Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

to Engineering I course, students complete the “Becoming a World-ClassEngineering Student” [7] self-assessment paper individually. We begin with this paper since itrequires students simply to write about themselves and how they believe their first semester wentas an engineering major. The faculty feel this paper is a good way to introduce writing into theengineering curriculum as it is a reflection paper on topics that were discussed in classthroughout the semester. Students are required to follow specific length and spacing guidelines,but otherwise they are free to construct the paper as they seem fit. The paper guidelines, rubric,example, and template are all provided early in the semester so students may begin at any time.About two weeks

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

Tagged Topics

Diversity

Tagged Divisions

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 Course Innovation II

Collection

2008 Annual Conference & Exposition

Authors

James Farison, Baylor University

Tagged Divisions

Multidisciplinary Engineering

, especially projects 1 and 2.Table 8. EXTREMESQuestion 4. From what material or method did you learn least?1. Project 2.2. The lectures.3. Again, difficulty with third presentation.4. Algorithms for image processing.5. The book itself. We had little motivation to open it. *6. N/A.7. --- Page 13.747.118. The book. ** Responses 5, 8 reflect the instructor’s implementation of the course, not the merits of the text.Table 9. OTHER. What other comments do you have on other aspects of the course?1. ---2. All in all, it was a

Conference Session

Research in Multidisciplinary Education

Collection

2008 Annual Conference & Exposition

Authors

Carol Barry, University of Massachusetts-Lowell; Jacqueline Isaacs, Northeastern University

Tagged Divisions

Multidisciplinary Engineering

participants four months after thesession to determine the value and usage of the model to students. The post-test and sessionevaluation results (Table 2) reflected the attendees’ initial perceptions of the workshop and theAIR model. The usefulness of the workshop was directly related to the perceived relevance ofethical thinking in the student work. Not only are the statistics for Questions 1 (usefulness) and2 (relevance) exactly the same, but looking at individual responses, the majority of ratings forQuestions 1 and 2 were usually the same. While the results are positive, it still indicates thatsome students do not see any relevance in having a concrete ethical problem solving schema fortheir work in nanotechnology. The students also appreciated

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

the vision of a multidisciplinary engineering study. The course modeldescribed in this report can be emulated elsewhere to pave partnerships between variousengineering departments and disciplines. Nevertheless, teaching an interdisciplinary courserequires a committed, motivated faculty who are creative and willing to change. Cultivating amultidisciplinary course such as Dynamic Modeling and Control is a growing experience for thefaculty as well as the students, but the rewards are worth the additional time required to make itinteresting and relevant to the students.AcknowledgementThe views expressed herein are those of the authors and do not purport to reflect the position ofthe USMA.Bibliography

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, United States Military Academy; Tanya Thais Estes, United States Military Academy; Lisa Shay, United States Military Academy

Tagged Divisions

Multidisciplinary Engineering

projects was also unable to provide the necessary time andfocus.Therefore at the end of academic year 2015, to better manage these increasingly large and diverseprojects, the discipline-specific course directors proposed several changes that resulted in theformation of XE401/402 from CS, EE, and IT 401/402. The development of the XE401/402sequence included several changes, including development of a hybrid “agile-waterfall” designprocess, a focus on reflection within the design process, and these faculty and stakeholder roles.This paper focuses on the implementation of the roles.Faculty model influences role assignmentThe faculty model at West Point includes a relatively large proportion of transient members.Approximately half our faculty consists

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciprian Popoviciu, East Carolina University; Philip J. Lunsford II, East Carolina University; John Pickard, East Carolina University; Colby Lee Sawyer, East Carolina University; Dale Drummond, East Carolina University; Zachary Ryan Zynda, East Carolina University; Spencer Lee; Sean Wear

Tagged Divisions

Multidisciplinary Engineering

supported by the faculty as a good learning experiencein Intellectual Property management. The fact that this activity was initiated by the students reflects thesense of ownership developed by the students and their confidence in the long-term value of the design. 12The overall student experience was very positive with all participants recommending the introduction ofsuch projects in the regular instruction process. Students gained not only the skills, but the appreciationfor the skills needed to work together in a group to succeed in a project that encompassed manydisciplines. Student comment: “I believe projects such as this should be run

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bruce E Dunne, Grand Valley State University; Paul Keenlance, Grand Valley State University

Tagged Divisions

Multidisciplinary Engineering

, undergraduate engineering students complete a two-semester interdisciplinarysenior design capstone project[1] – EGR 485 (winter term, 1 credit, design phase) andEGR 486 (summer term, 2 credits, build phase). This capstone experience reflects the“gold-standard” in that our students typically work on industry-sponsored projects thatinclude design and build phases, resulting in a working prototype and requiring sponsorsignoff approval prior to completion (and, hence, graduation). Most projects areinterdisciplinary in nature, requiring various combinations of students from our computer,electrical, mechanical and manufacturing degree programs (typically teams of 5-6students), to develop products that incorporate an assorted range of mechanical,electrical

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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 Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

large design projects. Experience with the course has suggested thatgiving students more agency in their team selection has resulted in more ownership in the team’ssuccess/failure as reflected in student evaluations. Since teams were formed in the same way inboth groups, team formation does not play a role in the differences found in the results betweenthe groups that will be discussed in later sections.Research MethodThe goal of this research is to understand if the intervention of cohering Introduction toEngineering and Small Group Communication has resulted in better team dynamics. Theexperimental group involved in this study includes two sections of the cohered courses with 37and 20 students each. The control group consists of four sections

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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.

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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 Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

teaching assistant. The design project assignment wasworth 30% of the students’ final course grade.The Maryland Institute College of Art (MICA) is an art and design school, also located inBaltimore, Maryland. The design project assignment was part of two separate 3-credit FYEcourses: Body/World/Machine, in which students (2 male, 14 female) explore the role of thebody, social space, and the media through intensive studio production in a range of formats, andPrototype/Situate/Fabricate, in which students (6 male, 12 female) create, represent, respond,and reflect on form, function, and structures in space. Each course met on Thursdays from 9am-3pm, and each had one instructor and one teaching assistant.The buildings in which the JHU MechE Freshman

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

Tagged Topics

Diversity

Tagged Divisions

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 Course Innovation

Collection

2007 Annual Conference & Exposition

Authors

Lionel Craddock, Bluefield State College; Daphne Rainey, Virginia Bioinformatics Institute; Susan Faulkner, Virginia Bioinformatics Institute; Frank Hart, Bluefield State College; Martha Eborall, Bluefield State College; Lewis Foster, Bluefield State College; Stephen Cammer, Virginia Bioinformatics Institute; Betsy Tretola, Virginia Tech; Bruno Sobral, Virginia Bioinformatics Institute; Oswald Crasta, Virginia Bioinformatics Institute; Bruce Mutter, Bluefield State College

Tagged Divisions

Multidisciplinary Engineering

disciplines to utilize this new teaching/learning paradigm, developproject-centric coursework, deploy the project-centric course to BSC students, and form the basisfor continuous improvement in the curriculum as needed to reflect this new teaching/learningparadigm. The BSC professors were provided the necessary mentoring and tools to develop anddeploy a course that facilitates multidisciplinary teaching/learning, thus advancing thepreparation of current and future generations of scientists, engineers, and educators.Project-Centric Cyberinfrastructure Education: Course DevelopmentImplementation of a project-centric teaching paradigm was aimed at engaging students inapplying the concepts of cyberinfrastructure. During the process of course development

Conference Session

Multidisciplinary Teams

Collection

2008 Annual Conference & Exposition

Authors

Samantha Jacques; Deepti Suri, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

13.1101.10 is shown.Use Cases Do not reflect Use cases are The purpose of the All sections are primary appropriate in UC case is clear appropriately business scope, but and there is completed: events and are superficial in sufficient detail to description, actors, not readily detail, not write good preconditions, basic derivable from providing requirements, but flow, alternative the work enough some key items are flows, exception context

Conference Session

Capstone Design & Project Courses

Collection

2007 Annual Conference & Exposition

Authors

William Waldron, Grand Valley State University; Pramod Chaphalkar, Grand Valley State University; Shabbir Choudhuri, Grand Valley State University; John Farris, Grand Valley State University

Tagged Divisions

Multidisciplinary Engineering

by National Science Grant No. 0234478, Principle Investigators: Lucy King and Tony Lin, Kettering UniversityTable 5: Issues for faculty and outside evaluators A. Assessment of the Prototype a. Build Quality (perhaps a rubric) b. Performance versus the specifications. B. Assessment of intermediate work products. a. Specifications and constraints i. Complete? ii. Reflect the desires of the sponsors? b. Quality of alternative concepts generated i. Are the alternative concepts documented well? ii. Are they based on different operating principles? iii. Do they

Conference Session

Multidisciplinary Course Innovation

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Charlene Yauch, Oklahoma State University

Tagged Divisions

Multidisciplinary Engineering

differences, which aresummarized in Table 5. Both authors feel that the project worked best in a multi-weekvenue with freshman-level students taking the orientation course. Reflecting on thedifferences between the two offerings, the authors think that five of the dimensionscontributed to the varying outcomes observed. First, the orientation class was moresuccessful because of the greater maturity level of the students. The REACH studentswere typically one to two years younger than the college students in the orientation class.Second, the smaller class size made it easier to manage the class and to generatediscussion. Third, the smaller teams helped to get all students on the team engaged in theactivity. There were some students in the summer academy

Conference Session

Micro-Technology and Nanotechnology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Sudhir Shrestha, Indiana University - Purdue University Indianapolis; Hazim A El-Mounayri, Indiana University Purdue University, Indianapolis; Kody Varahramyan, Indiana University - Purdue University Indianapolis

Tagged Divisions

Multidisciplinary Engineering

23.691.106.2 Upper Elective Course within the TrackThe assessment data in Table III reflects the impact on the junior/senior students within the ECE,ME, BME, Physics, and Chemistry. Scores of 5 indicate that students “strongly agree,” while ascore of 1 indicates that they “strongly disagree”. The scores shown in the table are highercompare to the scores of courses on the same level and disciplines at IUPUI. The data collectedreflects the students’ satisfaction of the course and shows how well it meets their expectations.TABLE III: Junior/Senior Engineering/Science Student Feedback. The scores shown in the tableare higher compare to the scores of courses on the same level and disciplines at IUPUI. Survey Questions

Conference Session

Micro-Technology and Nanotechnology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold T. Evensen, University of Wisconsin, Platteville

Tagged Divisions

Multidisciplinary Engineering

fortunatestudent.Week Nine: Principles of Atomic Force MicroscopyIn this week, students were presented the basics of scanning probe microscopy and carried out a“Move a Wall” experiment, which was developed by the University of Illinois and illustratesseveral aspects of the operation of an Atomic Force Microscope (AFM).14 In this experiment,the small deflection that results from pushing on a brick wall is translated into sideways motionof a rod, which leads to the rotational motion of a mirror. By using the reflection of a laser off ofthe mirror onto a distant surface, students were able to determine that they had deflected the wallby mere micrometers. We then reconvened in the classroom to discuss results, and discussedmore AFM operating modes, exploring the

Conference Session

Capstone Projects, Design Projects, and Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tomas Enrique Estrada, Elizabethtown College

Tagged Divisions

Multidisciplinary Engineering

provide guidance andmentorship in capstone experiences that reflect these changes.However, notwithstanding the changes mentioned above, one thing that remains unchanged isthat small engineering departments, particularly departments housed in small liberal artscolleges, are faced with additional challenges. These challenges include working with limitedresources (budget, laboratory space, equipment) and the necessity for the instructor to superviseprojects outside of his or her area of expertise. Thus, it can be difficult to develop capstoneproject ideas that are realizable in this setting.Thus, for faculty members working in small engineering departments housed in small liberal artscolleges, it is a central goal to offer or help develop an array

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

priorcoursework and new research related to their projects. In most cases, this is a student’s firstsignificant open-ended design experience in a team environment. While many students encountergrowing pains during the design class, later reflection indicates a sense of pride in the personaldevelopment that occurs.As expected, a focus of the class is on the end product and the deliverables to the customer.However, the process the students follow is equally important as we are teaching our studentsfundamental skills, such as critical thinking and lifelong learning, which will be necessary forthem to be successful in today’s world. To nurture both, a number of activities and classmilestones have been developed to enhance team building, the design process

Conference Session

Capstone and International Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob T. Allenstein, Ohio State University; Clifford A. Whitfield, Ohio State University; Bob Rhoads, Ohio State University

Tagged Divisions

Multidisciplinary Engineering

activity throughout thedesign project and the number of times each student team revisited the activity on a weekly basiswas recorded. This information was requested to provide insight into the students' experienceswithin the design cycle.The items discussed in this section reflect the beginning of a more thorough consideration of thestudent-teams academic experiences in multidisciplinary industry-sponsored capstone project-based learning environments. Given that the seven design and project management activities inthe aforementioned team-based surveys represent a reasonably full set of activities for most anydesign project, several favorable outcomes are expected from analyzing the data, including howthe project course "tempo" effects the design

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

) emphasis that engineering occurs in a broader societal context, and 3) creating afoundation for life-long skill and knowledge development. These elements were reflected in thefollowing goal: Page 15.13.5The College of Engineering will provide a contemporary engineering education that fosters anunderstanding of the societal context of engineering and a passion for life-long learning.Achieving this goal requires that faculty and staff guide students in shaping their undergraduateexperiences to: • build disciplinary excellence with multidisciplinary perspective, • nurture critical thinking • develop multicultural competence, • cultivate

Conference Session

Multidisciplinary Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Sarvagya Vaish, Computer Engineering, Georgia Institute of Technology ; David W. Rosen, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

invitestudents into their group by entering their login username. Upon joining, the new studentmember can edit/update the submitted bid to reflect the renewed strength of the team to work onthe project based on the addition of the new team member. Page 24.478.8 Figure 5 Groups' View for StudentsProject-team assignmentsOnce all the bids from all teams are received, they are sorted and presented in form of a matrix ofteam names and project titles indicating the priorities ranks specified by the teams as shown inpartial Table 1 (from Fall 2013 data). The top row, E1, E2, etc. indicates the project code and thenumbers

Conference Session

Nanotechnology

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha, IUPUI; Hazim A El-Mounayri, Indiana University Purdue University, Indianapolis; Kody Varahramyan, IUPUI

Tagged Divisions

Multidisciplinary Engineering

papers, it was evidenced that the student teams fromengineering and sciences have benefited the multidisciplinary aspects of the program.The data collected reflects the students’ satisfaction of the course and shows that it meets theirexpectations. These presented results are consistent with the outcomes of the survey conductedfor the other courses as well as similar survey conducted in the past academic sessions. Thesurvey outcomes presented in the table and the highlights above clearly indicates the significantimpact of the these courses in their learning of nanotechnology and multidisciplinary materials aswell as on the overall understanding of science and technology, and on multitude of aspects oftheir skills that are critical to succeed in