Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Danny D. Reible, Texas Tech University; Roman Taraban, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Chongzheng Na, Texas Tech University

Tagged Divisions

Multidisciplinary Engineering

Paper ID #31562Fostering Reflective Habits and Skills in Graduate Engineering Educationvia the Arts and HumanitiesDr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering education, arts & humanities in engineering, interdisciplinary

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Anne Rosewitz P.E., Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

bringchildren in for daily activities. This project is a first-time collaboration between University X andthe Town YWCA, and focused on a building a lasting relationship. The faculty advisors used acombination of assignments to evaluate the evolution and to track growth of students: equitytraining modules from an instructor handbook and self-reflection assessments based on Edutopia[1]. These assignments were given to the students on a per-term basis to track changes ortransformations in student behavior as they discover and address resource limitations, uniquedesign constraints, and working with team members from different disciplines. Morespecifically, these assessment measurements were: asset maps; changes to interpersonal teamdynamics from strangers

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

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Diversity

Tagged Divisions

Multidisciplinary Engineering

opportunity has emerged in building brand new liberalarts, science, and engineering programs at Fulbright University Vietnam, a new institution inVietnam. Founding faculty members have engaged in a “co-design year” to prototype and iterateall aspects of this new university together with students and staff. In this paper, we reflect on theco-design year and present the main considerations that have driven the design of theundergraduate program.IntroductionThere has been increasing awareness to “re-engineer” engineering education as society grappleswith increasingly complex, ill-structured, and adaptive problems, such as water scarcity, globalpandemics, climate change, poverty, and the loss of biodiversity, which technology alone cannotsolve. These

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Maria Barichello, University of Waterloo; Christopher Rennick, University of Waterloo; Erin Jobidon, University of Waterloo; Richard Li, University of Waterloo

Tagged Divisions

Multidisciplinary Engineering

differences in power or values among other individuals leading to stalledprogress [17]. Norming occurs once a team has determined structure and established goals andtargets, or once they have resolved existing conflict. The team will typically have adopted amindset of ‘we’ as opposed to ‘I’ established stable roles and rules, and will typically reflect ontheir processes and progress. During the performing stage, the team will be driven towards theirgoals, be task oriented and they may be the most creative during this stage as they are moretrusting, open and enabled by their team members [17]. Finally, the adjourning stage representsthe end of the team’s work together. Depending on how the team functioned, they may celebrate,reflect or reminisce or

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Jill L. Roter, Arizona State University

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Diversity

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Multidisciplinary Engineering

for her efforts in encouraging students to develop an entrepreneurial mindset. Amy has contributed to the development of a new hands-on multidisciplinary introduction to engineering course and a unique introduction to engineering MOOC. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfolios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Ms. Jill L. Roter, Arizona State University Jill Roter is a senior instructional design

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Murray, Washington State University, Everett; Lucrezia Cuen Paxson, Washington State University, Everett; Soobin Seo, Washington State University, Everett; Mark Beattie, Washington State University, Everett

Tagged Divisions

Multidisciplinary Engineering

where the instructors could guide the groups, group projects outside of class where thestudents would navigate their own team-building, and individual assignments designed to fosterself-reflections. It is important to note that while team members had specific responsibility forcertain deliverables, the collaborative sessions, group assignments, and various presentationsrequired harmonious orchestration following an Aristotelian model: the whole being greater thanthe sum of its parts.Interdisciplinary sessions are intended to increase the teams' capacity to complete the projectwhile also becoming more aware of themselves in the process. They include: 1. Kickoff session – The purpose of this session is to form connections, elicit and correct

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

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Diversity

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Multidisciplinary Engineering

to reflect on three areas of learning. Theirresponses are presented as case studies.IntroductionEngineering schools with predominantly undergraduate enrollments traditionally emphasizeresearch opportunities for upper level undergraduates working in conjunction with facultymembers. At such institutions, the level of faculty research is often congruent with what a highlymotivated rising senior can contribute to in a meaningful way. Consequently, accommodation isoften made through offering independent study courses taken during the academic year for credit,or focused summer research stints of variable length, or even a combination of the two, to enablethese experiences for students, especially those who may be thinking of going to graduate

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristie Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Orlando M. Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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Diversity

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Multidisciplinary Engineering

a science methods class (n = 15). The paired classes collaborated inmultidisciplinary teams of 5-8 undergraduate students to plan and teach engineering lessons tolocal elementary school students. Teams completed a series of previously tested, scaffoldedactivities to guide their collaboration. Designing and delivering lessons engaged universitystudents in collaborative processes that promoted social learning, including researching andplanning, peer mentoring, teaching and receiving feedback, and reflecting and revising theirengineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1)How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?;(2) How did PSTs

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Nelson, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Multidisciplinary Engineering

learning more about?” Percentages reflect an aggregate of responses in threecategories: not at all/ somewhat disinterested, neutral, and somewhat/ very interested. Senior StudentsFigure 2. Senior student responses (n=46) to the question “What sources of energy are youinterested in learning more about?” Percentages reflect an aggregate of responses in threecategories: not at all/ somewhat disinterested, neutral, and somewhat/ very interested.Figure 3. A box-and-whisker plot illustrating composite scores indicating student interest infossil fuels and renewable energy. A score of 5 corresponds to very interested, while a score of2.5 aligns with neutral. (The box encompasses the median of the first

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Crawley, Massachusetts Institute of Technology; Mark Bathe, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Amitava "Babi" Mitra, Massachusetts Institute of Technology

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Multidisciplinary Engineering

Thinking. Weconclude with a reaffirmation of the direction taken by the NEET pilots and a summary ofnext steps.II. A Snapshot of the NEET ProgramA. Why MIT Decided to Embark on the New Engineering Education TransformationProgramPresent-day industry seeks employees with skills that go beyond the technical skills acquiredin a standard engineering program, the so-called “non-technical” skills, some of which arenormally not acquired during traditional undergraduate education [1], [2]. The need forstudents to acquire those skills is reflected in a paper produced by the Organization forEconomic Cooperation and Development (OECD) [3] and the US National Research Council[4]. More specifically in higher engineering education, the student outcomes [5] of

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pilar Pazos, Old Dominion University; Francisco Cima, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Divisions

Multidisciplinary Engineering

sharepedagogical approaches), collaborative problem solving (e.g., groups work together to design aviable lesson), communication, and teamwork (Hirsch et al., 2001). The interdisciplinarypartnership was built to promote undergraduate students learning through interaction with othersin their teams while building a common understanding (Svinicki, 2004). Students learnedthrough creating and delivering engineering content through collaborative processes that promotesocial learning including researching and planning, peer mentoring, teaching and receivingfeedback, and reflecting on and revising their content. All these processes took place withongoing support and feedback from subject matter experts in education and engineering. 3. MethodThis study was

Conference Session

Mechatronics and Robotics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Pannier, University of Michigan-Dearborn; Carlotta A. Berry, Rose-Hulman Institute of Technology; Melissa Morris, Embry-Riddle Aeronautical University; Xiaopeng Zhao, University of Tennessee, Knoxville

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

on things that have a deep significance to them, so if developers comefrom a diversity of backgrounds and sensibilities, their innovations will have a greater impact onthe world. Nichols states that the culture of robotics changed between 2008 and 2018, and due tothe rapid change in technology, it will continue to change [10]. However, in the past, due to theexpense, technical challenges and programming language complexity, roboticists were veryspecialized, and the workforce reflected the very limited persistent stereotype of an engineer.This stereotype was that the majority of people who work in robotics, engineering, and computerscience are white males. Due to these challenges, women and minorities became severelyunderrepresented in

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Zoe Loughmiller, Kansas State University

Tagged Divisions

Multidisciplinary Engineering

students to evaluate their team’s ability tonegotiate. The responses to this question in comparison to the pre-assessment results, reflect asimilar result as the previous question (Figure 5). On the pre-assessment survey only 9% ofstudents indicated a strong reliance on compromise and in the post-assessment survey 58%responded that they had either frequently or always used compromise as a negotiating method. Post-Assessment Q2 - Group Evaluation 50% 40% 30% 20% 10% 0% Never Rarely Sometimes Occassionally Frequently Always Avoidance Aggression Accomodation Compromise CollaborationFigure 5: Comparison of Post-Assessment Question 2 and Pre-Assessment ResultsConclusion/Future

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Clippinger, Pennsylvania State University; Steven Y. Nozaki, Pennsylvania State University; Kathleen Jernquist, United States Coast Guard Academy

Tagged Divisions

Multidisciplinary Engineering

effective in the delivery of theirinstruction. Extensions which propose the investigation of engineering writing style among non-academic practitioners and students are included.Introduction:The importance for engineering, engineering technology, and science majors was discussed in an earlierwork [1], and will be reviewed very briefly here for convenience and completeness.Arguably the most important governing document for technical program curricula, ABET’s accreditationcriteria regard effective communication and awareness of audience to be essential disciplinaryknowledge, as reflected in the outcomes for applied science, engineering technology, and engineeringprograms:· an ability to communicate effectively with a range of audiences [2

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Cherif Megri, North Carolina A&T State University; Sameer Hamoush, North Carolina A&T State University

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Diversity

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Multidisciplinary Engineering

objective is to make the hook from stainless steel so it does not rust or stain the tools. AVernier Calipers were made available to students to measure tools and hooks dimensions. Theinstructors explained how to read a Caliper.The students should make 3-4 hooks (figure 5) for a separate tool. Each student has to make hisown design, reflecting his creativity and his own imagination. 3D-printing of these hooks is agood exercise to test them on a real pegboard. A more in-depth analysis is performed, such asheat transfer through the hook, and stress analysis (figure 6) to test the strength of the hooks tohold the objects they were designed to support and search the weaknesses of such an object. Inaddition, as part of this work, each student needs to

Conference Session

Mechatronics and Robotics II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Nima Lotfi, Southern Illinois University, Edwardsville; James A. Mynderse, Lawrence Technological University; Monique Jethwani, Columbia School of Social Work; Vikram Kapila, New York University

Tagged Divisions

Multidisciplinary Engineering

analysis relied upon thequalitative methodology of open coding; that is, a strategy that divides the narrative data intodiscrete units of analysis (quotes) reflective of the major themes that are embedded in the wordsof study participants [15]. The coding scheme represented emergent themes and variables ofinterest, including challenges and strengths of the workshops. Themes are presented below withillustrative quotes drawn from the participant responses (in italics), staying true to the language ofthe participants.5.2. Participant demographicsSixty-six participants completed a survey from one of the four workshops on MRE Education. Themajority of these participants were white, male, and current faculty. • 74% Male (87% of the sample reporting

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Hain, University of Connecticut; Sarira Motaref P.E., University of Connecticut

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Diversity

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Multidisciplinary Engineering

inFigure 8a and b, respectively. Students in Group B were substantially more confident inunderstanding the project geometry compared to Group A, which was reflected in theirrespective scores on the problems. A total of 79% of students in Group B noted they eitheragreed or strongly agreed that it was easy for them to understand the geometric parameters. Only37% of students from Group A found it easy (agreed or strongly agreed) to comprehend theproblem by having access to 2D model. The survey also showed that Group B participants werequite confident in their understanding, despite many of the students making minor errors inunderstanding the nailing details in the problem. (a) (b)Figure

Conference Session

Mechatronics and Robotics II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luis Alberto Rodriguez, Milwaukee School of Engineering; Michael D. Cook, Milwaukee School of Engineering; William C Farrow, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

, "Developing systems thinking among engineers: Recent study findings," in IEEE Systems Conference (SysCon) Proceedings, Vancouver, BC,, 2015.[9] S. a. F. M. Kordova, "The T Shape dilemma (depth versus width) in education of industrial engineering & management and its reflection in the students team project," Technion-Israel Institute of Technology, 2010.[10] H. H. Cheng, "C for the Course," ASME Mechanical Engineering Magazine, pp. 50-52, September 2009.[11] M. Kamaruzzaman, "5 reasons to learn a new Programming Language in 2020:Learn a new programming language to boost your career and skillset in the new year," 27 Dec. 2019. [Online]. Available: https://towardsdatascience.com/5-reasons-to-learn-a-new- programming