Displaying all 12 results
- Conference Session
- Multidisciplinary Capstone Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jacqulyn Baughman, Iowa State University; Gretchen A. Mosher, Iowa State University; Ann M Gansemer-Topf, Iowa State University ; Tejas Dhadphale Ph.D., Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
benefits and challenges of creating a multidisciplinarysenior capstone course from the perspective of engineering faculty. From this study five overallthemes emerged: 1.) multidisciplinary courses reflect real world, 2.) students are primarybeneficiaries of multidisciplinary courses, 3.) current university structure and organization cancreate obstacles, 4.) senior capstone is a critical component in engineering education, and 5.)dedication of resources. The paper will conclude with recommendations for working with facultyto create a more multidisciplinary learning environment for students and initial thoughts on thenext steps in the development process.Capstone as Part of Engineering EducationThe requirements of a 21st-century engineer are
- Conference Session
- Multidisciplinary Teamwork
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo
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- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
colleagues. Yet, teamwork skills are rarely “taught” inengineering curricula; in fact, compared to business representatives, university educators havebeen found to underestimate the value of teamwork KSAs. Instead, students are expected todevelop teamwork and leadership skills via a sink-or-swim approach where they are assignedgroup work and left to perform as they can. Often, these poor teamwork experiences combinedwith the lack of training and opportunities for guided reflection lead to students disliking workingin groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty ofEngineering and other support units at the University of
- Conference Session
- Multidisciplinary Outreach and Early Transdisciplinary Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Candido Cabo, New York City College of Technology; Reneta Davina Lansiquot, New York City College of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
arts majors, aswell as between the liberal arts and the areas of study leading to a major or profession.Our findings suggest that the learning objectives and the pedagogical approaches used in thecourse are adequate for a broad range of non-computer majors. Performance on writing andcomputing assessments as well as final grades (75% of students obtained a grade of C or better)indicated that a vast majority of students successfully achieved the learning objectives. Theseresults were consistent with student perceptions as reflected in an end-of-course survey. There isalso evidence that students satisfactorily integrated creative writing and computer programmingto develop their video game prototypes, making in-depth interdisciplinary connections
- Conference Session
- Multidisciplinary Outreach and Early Transdisciplinary Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Liping Liu, Lawrence Technological University; Mansoor Nasir, Lawrence Technological University; Yawen Li, Lawrence Technological University; Selin Arslan, Lawrence Technological University; Changgong Zhou, Lawrence Technological University; Hsiao-Ping H. Moore, Lawrenece Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
encountered already in their coursework.First, the students were made aware of the multidisciplinary nature of the nanotechnology whichwas reflected in the diverse group of faculty involved with the summer camp. Next, thepresentation discussed books, TV shows and movies where specific reference to nanotechnologywas made. Students were asked why most of the references in popular media were ominous innature and all students correctly reflected that the reason is because ‘nano’ is too small. Thisperception was juxtaposed with scientific and economic aspects of nanotechnology which areoverwhelmingly positive and optimistic.10 The students participated in an activity where theywere presented with various statements and asked to choose whether these
- Conference Session
- Multidisciplinary Effects on Student Learning
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Tela Favaloro, University of California, Santa Cruz; Tamara Ball, University of California, Santa Cruz; Zachary W Graham, University of California, Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
was always available whenever a break was neededfrom the main project or if an intern wanted to work on their soldering skills.Methodology: Assessment of Innovation as a ProcessWe assessed the overall impact of the internship as a learning intervention to supportmultidisciplinary group participation in innovation and individual learning achievements byapplying three different instruments: a) an exit survey focused on relationships betweenemergent group-dynamics and evidence of innovation-in-practice b) regular “audio-diary”journal entries recorded by participants in response to a weekly repeating prompt c) focus groupexit interviews that prompted participants to not only reflect on what they had gained from theexperience but challenged them
- Conference Session
- Multidisciplinary Efforts in Upper-level Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Michael S Thompson, Bucknell University; Andrew Ciotola, Stadler Center for Poetry, Bucknell University; Daniel Mancusi, Bucknell University; Mark Yerger, Bucknell University; Adam B Gegg
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
demos. 4. Subsystem-level and system-level demos: it was expected that there would be more than one integrated demos of two or more subsystems. 5. Evaluation plan and measured results: a list of specific metrics, at least one test procedure for each metric, desired levels for each metric, and measured levels for each metric 6. Delivery and hand-off: a major point of this whole collaboration was to create a system that would be handed off to L&IT to be polished, deployed, and maintained over time. An official hand-off meeting with discussion and questions was a major milestone for the end of the project. 7. Reflection on the process and productEach of the project milestones was evaluated by a rubric
- Conference Session
- Multidisciplinary Teamwork
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
the cross-disciplinary practice model wereapplicable in the undergraduate context. The pilot study also confirmed that collecting dataduring the team process would provide a deeper, more detailed picture of how undergraduatesdevelop as cross-disciplinary team members compared to a retrospective approach. Therefore,my dissertation work uses a real-time approach to collecting data—that is, I utilized weeklyobservations of the team, regular, written reflections by each team member, and periodicindividual interviews with student team members throughout one semester. This real-timemethod, common in ethnographic research,4 provides a rich understanding of how undergraduatestudents develop as cross-disciplinary team members during a cross
- Conference Session
- Multidisciplinary Efforts in Upper-level Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Aunshul Rege, Temple University; Saroj K Biswas, Temple University; Michael Haney, University of Idaho; Michael John Santora, University of Idaho; Brian K. Johnson, University of Idaho, Moscow; Ronald Laurids Boring; D. Subbaram Naidu P.E., University of Minnesota Duluth; John F. Gardner, Boise State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
conflicts between members (and how these were resolved). ii. Team strategy: This component examined whether ECE students had a particular strategy to ensure they were successful at maintaining their microgrids, generating revenue, and successfully fending off (or minimizing the impact of) cyberattacks. iii. Team preparedness: This aspect focused on whether ECE students were prepared, knew the various elements of the Grid Game, and understood what different cyberattacks did to their systems. iv. Methodological issues: This section asked CJ students how they felt about doing handson research, any difficulties they experienced in observing and interviewing ECE students, and also reflections on what
- Conference Session
- Multidisciplinary 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
- Multidisciplinary Capstone Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Marissa H. Forbes, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Derek T Reamon Ph.D., University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
name matters. As outlined above, e+ is a specialized design-focused degreeprogram, requiring students to focus in engineering design thinking and doing, and anengineering disciplinary emphasis—while developing a secondary area of expertise via theconcentration. This multifaceted specialization is distinctive amongst the traditional discipline-specific engineering programs in our college. The authors hope that removal of “general” fromthe program name better reflects the unique combination of specificity and customizabilityafforded by the program curriculum and that the renaming will help the program grow in sizeand stature. We also hope that this lesson-learned serves as a cautionary tale to other collegesinterested in creating a new program
- Conference Session
- Multidisciplinary Effects on Student Learning
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jennifer Harper Ogle, Clemson University; Jeffery M Plumblee II, Clemson University; David E Vaughn, Clemson University; Aaron S. Gordon, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
the micro- and nanoscales; and must know how to conceive, design, and operate engineering systems of great complexity. They must also work within a framework of sustainable development, be creative and innovative, understand business and organizations, and be prepared to live and work as global citizens. That is a tall order…”Engineering education has progressed with the introduction of different active learningpedagogies over the years, including project-based learning, problem-based learning, service-learning, and peer-led team learning. However, students are still mostly trained to solve welldefined problems which do not reflect the complexities of real-world problems.10 We proposethat translational research can