Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

-up,educational goals, challenges and opportunities. In Part II, we then move on to a closer look atthe technical design of the project. Finally, in Part III, we revisit the educational goals set out atthe outset, make a reflective assessment of the experience, and propose insights andrecommendations for instructors working with similar experiences or sets of challenges. Page 26.468.2Part I: Educational Goals, Challenges, and OpportunitiesBefore diving more deeply into reviewing the educational goals, it would be important to explorethe background of the institution and other contextual matters that scaffolded the experience.The project was

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard M. Goff, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, carrying auseful load of at least four bags of groceries, and use the least amount of energy possible. Theperformance and fuel economy of the motorcycle was evaluated before and after streamlining.Examining data from several Vetter Challenges, dramatic improvement in the fuel economy ofmotorcycles after being streamlined is demonstrated. In parallel with the student team’s technicalresearch, their individual reflections before, during, and after the project were formally gatheredand analyzed. In this paper, the results of the Vetter Challenge competition are discussed alongwith students’ experience and reflections. Ongoing next steps and a pathway to implement thisresearch at other schools are revealed.Background & Introduction

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Tanya Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

discuss both whatthey thought would happen and what actually happened. Instructors can additionally lead aclassroom discussion to process any of their misconceptions about the expected materialbehavior and their observations of what actually happened in the simulation. By clearlyarticulating and capturing on paper what their initial concepts or misconceptions are, and thendiscussing the actual results in comparison with their initial ideas, students’ are more likely torecognize any previous misconceptions as incorrect understandings.Students need to be engaged in and monitor their own learning process, referred to as meta-cognition. Pre-lab and lab reports provide an opportunity to encourage student reflection on theirown learning. A section

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

aim is to teach skills, and notcontent. To ensure that skills are developed, in-class challenges are given for each of the analysis stages,deep learning assignments are given at major milestones in the course, and students complete a courseproject. Many assignments require justification of answers to break the student mentality of “what is theright answer” and lead them toward developing solutions that address system requirements and balancetradeoffs. The reflection that comes along with justification solidifies concepts and enables mastery ofthe systems analysis process.IntroductionThe engineering program at James Madison University provides an emphasis on engineering design,systems thinking, and sustainability. Our young engineering program

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

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

+ program.Several definitions of learning community within academic settings exist. Gabelnick,MacGregor, Matthews and Smith choose a perspective on learning communities that relies oncurricular structures that link courses to aide students in deeper understanding and integration ofacademic material with five “core practices” for success: community, diversity, integration,active learning and reflection.3,4 According to Astin and Tinto, learning communities are definedby many factors of student involvement, including curricula, common interests and residentialproximity to build a sense of group identity that is cohesive and unique to the group.5,6 Tintoasserts that a multi-faceted approach to learning communities in higher education encouragesintegration of

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Candido Cabo, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

.4Approaches used to facilitate transfer of learning include the use of reflective writings,contextualization of learning experiences, and application of learning to real life.4 To make transferof learning explicit to students, instructors advise students to take courses in the appropriatesequence, emphasize in each course the material transferable to other courses, model transfer byinviting guest lecturers, develop students’ metacognitive skills, and reinforce concepts by usingthem often and in different contexts. However, regardless of the strategies used, transfer of learningdoes not occur automatically. Curriculum and course design should emphasize the connectionbetween courses to stimulate transfer.The primary strategy used at our institution to

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saviniano Samuel Perez, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

statement needs to incorporate the needs of theconstituents and the strategic plans of the city and state officials. Save your brainstorming map asthis will form part of your deliverable. Create a strategic sustainability vision statement (2 to 3sentences) that will reflect the needs of the City of Goodyear.Part B: 10 year strategic sustainability plan for transportation systemsUsing the vision statement your group has crafted, create a high-level 10 year strategic andsustainable transportation system feasibility plan for the City of Goodyear. You have a budget of$500,000 dollars to develop this feasibility plan. Be sure to address the functional areas outlinedin this link: http://www.goodyearaz.gov/government/city-manager-s-office/strategic-plan

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luciana C. El Debs, Purdue University, West Lafayette; Rich Dionne, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

per meeting, and only after theyhad already started working on their final semester project. Observations were made at differenttimes on different days, allowing for the researcher to note any differences in activities across thefour hour session.3.3. Data analysisData analysis was performed in two phases. First, following the guidelines of provisionalcoding30 an initial coding scheme was developed, based on Jonassen9’s problem solvingstrategies. This scheme was used to code the observation notes.The second phase included comparing the third party observer’s reflections to those of theinstructor. Both observers reported their impressions individually in written form. The observersreviewed one another’s notes. Results were then analyzed by

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

Introduce project!! template Choose Semester Research Initial References, PowerPoint Limitations or Bias in Individual reflection on Grand Group Discussion on

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

B is less a reflection ofhighly self-determinant engineering degrees and more a reflection of less curricular choice acrossthe board at this institution. This trend is perhaps not surprising considering that University B isa technically focused institution, with more than 90% of the school’s undergraduate populationenrolled in engineering degree programs.University CUniversity C is a private, Master’s University (large program) 11 with a 2013 undergraduateuniversity population of approximately 4,900 students and a full-time undergraduate engineeringpopulation of approximately 800 students. Page 26.1512.10Engineering degree program Choice

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

tool presentsstudents with the opportunity to evaluate a selection of previous student work that span Levels 1 to 4before beginning to develop their own simulation projects. The tool inquires about the level of interactivityand presence of models and/or simulations. The final questions ask students to reflect on the sample piecesof work and how seeing them influences their design choices. This intervention will be assessed in futurestudies by comparing students’ responses to the guided instructional tool and the simulation level achievedby the teams.A limitation of this study is that it does not address the various types of simulations that occur at Level 4simulation. A future study should be conducted to understand how to scaffold student

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

life; 2) To positively contribute to retention and transferthrough active involvement in a research mentorship program at a baccalaureate-granting Page 26.1576.5university, and 3) To provide academic and professional development to students through theresearch experience and seminar to orient students to university life and to the culture of researchin their disciplines.With a transfer rate of 69.1%, the goals of the program are being realized, as reflected in themajority of the students who opt to enter a 4-year school the semester after SCCORE or whogain a committed intent to do so after they return to complete their community college

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College; Donald George Pratt, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

question of how to improve the course wereindicated that the students thought the tests were too hard, which is not an unexpected responseto this type of question.IV. Analysis and DiscussionCircuits 1 MisconceptionsUsing Circuits Concept Inventory (CCI) items or other final exam questions can help assess howwell students have learned essential aspects of the subject material, but also can reveal wheremisconceptions remain. An incorrect response on one of these items can reflect the deficiency ofindividual students, or if it wider spread among a majority of students in the class, a deficiency inthe teaching method that needs to be addressed. Focusing first on the poorest results with CCIitems from the previous section reveals the following

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, reliable and valid self assessment Page 26.1562.5• Recognize strengths and weaknesses• Challenge themselves• Demonstrate strong leadership and project management skills• Demonstrate strong organizational skills• Demonstrate a strong work ethic, and set and pursue personal learning goals.In free responses, students reported that being a mentor helped them cultivate meaningfuldiscussions with their mentees, encouraged self-reflection, taught them how to become a leader,helped them learn more about themselves and helped them become a member of a team.Students who completed co-ops and classes in the Paul Peck Program reported that the variety ofclasses

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Pringle, Central Washington University; Craig Johnson P.E., Central Washington University

Tagged Divisions

Multidisciplinary Engineering

larger than a classroomIndividual What is your little See if word count can beCommitment individual used to evaluate their level commitment to the of effort. project? some completeIndividual Include a narrativeCommitment reflecting your commitment to this project.Beneficial ElementsExternal interaction Will this project have no no any external yes yes

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

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

(e.g. group vs individual) and whether the interactionswere tailored to specific student needs. Overall, 92% of students rated the experience as“excellent” or “good”, but 8% of students did identify the mentoring experience as “lacking” or“poor”. The students were not provided with information on what a good mentoring relationshipmeans. Instead they were expected to reflect on their own expectations. In regards to thenegative experience one student commented: “My mentor seemed to push off all mentorship work to her PhD students. I felt guiltyasking questions because she would hand all the questions over to her extremely busy students.The students took a lot of time out of their day to meet and discuss with me and I thank them forthat

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Wuerffel, Valparaiso University; Jeffrey Dale Will, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

the reflective markers and combinethe images to read the 3D positions of the markers at a 100 Hz frame rate. This information isrecorded and used to reconstruct the skeleton of the participant, or can be used as raw data inpoint-cloud form.Figure 9. Motion capture laboratory with cameras and motion-capture suit. Page 26.630.8Painting/DrawingPainting and drawing utilize several different media, such as charcoal, oil paint, andwatercolor. However, the typical drawing surface is two-dimensional in nature. Our goal in thiseffort was to allow students to “draw” and “paint” in three dimensions, using the capture volumeas a canvas. Additionally

Conference Session

Multidisciplinary Capstone and Collaborative Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago; Stephanie Tharp, University of Michigan

Tagged Divisions

Multidisciplinary Engineering

Studio. In 2002,the University of Illinois at Chicago was among some of the earliest to offer an interdisciplinaryproduct development program, engaging business, design and engineering. Corporate partnerssponsor a section of the course, and, with faculty, design project statements that are both ofstrategic interest and educationally appropriate for a senior design capstone course sequence.Multidisciplinary and interdisciplinary product development courses are increasingly beingoffered at more institutions, with the motivation being that they better reflect real-world productdesign processes, and that considerations outside of a single discipline influence a successful endproduct [2, 3]. Interdisciplinary programs offer unique experiences for