Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Kaitlin Mallouk, Rowan University; Mary Staehle, Rowan University

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Diversity

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Multidisciplinary Engineering

) answered prompts in front of the entire class and were surveyedcomprehensively in the beginning, middle, and end of the semester. This course was held inSpring 2020, where students started the course fully in-person and shifted to synchronous virtualinstruction shortly after the mid-semester survey. The course was at the introductory level, and itwas the first major-specific course in the curriculum. The course is typically taken in the springsemester of the second year, so students may know each other and have some experience withcollege level instruction.The other cohort (Cohort B) started the course in Fall 2020 with synchronous virtual instructionwith plans for partial in-person instruction. Cohort B students completed a one-question

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Raisa Sara; ABM Rezbaul Islam, Sam Houston State University; Khalid M. Khan, Sam Houston State University; Rasheda Rasheda Sultana, Sam Huston State University

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Multidisciplinary Engineering

project. The students were instructed to do a video recording and upload it to the serverand share it with the class for them to watch the built prototype, and it’s working principle with azoom presentation to follow. B. Hybrid/blended format in Fall 2020/Spring 2021: In Fall 2020, new challenges were introduced. Since the students' survey indicated their in-person instruction preferences, the instruction delivery moved to a blended model of zoom lectureand in-person LABs. The major challenge was to meet the 6-feet requirement for social distancingduring the LAB setup. Our LABS are generally equipped with 24 workstations for each student.During Fall 2020 and continuing in Spring 2021, the class was divided into two groups, and

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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Diversity

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Multidisciplinary Engineering

Paper ID #32492Transition from the F2F to the Online Teaching Method During EmergencyStatus (Engineering Emergency Remote Learning)Dr. Bahaa Ansaf, Colorado State University - Pueblo B. Ansaf received a B.S. degree in mechanical engineering /Aerospace and M.S. and Ph.D. degrees in me- chanical engineering from the University of Baghdad in 1996 and 1999, respectively. From 2001 to 2014, he has been an Assistant Professor and then Professor with the Mechatronics Engineering Department, Baghdad University. During 2008 he has been a Visiting Associate professor at Mechanical Engineering Department, MIT. During 2010 he has

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Wagner, California State Polytechnic University, Pomona

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Multidisciplinary Engineering

perceive a deficiency to develop their abilities to communicate andfunction on a team in a virtual instruction environment.Figure 1: Weighted average data of student feedback of seven ABET student learning outcomes(SLOs) for (a) lower-division lecture, (b) upper-division lecture, (c) lower-division laboratory, and (d) upper-division laboratory courses.To further compare the student experience in the in-person and virtual environments in terms ofstudent learning outcomes, the difference in the SLO weighted averages for the in-person andvirtual environments was taken for each type of course. As the virtual instruction was rated lowerfor every course type, the value of this difference was always positive. For each course

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Kelly Ottman, Milwaukee School of Engineering

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Diversity

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Multidisciplinary Engineering

Phase II: Insights from Tomorrow's Engineers," Washington, DC., 2017.[2] D. Melton and D. E. Rae, "Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project," The Journal of Engineering Entrepreneurship, vol. 7, no. 3, 2017.[3] P. Ramsden, Learning to teach in higher education, 2nd ed., London, England: Routledge, 2003.[4] L. Michaelsen and B. Richards, "Drawing conclusions from the team-learning literature in health sciences education: A commentary", Teaching and Learning in Medicine, vol. 17, no. 1, pp. 85-88, 2005.[5] "Jamboard for Education," Google, [Online]. Available: https://edu.google.com/products/jamboard/.[6] "Mural for Education," Mural, [Online]. Available: https

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph

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Multidisciplinary Engineering

Paper ID #32591Project Based Capstone Design Projects Amidst Covid-19 RestrictionsDr. Stephen Andrew Wilkerson P.E., York College of Pennsylvania Stephen Wilkerson (swilkerson@ycp.edu) received his PhD from Johns Hopkins University in 1990 in Mechanical Engineering. His Thesis and initial work was on underwater explosion bubble dynamics and ship and submarine whipping. After graduation he took a position with the US Army where he has been ever since. For the first decade with the Army he worked on notable programs to include the M829A1 and A2 that were first of a kind composite saboted munition. His travels have taken him

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 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

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

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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 Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karl D. Schubert FIET, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas

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Diversity

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Multidisciplinary Engineering

, we present the major motivations behind the development of a B. S. in DataScience at the University of Arkansas. Then, we discuss how the program was developed, itsexpected objectives and outcomes, the curriculum structure, and its organizational/operatingstructure. We start with the motivation.Motivation. The University of Arkansas B.S. Data Science Program came from the recognizedneed, in Arkansas (and nationally [11] and internationally [12]) for a workforce of trained datascientists for technical, business, social, and operational success. For example [13]: “The future of Arkansas’ economic success is tied to our ability to succeed in data analytics and computing.” – Mike Preston, Executive Director, Arkansas Economic Development

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; James R. Kieselburg, Milwaukee School of Engineering; Margaret T. Dwyer, Milwaukee School of Engineering; Candela Marini, Milwaukee School of Engineering

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Multidisciplinary Engineering

Paper ID #34857Building STEAM: Creating a Culture of Art in an Engineering EducationDr. Katherine Hennessey Wikoff, Milwaukee School of Engineering Katherine Wikoff is a professor in the Humanities, Social Science, and Communication Department at Milwaukee School of Engineering, where she Is a member of the UX faculty and teaches courses in communication, film/media studies, and political science. She has a B.A. in political science from Wright State University and an M.A. and PhD in English from the University of Wisconsin-Milwaukee.Mr. James R. Kieselburg, Milwaukee School of Engineering Director and Curator, Grohmann

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoo Kim P.E., LeTourneau University; Paul R. Leiffer P.E., LeTourneau University; Laura Kathryn Neal, LeTourneau University; Kathleen Mays, LeTourneau University; Joon Wan Kim, LeTourneau University

Tagged Divisions

Multidisciplinary Engineering

project, and itsreflections (learning points) from students, faculty, and media with the pros and cons of applyinga story-building platform as a conclusion.VALUE OF STORY IN CAPSTONE DESIGNWe have found that students may be highly skilled at problem solving but often fall short at fourpoints: (1) In a project with a given client, discerning what the client really wants: • How do we understand their situation? What matters to them? • Do they really want a bridge or just a way to get from A to B? • How can empathizing with the client help us better serve them and meet their needs? This indicates that learning the story behind the problem and the project itself can help students understand a client or project’s needs

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lina Zheng, Tsinghua University; Dexin Hu, Tianjin University; Brent K. Jesiek, Purdue University at West Lafayette (COE)

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Diversity

Tagged Divisions

Multidisciplinary Engineering

Education (ASEE). “Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education.” [Online]. Available: https://www.asee.org/member-resources/reports/Innovation-with-Impact 8[3] Accreditation Board for Engineering & Technology (ABET). “2021-2022 Criteria for Accrediting Engineering Programs.” https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2021-2022/ (accessed March 28, 2021)[4] B. Newberry and J. Farison. “The Current Status and Uses of The General (Undesignated) Engineering Program with A Case Study,” in 2003 ASEE Annual Conference & Exposition, Nashville

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

. Ro, and B. J. Novoselich, “Supporting the Development of Engineers’ Interdisciplinary Competence,” J. Eng. Educ., vol. 106, no. 1, pp. 71–97, 2017, doi: 10.1002/jee.20155.[4] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define " Engineering ",” 2009.[5] E. Godfrey and L. Parker, “Mapping the Cultural Landscape in Engineering Education,” J. Eng. Educ., vol. 99, pp. 5–22, 2010, doi: 10.1002/j.2168-9830.2010.tb01038.x.[6] T. Fletcher et al., “Ignored Potential.”[7] E. O. McGee and L. Bentley, “The Troubled Success of Black Women in STEM,” Cogn. Instr., vol. 35, no. 4, pp. 265–289, 2017, doi: 10.1080/07370008.2017.1355211.[8] S. M. Lord, M. M. Camacho, R. A. Layton, R. A. Long, M. W. Ohland, and M

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Mary Pearson, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Multidisciplinary Engineering

sufficient learning evidence, and whether the students had tokenscontaining high knowledge and high impact with sufficient learning evidence. This informationwas easily accessible via the log, and instructors could input final grades using the guide shownin Figure 4 (created by all instructors involved in the course). Final grades were given as A, B, C,D, and F, but the guide incorporated +/- to show the grade progression throughout the image. Figure 4: Image depicting the grading scheme for the IBL course designed by all course instructors involved. To earn a C in the course students were required to submit the ten mandatory course material tokens (five course concepts, each learned to a DoK-1 and a DoK- 2 level). If the student

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Divisions

Multidisciplinary Engineering

instructor was a student saying, “this is the first time I’ve felt like a real engineer.” Figure A1. Images from the epic finale whiteboardsAppendix B - Thermodynamics ImplementationCourse Description and StudentsThe epic finale approach used virtually in Thermodynamics in Spring 2020. The three-credit course is offered every year, with roughly 20-25 students. The course catalog descriptionstates that topics include properties of ideal gases and liquid-vapor mixes and the laws ofthermodynamics applied to analysis of closed and open systems, including power andrefrigeration cycles, psychrometrics and combustion. Emphasis on macroscopic thermodynamicsand engineering applications. To assess individual technical competence, students

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Dunford, NYU Tandon School of Engineering; Edwing A. Medina, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering

Tagged Divisions

Multidisciplinary Engineering

. These OAS results werecompared to the individual VIP Team Leaders’ TRSPI responses by rank. Because this analysisrequires both a TRSPI response from the VIP Team Leader as well as OAS responses from atleast four VIP Team peers, not all OAS responses are necessarily included in the analysis.In addition to the analysis of the Belbin TRSPI and OAS, the open-responses were also open-coded to identify factors that are relevant to the respondents’ interests in and perceptions ofleadership on the VIP Team. These summary data (grouped by Team Leader or Member,Gender, and Race/Ethnicity) are in Appendices A, B, and C.Results Students’ Self-Perceptions of Team RoleRQ 1: To what extent does a student’s self-perception of their team role, and

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Churchill Tapia II, University of Kentucky; Danielle Nicole Dutton, University of Kentucky; Ronald Justin Vogler, University of Kentucky; Evan Yang, University of Kentucky; Sarah A. Wilson, University of Kentucky

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Diversity

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Multidisciplinary Engineering

Paper ID #33043Work in Progress: Development and Evaluation of Self-Contained,Shippable Outreach Experiments for Online Implementation in K-12ClassroomsMr. Joseph Churchill Tapia II, University of KentuckyMs. Danielle Nicole Dutton, University of Kentucky Danielle Dutton joined the F. Joseph Halcomb III, MD Department of Biomedical Engineering at the Uni- versity of Kentucky in 2019. She is currently a junior majoring in Biomedical Engineering and minoring in Neuroscience. In addition to researching engineering education, she has also researched noninvasive medical imaging techniques to monitor the progression and success 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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Diversity

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Multidisciplinary Engineering

Paper ID #33340Work in Progress: Engineering for Sustainable Development: AnUndergraduate Course Inspiring New Mentalities in Engineering Studentsof All MajorsDr. Jorge R. Lara, Texas A&M University Dr. Jorge R. Lara, Texas A&M University Dr. Lara is Instructional Associate Professor of Engineering at Texas A&M University in the First Year Engineering Program. He is faculty affiliate of the Institute of Engineering Education and Innovation and the Energy Institute of the College of Engineering. Dr. Lara received his PhD in Interdisciplinary Engineering in 2005 and his M.S. in Mechanical Engineering in 2003 from

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kleio Avrithi P.E., Mercer University; Samuel Alan Fong, Mercer University

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Multidisciplinary Engineering

Paper ID #32459Investigating Construction Courses within the US Civil EngineeringCurricula – A Resource for Designing the CourseDr. Kleio Avrithi P.E., Mercer University Dr. Avrithi is Assistant Professor of Civil Engineering at Mercer University. She earned a Diploma in Civil Engineering, an MS in Structural Engineering both from the National Technical University of Athens, Greece, an MS in Mechanical Engineering from the University of Illinois at Urbana-Champaign, and a Ph.D. in Civil Engineering from the University of Maryland, College Park. She is a Professional Engineer with a multi-year experience in the design and

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven R. Biegalski, Georgia Institute of Technology; Pavel V. Tsvetkov, Texas A&M University; Yuguo Tao, Georgia Institute of Technology; Vladimir Sobes, University of Tennessee at Knoxville; Karl Pazdernik, Pacific Northwest National Laboratory; Simon Labov, Lawrence Livermore National Laboratory; David F. Williams, Oak Ridge National Laboratory; James M. Ghawaly Jr., Oak Ridge National Laboratory; Alfred Olivier Hero, University of Michigan

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Multidisciplinary Engineering

techniques. The module was geared towards researchers of all abilities but was moreeasily understood by those with some familiarity with optimization, matrix linear algebra, Python,and Jupyter notebooks. An outline of this module is as follows: 1) Introduction a. Safeguards 101 b. Data Science 101 c. Machine learning terminology 2) Unsupervised learning a. Clustering b. Dimensionality reduction c. Unsupervised deep learning 3) Natural language processing a. Preprocessing b. Numeric vectorization c. AnalysisPoll EverywherePoll Everywhere is a real-time engagement tool that was integrated into the Data Science andEngineering Summer School Power Point lectures. This

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Alberto Rodriguez, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

considered the Inertial or World Frame, {A}. The other frame isthe Body Frame of the object, {B} in this case, the wheel. The two coordinates are depicted inFigure 3. Note that the vector At represents the origin of Frame B with respect to Frame A. 𝐵 𝐵 𝜃 𝐴 A (𝑥 ) t 𝐴 (𝑥 ) MATLAB Inertial Frame Figure 3: Rolling wheel kinematicsFor our illustrative example, the wheel rolls and travels at a constant linear velocity, 𝑣𝑥 andtherefore the total distance travelled with respect to Frame A is 𝑥 = 𝑣𝑥 𝑡, where

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Multidisciplinary Engineering

a dress or into painting or something like that. But to still capture what humanity is feeling, and put it into something that will last in some media for a long time" (Prof. B.-E)Perception of Engineering solves problems "It depends on if you want to think more broadly, in terms of anEngineering engineer, if you want to think more their traditional disciplines, but, you know, that's kind of in the eye of the beholder. To me, it is anything and everything kind of counts as long as you're

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lennon Rodgers, University of Wisconsin – Madison; Caroline Benish, University of Wisconsin - Madison

Tagged Divisions

Multidisciplinary Engineering

to the STEM fields through hands-on,interdisciplinary, design projects. B. FIRST-YEAR INTEREST GROUPSFirst-Year Interest Groups (FIGs) are clusters of three UW CoE classes, linked together toexplore a common theme, and offered to incoming freshmen who attend these classes together asa cohort [7]. During the fall of 2018, the makerspace hosted an interdisciplinary FIG between theSchool of Human Ecology and the College of Engineering. The “making” theme of the FIGinvolved 40 students from across campus working with the UW CoE Child Development Lab toprototype devices that helped preschool kids learn outdoors [8]. C. STUDENT ORGANIZATIONS AND EVENTSBoth the machine shop and makerspace support over 15 student organizations (clubs, teams

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Nahid Vesali P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Multidisciplinary Engineering

schedule using simple example problems. These examples tend to be composedof only a few activities and resources which support development of an initial schedule and oftendo not address the impact of scope changes that require reallocation of resources and revisions tothe schedule. Successfully adjusting resource allocation to address project scope and activityduration changes requires a solid understanding of project crashing. Project crashing involvesshortening project duration by reducing the time of one or more activities. Crashing is done byincreasing the resources to the project, and involves cost and schedule trade-offs. The integratedexample focuses on minimizing the total cost that results from (a) resource allocation, (b)activity

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanna Ambrosio; M. David Burghardt, Hofstra University; Deborah Hecht, Center for Advanced Studyin Education

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Diversity

Tagged Divisions

Multidisciplinary Engineering

videos. Appendix B shows the scores foreach video, per the scoring rubric. Table 1 is the average of all the videos for a given BGC.Data AnalysisAcross all of the clubs, the criteria on which the youth scored the highest included, the project isinexpensive, a description of the final solution is included, and the design challenge is clearlystated. On the lower end of the spectrum were the specification of needed STEM skills (with thelowest score), followed closely by the pitch was clear and engaging, and at least onespecification was provided. In most cases, 64% of the time (or 25 out of 39 videos), the pitchesreceived a four for clearly presenting the design challenge.Table 1 provides the average rubric rating for all club videos for each

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering

instructors to coordinate major deadlines.References[1] B. J. Beatty, Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes.EdTech Books, 2020. [Ebook] Retrieved from https://edtechbooks.org/hyflex[2] J. B. Miller, M. D. Risser, and R. P. Griffiths, “Student Choice, Instructor Flexibility:Moving Beyond the Blended Instructional Model,” Issues and Trends in EducationalTechnology, vol. 1, no. 1, pp. 8-24, May 2013.[3] S. S. H. Kazmi, K. Hasan, S. Talib, and S. Saxena, “COVID-19 and Lockdown: A Study onthe Impact on Mental Health,” SSRN, April 15, 2020. Available at SSRN:https://ssrn.com/abstract=3577515 or http://dx.doi.org/10.2139/ssrn.3577515 [AccessedFebruary 25, 2021].[4] J. M. Twenge, A. B. Cooper, T. E. Joiner, M. E. Duffy

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

] Donaher, S., & Dancz, C. L. A., & Plumblee, J. M., & Gordon, A. S., & Patel, K. (2017,June), Reviewing the Current State of Grand Challenge Scholars Programs Across the UnitedStates Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.10.18260/1-2--28806[4] Dancz, C. L. A., & Plumblee, J. M., & Bargar, D., & Brunner, P. W., & High, K. A., &Klotz, L., & Landis, A. E. (2016, June), A Rubric to Assess Civil Engineering Students' GrandChallenge Sustainable Entrepreneurship Projects Paper presented at 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana. 10.18260/p.26432[5] Carter, D. F., Ro, H. K., Alcott, B., & Lattuca, L. R. (2016), Co-Curricular Connections

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lei Miao, Middle Tennessee State University; Tanzeena Karim, Middle Tennessee State University; Tamir Shahir Hussain; Cen Li, Middle Tennessee State University

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Diversity

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Multidisciplinary Engineering

Tennessee Board of Regents for supporting the summerprogram.References[1] Miao, L. and Li, C. “Engaging Minority and Underrepresented Engineering Students to Fight“Sophomore Slump” through a Summer Research and Enrichment Program (Research)”, 2021ASEE Annual Conference & Exposition, Virtual Conference, July 2021[2] Wood, B., and A. Ganago. "Using Arduino in Engineering Education: Motivating Students toGrow from a Hobbyist to a Professional." ASEE Annual Conference and Exposition, Salt LakeCity, Utah. 2018.[3] Hopkins, M. A., and Kibbe, A. M., 2014, "Open-source hardware in controls education,"ASEE Annual Conference, Indianapolis, IN.[4] Parker, J. M., and Canfield, S. L., 2013, "Work-in-progress: using hardware-basedprogramming experiences to

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

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Multidisciplinary Engineering

, 2005.[7] J. A. Donnell, B. M. Aller, M. Alley & A. A. Kedrowicz, “Why industry says that engineering graduates have poor communication skills: What the literature says,” In Proceedings from the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June, Retrieved from https://peer.asee.org/18809.[8] American Society of Civil Engineers, “The Vision for Civil Engineering in 2025.” Retrieved from https://www.asce.org/vision2025/. [Accessed May 1, 2020].[9] S. Carliner, “The three approaches to professionalization in technical communication,” Technical Communication, 59(1), 49-65, 2012.[10] J. Garner & M. Alley, “How the design of presentation slides affects audience comprehension