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

Course Management Service (CMS)The CMS became the online framework for the course called COSC 490 – Cyberinfrastructure.The CMS software and systems developed by CART at BSC allowed for full online courseadministration and access to syllabus, outline, surveys, quizzes, testing, reading material, chat,instructor collaboration and general remote student communication as substantiated in the articlereferenced above.Supplemental Materials Used and Online Course DevelopmentThe course modules were designed for flexibility for the BSC professors, students, and the VBIteam. As a test deployment, we needed to provide multiple instructor and assessment officerprivileges and the CMS accommodates this requirement seamlessly. To supplement themodules, BSC

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

evidence is complete, accurate, and correctly rated on the two scales(knowledge and impact). Tokens are either complete or incomplete; there is no concept of an “Alevel” vs “C level” token. Students may revise and resubmit a token without penalty. This paperdescribes both the implementation details and the performance results of electronic learningtokens with anonymous PR within a course conducted in the fall of 2020.MotivationWe have designed our course around IBL because we believe it delivers superior studentlearning outcomes. Each semester, we seek to make our course both more effective and moreaccessible. We believe that the addition of online anonymous PR enhances IBL in several ways.Though our context is IBL, the following motivations and

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nima Lotfi, Southern Illinois University, Edwardsville; Jacob Allen Novosad, Southern Illinois University, Edwardsville; Huan Phan-Van, Southern Illinois University, Edwardsville

Tagged Divisions

Multidisciplinary Engineering

Emergency Stop Push ButtonBattery FLOUREON 11.1V 3S Lipo 1 Battery 5500mAhBattery NiMH Battery Pack: 12V 1 5000mAh 7 Table 2: Initial plan for the course syllabus Week No. Content Week 1 Introduction Introduction Week 2 Python Programming Robot Operating System Week 3 Sensors Sensors Week 4 Electric Motors Visual Perception Week 5 Forward Kinematics

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

nonlinear programing, and multicriteria decision making. c American Society for Engineering Education, 2016 A distance-education model for project and lab-based coursesAbstractRecent increases in engineering enrollments have spurred interest in developing course structuresthat can increase both the efficiency and effectiveness of course delivery. This need isparticularly acute in project and lab-based courses. One potential model is to convert thetraditional learning environment to an internet-based e-learning system. Such an e-learningsystem can be structured to be essentially independent of class-size, time, and geographiclocation. Online courses also mimic the realities of industrial projects in that

Conference Session

Multidisciplinary Course Innovation II

Collection

2008 Annual Conference & Exposition

Authors

Andrew Willis, University of North Carolina at Charlotte; James Conrad, University of North Carolina at Charlotte

Tagged Divisions

Multidisciplinary Engineering

. Page 13.371.5Class Topics / Source Materials / Scoring RubricsAs mentioned later in this paper (see §Lessons Learned) not all of the intended class topics werediscussed. In this section, those course topics covered in the course are discussed. The pedagogicalcontent of each topic is These topics differ slightly than those originally laid out in the coursesyllabus (see §Appendix A : Initial Course Syllabus). This section lists each of these topics (inbold) and, along with the topic, key concepts, relevant source material and scoring rubrics arelisted.The history numbers the development of basic mathematics. Historical concepts: Rationalebehind the development of numbers, the development of algebra, development of different numbersystems, the

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

students took ownership over the course syllabus and explored,debated, and defined which topics should be covered, while examining their own assumptions,background, and culture [14]. To this day, the experience in the Rhetoric course is oftendescribed as a moment of true co-design.In the engineering realm, a group of students took part in a course called Creating & Making. Inthe course, students worked in small groups throughout the term to build toys to teach eight-year-olds about a topic of their choice [15]–[17]. Students learned about the user-centered designprocess, ideation techniques, modern fabrication technologies (including CAD), and scrummethodology. Importantly, these kinds of project-based experiences are a part of the

Conference Session

Multidisciplinary Design Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

David R. Mikesell, Ohio Northern University; John-David S. Yoder, Ohio Northern University; John K. Estell, Ohio Northern University; Ahmed Abdel-Mohti P.E., Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

Multidisciplinary Engineering

further detail of the prior state of departmental capstone and design courses canbe found in the referenced paper.21 (It should be noted that each department retained discipline-specific courses to cover project management skills, engineering economics, and the process ofdesign.)The general framework created by the ad hoc committee was passed to a single faculty memberto act as the course administrator. This administrator, or Capstone Coordinator, worked withdepartmental representatives to create a syllabus, schedule, and assessment tools and methods forthe course. Negotiation was required to reach agreement on common objectives, language,grading, content of student reports, and presentations. The biggest challenge in this phase was toreconcile

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deanna H Matthews, Carnegie Mellon University; Kelly Klima, Carnegie Mellon University

Tagged Divisions

Multidisciplinary Engineering

conducted a needs assessment of the faculty, staff, and students. In this study,we investigate current course offerings and ask: 1) What did the lecturers expect students to learn, and what did the students actually learn? 2) How much of current climate related classes are overlaps of previous material as a) listed in the syllabus and b) perceived by students? 3) What do instructors self-report as being needed to manage these topics better?MethodsIn Fall 2014, we interviewed nine faculty members from five departments and two academicadvisors who participated in teaching or recruiting for climate related courses in engineering,architecture, policy, and social sciences. The faculty members ranged from mature lecturers(taught the class

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

. American c Society for Engineering Education, 2021 Investigation on Students' Educational Experience with HyFlex Instruction Model in Two Engineering CoursesAbstract Due to the COVID-19 pandemic, educators all around the world searched for effectiveways to continue teaching. Although switching to online learning seemed to be the safest andmost appropriate method at the time, the virtual setting is inadequate for providing activelearning. Hands-on learning is indispensable especially for engineering programs. In Fall 2020,synchronous online mode was augmented with HyFlex instruction for the first time. HyFlex isshort for Hybrid learning and Flexible course structure. The HyFlex

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Engineering Education, 2015 From Catch-all to Clarity: Revising a First-Year, Multidisciplinary Introductory Course    I. Introduction and History of Florida Gulf Coast University  The National Resource Center for The First-Year Experience and Students in Transitiondescribes South Carolina’s University 101 course, which was first taught in 1972 as the impetusto improve educational

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra Cecilia Santa Cruz, PUCP; Graciela del Carmen Fernández de Córdova, Pontificia Universidad Católica del Perú; Marta Vilela Vilela, Pontificia Universidad Católica del Perú

Tagged Divisions

Multidisciplinary Engineering

differs from thetraditional multidisciplinary approach of parallel perspectives that can often be found incourses with sequential independent modules taught by professors from various disciplines.The course’s redesign was also a response to the need to embed the territory-based approachin disaster risks management, especially given the fast pace of the climate change process at aglobal scale.The course was redesigned in terms of methodology and evaluation method, in order toencourage self-learning and the integration of knowledge and skills acquired in previouscourses. The course’s new syllabus included conceptual and methodological interdisciplinarycontents related and articulated to the development of DRM plans e.g. Mitigation,preparedness and

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkaç, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

and technology education.Pilot RunCourse DescriptionThe syllabus of the pilot course was centered on standard critical-thinking material. Thesetypically include cognitive science and psychology6, logic, epistemology, and philosophy ofscience. In addition, key concepts in Statistics7, experiment design, history of medicine, andcomputational techniques from machine learning and decision making were incorporated toforge connections to the students’ technical majors. These were, in turn, linked to the humanitiescontent through several means, including prompted written and oral inquiry into connections andparallels between contemporary and historical issues and their representation, the use of a6 Such as content from [19–25

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

student learning outcomes wascollected and assessed from the course’s online platform. To determine the effectiveness of usingthe IIS alongside Webb’s DoK as an assessment tool, multiple instructors from the institutionsinvolved reviewed student learning outcomes. The instructor reviews were then assessed tocompute inter-rater agreement scores, with instances producing the strongest agreements anddisagreements evaluated and results discussed. A post-course student survey was alsoadministered to gain insights of how the metrics were implemented for the students, of which,the results were quantified and assessed.IntroductionIn a world that is constantly advancing and facing new challenges, engineers must continuallyadapt and widen their skills to

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

being listed initially as special topicscourses for upper class engineers of all disciplines, with a recommended syllabus of basic skillsand concepts that can be tailored to the local curriculum. This will be paired with an annualwicked problem that is chosen by the larger community and shared by all schools. The samelarger community will provide professional expertise in relevant disciplines via online Page 24.1257.18courseware and mentoring throughout the semester. ESW has a history of operating courses atthe local level, and already operates a distributed community that the instances of this course canparticipate in.Improving engineering

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

Tagged Divisions

Multidisciplinary Engineering

. We attempt to share our key findings, which may benefit othereducators and help them adopt alternative instructional approaches in other institutions.Instructional challenges in a wide variety of courses such as Digital Electronics, IndustrialRobotics, Programmable Logic Controller (PLC), Software Engineering, System Modeling,Epidemiology, Human Diseases, Environmental Health, and Intermediate Business Analysis weremitigated using alternative or modified approaches. Hands-on and in-person learning activities(e.g., laboratory experiments and data analysis) were substituted by innovative strategies such asonline exercises via simulation, statistical software, enhanced use of audiovisual tools, andsynchronous and asynchronous online

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Darrell Velegol, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering

Member of IEEE and a Fellow of ASME. Dr. Jablokow is the architect of a unique 4-course mod- ule focused on creativity and problem solving leadership and is currently developing a new methodology for cognition-based design. She is one of three instructors for Penn State’s Massive Open Online Course (MOOC) on Creativity, Innovation, and Change, and she is the founding director of the Problem Solving Research Group, whose 50+ collaborating members include faculty and students from several universities, as well as industrial representatives, military leaders, and corporate consultants.Dr. Jack V. Matson, Pennsylvania State University, University ParkProf. Darrell Velegol, Pennsylvania State University, University Park

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Macklin, University of Maryland, College Park; Kylie Goodell King, University of Maryland, College Park

Tagged Divisions

Multidisciplinary Engineering

reading.Defining Multidisciplinary Project ScopesAfter 17 years of successful projects, QUEST began offering an elective course to involvestudents in the process of defining project scopes. In this course, students learn about bestpractices for written and verbal communication and practice having conversations about QUESTand sponsorship opportunities with program faculty and staff, each other, and alumni volunteers.Following this training, students are assigned to companies and manage the process of outreachand defining project scopes. They base ideas for project topics on past QUEST projects and casestudies provided through journals and online articles.Course deliverables include sample emails, scheduling and participating in site visits to clients,and

Conference Session

Sustainability & Environmental Issues

Collection

2007 Annual Conference & Exposition

Authors

William Gaughran, University of Limerick; Stephen Burke, University of Limerick; Sonya Quinn, University of Limerick

Tagged Divisions

Multidisciplinary Engineering

educational intervention modules for SMEs as well as for engineering and design undergraduates for Interregional EU application. He lectures in design for sustainability across a number of courses in UL, and endeavours to link academic research with industry, through seminars and onsite coaching. He believes that the application of sustainability strategies is not just a moral obligation in manufacturing, but also helps secure competitive advantage. He holds a PhD in Design and Ergonomics from Brunel University.Stephen Burke, University of Limerick Stephen Burke graduated from the University of Limerick with a 1st Honours in Technology Education in 2002. He has served for two years as a teaching

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

anddepartments as well; recent non-engineering participants have included pharmacy, animalsciences, and exercise physiology students. The course has also recently expanded to includestudents from a second university as well as online distance students that span four time-zones.Adding students from a variety of locations and disciplines has increased diversity among thestudents’ educational backgrounds and interests (both as undergraduates and graduates). Thediversity of the students’ skills and knowledge fosters multidisciplinary collaboration within thecourse itself and enhances innovative problem solving as each student can offer their ownresources and expertise to the class.In this model, each student is responsible for proposing a potential team

Conference Session

Multidisciplinary Engineering Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Stephanie Sullivan, East Carolina University; Rick Williams, East Carolina University; William Howard, East Carolina University; Jason Yao, East Carolina University; Paul Kauffmann, East Carolina University

Tagged Divisions

Multidisciplinary Engineering

to adequately prepare them for the FE exam. 2) As shown in Table 5, the weighted coverage is not sufficient to ensure a high passing rate on the exam. It is our belief that the engineering program should achieve a weighted coverage of at least 80%, or in general we should not allow greater than 1.5% lost coverage in any one of the thirteen topical areas. Applying this criterion, 8 of the 13 topical areas are inadequately covered in the engineering curriculum. 3) The inadequate coverage stems from two sources. First, the material is just not being covered. This is the case for the Engineering Material and Properties FE topical area. Second, the course syllabus gives little indication that the

Conference Session

Capstone and International Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bobby G. Crawford, U.S. Military Academy; Stephanie Farrell, Rowan University; Elizabeth Bristow P.E., U.S. Military Academy

Tagged Divisions

Multidisciplinary Engineering

flight training course. Theywanted the students to understand the physical principles and design characteristics of the aircraft that theywill someday fly.The desire for an engineering course that contained both fixed wing and rotary wing content and thatwould be accessible to the non-engineering majors required a unique course design with a custom text.Preparations for developing the syllabus and writing the text (gathering references and resources) werecompleted prior to departure from the U.S. Actual work on the text could not be started until the teamarrived at NMAA and made an initial assessment of the knowledge and skills possessed by the prospectivestudents and obtained detailed input from one of the primary constituents of the course

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matt Olfat, University of Virginia; Kari Wold, University of Virginia; Roy Lee Hayes Jr, University of Virginia; Mark Endel Paddrik, University of Virginia

Tagged Divisions

Multidisciplinary Engineering

writing for 7 years online at a university serving students from around the world, and she has published in and has presented on international education, engineering education, blended learning, and online learning. Wold’s primary interests focus on global education, methods of online education, and curriculum design. She has degrees in journalism and economics from the University of Minnesota as well as a master’s degree in international education from George Washington University.Mr. Roy Lee Hayes Jr, University of Virginia Roy Hayes is a PhD Candidate at the University of Virginia. He completed a Bachelors of Science in Aerospace and Systems Engineering at the University of Virginia in 2009. His research focuses on

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. They also write their recommended scores on a grid on a whiteboard,so grading consistency can be verified.Assessment in DesignProject work is graded collaboratively by the Design course instructors, the facilitators, and thedesign panel members. Most project work is graded as a team, and individual contributions areassessed by instructors and facilitators to increase or decrease an individual learner’s grade, asshown in Figure 1.Figure 1: Assessment summary from Design course syllabus, Spring, 2019, shows point allocationfor various deliverables and contributions to project completion.A new question was recently developed by a faculty member: “On the IRE Scale, how would yourate the team’s performance, relative to it’s potential?” (IRE Score

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Pendley, Georgia Institute of Technology; Joseph Homer Saleh, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

ample time in a common-core syllabus**.In the following, we present one model for the structure and content of such a course. Othermodels are possible, and educators will no doubt recognize the difficulties in designing a new§ A complete list of the ABET criterion 3 student outcomes is in the Appendix.** Some advanced optional courses already exist in graduate engineering programs and their Page 22.1363.9contents are tailored to specific departments and industries (e.g., chemical hazards and safety,nuclear criticality safety engineering).course subject to a variety of constraints. It is hoped that the following discussion will

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

. While the instructor did not teach this course again due to rotating instructor coverage,she implemented this approach in her Thermodynamics course.Details are presented in Appendix A.Thermodynamics (Spring 2020)While an epic finale approach was already planned, the instructor felt it was particularlyappropriate given the quick pivot online during COVID in Spring 2020. All students had beenassessed individually on partial exams and a cumulative FE-style quiz. The epic finale wasconducted virtually on Zoom and was less structured. Students were placed into random breakoutgroups and asked to figure out how a hospital ventilator works with schematics drawn,components identified, and technical considerations and related to thermodynamics and

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO

Tagged Divisions

Multidisciplinary Engineering

how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to