighter, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

94.0% 6.0% B) ENGR 275 Dynamics Studying plotENGR 275 only ENGR 382 only C) ENGR 382 SCADA Studying plot Figure 4: Pie Charts of Summative Question 5 Responses Did you study by yourself, with others, or both? It has answers - 1: Self, 2: Others, and 3: Both. A) Shows the results from Dynamics B) Shows the results from both classes combined C) Shows the results from SCADAThe last set of questions on

Conference Session

Multidisciplinary Curricular Design and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hsiao-Wen Wang, National Cheng Kung University; Bart J.A. van Bueren, National Cheng Kung University

Tagged Divisions

Multidisciplinary Engineering

various disciplinessometimes, but that “… it doesn’t go deep enough to be ‘truly’ multi-disciplinary.” Theobstacle mentioned by Student B was that academic approaches often isolate one probleminto one discipline, whereas perceiving them into a “holistic system thinking” will providemore complete solutions.Everyone agreed that ‘multidisciplinary’ should matter to a university, because:“This is where new discoveries are made.” Student Dand:“Real-life problem(s) cannot be solved by single professionalism or viewed by one aspect,students need to know how to communicate or cooperate with others in order to solve theissues.” Staff AHowever, some disagreed that the university puts enough effort on multidisciplinary matters:“On the classroom level

Conference Session

Capstone Projects, Design Projects, and Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob T Allenstein, The Ohio State University; Bob Rhoads, Ohio State University; Peter Rogers, The Ohio State University; Clifford A Whitfield, Ohio State University

Tagged Divisions

Multidisciplinary Engineering

questions presented in the survey are shown below in Table 2. Table 2: Sample of Survey Questions Multidisciplinary Engineering Capstone Program Survey Questions:1. What year did you take Engineering 659: Multidisciplinary Capstone Program?2. What is your current employment status?3. In what program did you earn your bachelor’s degree?4. Did you have any non-engineering students on your team? Page 23.560.65. Rate its importance to your CAREER (1-Extremely Important to 5-Not Important)? a. Design and Conduct Experiments b. Analyze and Interpret Data c. Design a system component, or process to meet

Conference Session

Micro-Technology and Nanotechnology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zhiyong Gu, University of Massachusetts, Lowell; Bridgette Maria Budhlall, University of Massachusetts; Hongwei Sun, University of Massachusetts, Lowell; Carol Forance Barry, University of Massachusetts Lowell; Alfred A. Donatelli, University of Massachusetts, Lowell; Jill Hendrickson Lohmeier, University of Massachusetts Lowell

Tagged Divisions

Multidisciplinary Engineering

Reynolds Nu R umber (a) (b)Figure 2.(a) 2 Experim mental setup for measurinng the pressuure drop in microchanne m els and (b) thhe Page 23.80.6friction factor f for thee 1000-μm-w wide microchhannel as a function f of Reynolds

Conference Session

Multidisciplinary Efforts in Introductory Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Suresh Kumar Jayaraman, School of Chemical Engineering, Oklahoma State University, Stillwater, OK 74074; Jennifer Robinson Glenn, School of Industrial Engineering and Management, Oklahoma State University; Karen A High, Clemson University

Tagged Divisions

Multidisciplinary Engineering

532 299 18 434 A 41.69 42.81 57.50 40.80 56.36 40.00 44.68 B 26.78 25.00 19.06 31.77 19.39 35.00 32.55 C 12.20 11.25 12.19 11.46 7.27 10.00 9.79 DFW 19.32 20.94 11.25 15.97 16.97 15.00 12.98DFW – Students received either a D or an F in the course or withdrew from the course after the drop date.In addition to the average scores, online surveys taken during the semester

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Michael W. Prairie, Norwich University

Tagged Divisions

Multidisciplinary Engineering

. Page 24.178.5Project EvolutionA concise summary of the previously reported4 lessons learned in the first implementation of theproject is provided below in Table 1. For convenience, a letter has been assigned to each of theinsights. In the discussion that follows laying out the modified execution of the project in theSpring of 2013, each change that is detailed will reference the associated lesson that motivatedthe change by listing the corresponding letter afterward in parentheses.Table 1 - Lessons learned from the initial execution of the hydroelectric generator design project. Identifier Lesson Learned / Insight LL-a Narrow the problem definition LL-b Multiply component design options to increase tasks for added

Conference Session

Multidisciplinary Capstone Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tyler Susko, University of California, Santa Barbara; Ilan Ben-Yaacov, University of California, Santa Barbara; Tanya Das, University of California, Santa Barbara; Lubella Lenaburg, University of California, Santa Barbara; Francesco Bullo, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

including SMCC ME teams toassess the progress and quality of the student capstone projects. At the final quarter presentation,all faculty, project sponsors and TAs in attendance were given a grading rubric seen in AppendixB. Scores were compared by implementing a quantitative scale (excellent =5 to poor = 1).Using these scores and after an ME faculty discussion, the teams were separated into threegroups (a) over-performing expectations (b) performing-as-expected (c) under-performingexpectations. Student grades were based on group rankings.Table 3: Data collection instrumentsInstrument Nature Population 1 Closed Ended survey- ME capstone 71 ME seniors enrolled in ME capstone student

Conference Session

Multidisciplinary Course Innovation

Collection

2007 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Paul Kauffmann, East Carolina University

Tagged Divisions

Multidisciplinary Engineering

√ √ √ Based on information from the website, no courses in these areasUniversity of Virginia offeredWashington University 2 √ √B. Development ConsiderationsAlthough many agree that the body of electrical engineering knowledge is important in a generalengineering program, no agreement exists on what electrical engineering topics should becovered. This is due to a general engineering program’s consideration of its own mission,concentrations, and program outcomes/objectives. An individual course (or courses

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pearl Elizabeth Ortega, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

education, evaluation approaches are few and not widelyincorporated into engineering curriculum.The authors have identified four existing approaches for evaluating integrative thinking: (A)Interdisciplinary Writing Assessment Profiles with the following elements: (i) drawing ondisciplinary sources, (ii) critical argumentation, (iii) multidisciplinary perspectives, and (iv)interdisciplinary integration; (B) Targeted Assessment Framework with the following elements:(i) purposefulness, (ii) disciplinary grounding, (iii) integration, and (iv) critical awareness; (C)Transdisciplinary Research Quality Framework rubric with the following elements: (i) relevance,(ii) credibility, (iii) legitimacy, (iv) and effectiveness; and (D) Integrative Learning

Conference Session

Research in Multidisciplinary Education

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook; Mary Frame, State University of New York at Stony Brook; Chad Korach, State University of New York at Stony Brook; David Ferguson, State University of New York-Stony Brook

Tagged Divisions

Multidisciplinary Engineering

as well asemerging engineering fields suited to student interest. Likewise, it is essential to provide asocial, economic and ethical context to application of nanotechnology in manufacturing,medicine, and other contextual areas driving research and development. This provides a uniquechallenge and requires an approach which successfully integrates nanotechnology into currentacademic programs. Such an approach has the added benefit of enhancing student engagementand motivation. The result will be a better educated population of engineers, with anappreciation for the critical importance of nanoscale approaches to solving societal problems. b. Value of active/problem-based approachThere are many references regarding the value of problem

Conference Session

Multidisciplinary Course Innovation

Collection

2009 Annual Conference & Exposition

Authors

Robert Rabb, United States Military Academy; Andrew Biaglow, United States Military Academy; David Chang, United States Military Academy

Tagged Divisions

Multidisciplinary Engineering

systems. Topics here includesystem modeling using Laplace transform, frequency domain, and state variable methods.Mathematical models are developed for various systems to include electrical, mechanical,aeronautical, and chemical systems. Control systems analysis and design techniques are studiedwithin the context of how each system is physically controlled in practice. Laboratory exercisesinclude feedback design and system identification. Computer design exercises include dynamicmodeling and control of various engineering systems. The course learning objectives are: a. Model the dynamics of various physical systems that include mechanical, electrical, and chemical components. b. Analyze a physical system that utilizes a

Conference Session

Capstone Design & Project Courses

Collection

2007 Annual Conference & Exposition

Authors

Wayne Walter, Rochester Institute of Technology; Jeffrey Webb, Rochester Institute of Technology; Mark Smith, Rochester Institute of Technology; Elizabeth DeBartolo, Rochester Institute of Technology; Margaret Bailey, Rochester Institute of Technology; George Slack, Rochester Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

AC 2007-1382: REDESIGNING A COLLEGE-WIDE MULTIDISCIPLINARYENGINEERING DESIGN PROGRAM AT RITWayne Walter, Rochester Institute of Technology WAYNE W. WALTER is Professor of Mechanical Engineering at RIT. He received his Ph.D. in Mechanics from Rensselaer Polytechnic Institute. Wayne has worked for the U.S. Army, Rochester Products and Delco Products Divisions of General Motors, and Xerox, and is a registered professional engineer (P.E.) in New York State. He can be reached at wwweme@rit.edu.Jeffrey Webb, Rochester Institute of Technology JEFFREY B. WEBB is a Mechanical Engineer with the Engineering Modeling and Simulations group in the Southeast Division of Applied Research Associates. He

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Burns, Western Michigan University; Megan Hammond, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. Response scales ranged from 1 to 5, and we consider any response of 4 orgreater to display positive sentiments. The questions are abbreviated on the graphic below butare shown with the exact wording in Appendix B. Overall, students expressed satisfaction withthe course and the degree to which the course improved their understanding of the material(Questions 1, 2, 3 & 5), but they communicated a slightly less positive sentiment regarding thevalue and relevance of the course as a whole (Questions 8 & 9). Still, given our experience withthe subject of engineering statistics and the fact that the course serves many programs, theseresponses were higher than we expected. Responses to the question of prerequisites (Question 4)suggest students

Conference Session

Multidisciplinary Capstone Design Projects

Collection

2009 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

Multidisciplinary Engineering

Corporate Capitalism, Oxford: Oxford University Press.[3]. Eraut, M. (1994). Developing Professional Knowledge and Competence, London: The Falmer Press.[4]. Beswick, D., Julian, J., and Macmillan, C. [1988], A national Survey of Engineering Students and Graduates, Centre for the Study of Higher Education, University of Melbourne, Australia.[5]. Johnson, P. (chair), (1996), Changing the Culture: Engineering Education into the Future, Barton, ACT : Institution of Engineers, Australia.[6]. Moorehouse, C.E.(1964). “Engineering Courses in Australian Universities”, The Australian University, 2.[7]. Williams, B. Sir (1988), Review of the Discipline of Engineering, Canberra: AGPS.[8]. Finniston, M. Sir (1980), “Engineering Our Future”, Committee of

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth E. Anderson, University of Washington; Beth Kolko, University of Washington

Tagged Divisions

Multidisciplinary Engineering

ratedthe course as “excellent-5”, 6 as “very good-4”, and 6 as “good-3”. CSE students also evaluatedthe spring capstone course positively. On the official end of course evaluations, of the 12students enrolled in the course, 6 rated the course as a whole as “excellent-5”, 4 as “very good-4”, and 2 as “good-3” on a scale of 5-0. Seven students listed the amount they learned in thecourse as “excellent-5”, 2 as “very good-4”, 1 as “good-3”, and 2 as “fair-2”.Based on the multiple data sets collected by the instructors throughout the class, a clear patternemerged that what students found most exciting, challenging, and beneficial from the class was(a) the fact that they were working on real world problems, and (b) that they learned to work intruly

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

higher-level learning goals while ensuring students leave with an enduringunderstanding of fundamental concepts. For this course, we emphasized the following content: A. Modeling of electrical and mechanical systems using ordinary differential equations. B. Understanding the unilateral Laplace transform, including its use in modeling, analyzing input-output systems, and solving governing equations. C. Understanding and analyzing canonical responses of first and second order systems and how they can be used to inform analysis of higher order systems. D. Connecting poles and zeros of transfer functions to system response and stability. E. Creating, manipulating, and analyzing block diagrams. F. Understanding basic

Conference Session

Multidisciplinary Course Innovation

Collection

2007 Annual Conference & Exposition

Authors

Hugh Jack, Grand Valley State University

Tagged Divisions

Multidisciplinary Engineering

background finished these quickly, but the ME and PDM students oftenrequired additional time. Page 12.71.4 Aug 29 Electronics basics – soldering, instruments, tools Sept 12 Amplifier and motor speed measurements - A class A-B amplifier was built with an op- amp for crossover compensation. Students related voltage to speed using tachometers. Sept 19 Build an analog feedback control system - An op-amp based subtraction circuit was added to the last lab and students checked the output response of the system to a sinusoidal input

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hsiao-Wen Wang, National Cheng Kung University

Tagged Divisions

Multidisciplinary Engineering

 Discussion on Term Communication Skills  Field Discussion Project - Underpass Critical Thinking Creative Thinking5 Water Architect Projects Climate Measures Critical Thinking Professional Skills  GIS Basic A Communication Skills6 2nd Forum on Underpass  Flooding Simulation B Problem Solving

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

want students to recognize that approaching problems from multipledisciplinary perspectives can lead to better solutions. In this way, we aim to foster across-disciplinary empathy that facilitates collaboration.Course DesignThe course itself is organized around an objective, an outcome, and an output. The ​objective​ isthat each student will learn: “about a) working in teams, to b) build things, that c) collaboratewith people in ways that matter.” The anticipated ​outcome​ is the student’s increased ability toidentify their own strengths (and weaknesses) in working and communicating alongside peoplein other fields than their own. The anticipated ​output​ will be team-constructed drones, and teamdesigned and implemented drone payload systems.In