Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute; Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Gillian Smith; Ruth McKeogh, Worcester Polytechnic Institute; Sarah Riddick, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

Paper ID #46444The IRB and Ethics Pedagogy for a Culture of Responsible ResearchDr. Yunus Do˘gan Telliel, Worcester Polytechnic Institute Yunus Do˘gan Telliel is an Assistant Professor of Anthropology at Worcester Polytechnic Institute. He is in the Humanities and Arts department and has collaborative faculty appointments in the Interactive Media and Game Development program and the Robotics Engineering department.Dr. Sarah E. Stanlick, Worcester Polytechnic Institute Dr. Stanlick is a faculty member at Worcester Polytechnic Institute and the Director of the first-year Great Problems Seminar program. She was the founding

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, University of Arkansas at Little Rock; Kristin Dutcher Mann, University of Arkansas at Little Rock; Amar Shireesh Kanekar, University of Arkansas at Little Rock; Albert L Baker, University of Arkansas at Little Rock; Srikanth B Pidugu P.E., University of Arkansas at Little Rock

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Multidisciplinary Engineering Division (MULTI)

disciplines, were presented with information on issues related to the ethicaluse of LLMs for class assignments. The primary research question was: “What are students’perceptions of the ethical use of LLMs in college coursework?”The research employs a mixed-methods approach. The survey of student attitudes concerning theethical use of LLMs was conducted in courses from six different academic disciplines –engineering technology, computer science, political science, chemistry, health education andhistory – during the fall 2023 semester. Both quantitative data and qualitative responses on thesame survey, designed to be given before and after a short learning module, were collected, aswas a student assignment. Since the research centers on student

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

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Diversity

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Multidisciplinary Engineering Division (MULTI)

may argue that in engineering, perhaps the same principles are discussed using differentterminology, for example, engineering ethics. It is true that most engineering programs have somecoverage of engineering ethics either as a stand-alone course or as content that is integrated withdesign projects and design activities in design-focused courses. This is a fair argument that needsto be explored further.Design Justice principles and a code of ethics are both frameworks for guiding designpractice, but they have some key differences. A code of ethics is a set of principles orguidelines that outline what is considered ethical behavior within a specific profession. Inthe field of design, a code of ethics may outline how designers should conduct

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rana Hussein, Boston University; Muhammad Hamid Zaman, Boston University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

courses and explore opportunities for scaling up this project. In this paper, weexplore gaps in existing STEM curricula that demonstrate the need for such a course, describe outcomesof the workshop, outline essential elements of a course effectively introducing STEM students to thistopic (including historical and political context, moral and ethical frameworks, lived experience, humanrights principles, and technical and analytical skills, as well as suggested teaching strategies), and presentour own approaches, through the course we are currently piloting at Boston University called EngineeringApproaches for Refugee Health, in aiming to create a course that not only instills in students a long-termdesire to engage with the issue of forced

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roya Salehzadeh, Lawrence Technological University; James A. Mynderse, Lawrence Technological University

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Multidisciplinary Engineering Division (MULTI)

and signal Data collection and signal Hardware processing processing13 Machine learning for EEG-based Machine learning for EEG-based Data Analysis BCI BCI14 Machine learning for EEG-based Machine learning for EEG-based Data Analysis BCI BCI15 Ethics in BCI Ethics in BCI Summary Sessions16 Student’s project presentation Student’s project presentation Presentation2.3.1 Neuroscience Concept The first portion of the course focuses on an introduction to BCI and the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Resha Tejpaul, University of Minnesota ; Travis Henderson; Nicole Kennedy; Nikos Papanikolopoulos, University of Minnesota - Twin Cities

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Multidisciplinary Engineering Division (MULTI)

thedevelopment of evidence-based strategies for educational policy by gathering insights into theirobjectives for using Generative AI, their ethical considerations, such as concerns aboutmisinformation and policy ambiguities, and their recommendations for integrating Generative AIinto the curriculum. Understanding student behavior and perceptions is crucial; prior researchindicates that students predominantly maintain favorable attitudes toward applying Generative AIin academic contexts; however, they also raise valid concerns regarding accuracy and ethicaldilemmas. Our study offers quantitative insights into usage trends and qualitative perspectives onstudent recommendations, with a strong focus on a graduate-level STEM environment. Thefindings may

Conference Session

Best of Multidisciplinary Engineering Division (MULTI)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Susan M Lord, University of San Diego

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Diversity

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Multidisciplinary Engineering Division (MULTI)

). ©American Society for Engineering Education, 2024Work-In-Progress: Holistic, Multi-disciplinary Systems Approach to TeachingSustainable and Contextual Engineering Concepts for Undergraduate StudentsABSTRACTThe urgent global need for sustainable engineering solutions necessitates a paradigmshift in engineering education. This work-in-progress advocates for a comprehensive,multi-disciplinary approach in teaching sustainable and contextual engineering toundergraduate students. The multidimensional challenges of sustainable developmentrequire engineers to understand the complex interplay of ecological, social, economic,and ethical factors. This paper highlights the imperative of embracing a holisticpedagogical framework that combines engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liuying Gong, School of Public Affairs, Zhejiang University; Jingyuan Chen; Min Ye, Zhejiang University

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Multidisciplinary Engineering Division (MULTI)

by AI has made AI literacy a crucial competency forindividual development, turning its cultivation into a “human issue [3].” This need isparticularly urgent for higher education students [4], as industries worldwide require top talentswith AI literacy to drive the intelligent transformation of business processes and products,while making trustworthy and ethical decisions [5]. In response, students are calling for AIliteracy to be integrated into their higher education curricula to better prepare for the challengesof the intelligent era and future careers. For instance, a survey on the use of generative AIamong undergraduates [6], found that students most commonly recommended offering relevantcourses and lectures, with a particular focus on

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Scott F. Kiefer, York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania

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Multidisciplinary Engineering Division (MULTI)

interests.Yargo Teixeira Gomes de Melo, York College of Pennsylvania ©American Society for Engineering Education, 2025 Reflections on Artificial Intelligence use in Engineering CoursesChatGPT was launched on November 30, 2022, by the San Francisco-based artificial intelligence(AI) provider, OpenAI. Within a year, this tool has been widely adopted for tasks such as writingpapers, solving engineering problems, programming, and much more. This paper explores thegrowing use of AI by college students and faculty. By embracing OpenAI and similar tools, weaim to demonstrate how these technologies can be used effectively and ethically. We specificallyexamine how AI has been

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marina Dias; Sreyoshi Bhaduri, Amazon ; Amulya Mysore; Wanqun Zhao; Amelia Rivera-Burnett; Shahriar Sadighi; Robert Pulvermacher

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Diversity

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Multidisciplinary Engineering Division (MULTI)

other factors. Workers hired after thenew scheme was implemented were on average 28% more productive than the ones hired in theold regime.Experimentation is an effort that requires collaboration among Science, Product, andEngineering teams which means it is typically multi-disciplinary in nature. Experiments typicallyhave three phases: the pre-experiment planning, the implementation and monitoring, and thepost-experiment analysis. During the pre-experiment planning, Science, Product, andEngineering work together to translate the business problem at hand into testable hypothesis,make ethical and legal considerations and submit the research proposal for review if applicable,define the details of the intervention, design the randomization, define

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Milad Rezvani Rad, University of Southern Indiana

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Multidisciplinary Engineering Division (MULTI)

development of future engineers.Many AI writing tools are freely available to students at no cost, making this resource accessibleto all. Despite the advantages, AI may provide students with some misleading information andoutdated data. AI tools are also highly dependent on the phrasing of the prompts, potentiallyleading to suggestions that stifle creativity or misinterpret students' intentions. AI-generated textis unable to capture the nuance, context, and subjective nature of writing, making the AI responseshave a voice distinctive from the voice of the individual. In addition, like any other evolutionarytechnology, there are increasing concerns regarding the ethical implications of AI in education thatmust be carefully studied.With these factors

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pooya Niksiar, The Citadel; Dimitra Michalaka P.E., The Citadel

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Multidisciplinary Engineering Division (MULTI)

critical thinking and effort. Finally, some responses, about 10%, also reflectedcuriosity and apprehension about AI's future impact and while some saw it as a "fast-growingand multifaceted tool" with "limitless potential," others expressed concerns about its rapiddevelopment, potential misuse, and ethical implications. Notably, a few students mentioned fearsabout AI replacing human jobs or concentrating power and wealth.Question 2: Which AI tools or websites do you use most often?ChatGPT and Grammarly are the most commonly used AI tools among participants, with 75%and 65% of respondents, respectively, reporting regular usage. These tools were often mentionedtogether, with 57% of participants highlighting their combined use for academic and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicu Ahmadi, Texas A&M University; Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

weighing its repercussions on human-machine dynamics. It sets the stage forfuture AEI research, emphasizing the significance of interdisciplinary studies to bring in a trulyhuman-centric and accountable AI paradigm. The research question at hand is: Can GenerativeAI, enriched by cross-disciplinary insights, take an intuitive leap to discern human emotions,driving us towards a more empathetic and ethical AI future?IntroductionThe evolution of Artificial Intelligence (AI) in recent decades has been nothing short ofremarkable, marking a paradigm shift in how machines emulate tasks traditionally performed byhumans. Take, for example, OpenAI’s ChatGPT, which has become a paradigm of AI’scapabilities in mimicking human-like conversational skills

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

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Diversity

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Multidisciplinary Engineering Division (MULTI)

and social awareness, preparing them to design solutions with broader societal and ethical implications. Pedagogical Primarily lecture-based with limited Combines immersive learning, problem-based Approach experiential learning or learning (PBL), and interdisciplinary projects. interdisciplinary engagement. Students engage in iterative co-design and reflective exercises, bridging the gap between

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County

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Multidisciplinary Engineering Division (MULTI)

effective teaching ● Peer and Instructor Feedback ● Bring An Inclusive Mindset to Your Teaching ● Active Learning ● Ethical/Social Responsibility in the classroom ● How do we assess learning? ● Graduate Student lead Workshop - Peer Assessment ● Writing a Effective Teaching PhilosophyEngineering 397 (ENES 397): Advanced Topics of Teaching Fellow ScholarshipThis course is designed to continue to elevate the undergraduate teaching assistant knowledgeand understanding of the scholarly practices of teaching, learning and research. Throughout thesemester, students attend workshops and seminars that focus on the researched and applied bestpractices in the field of Engineering and Computing education.As more of a practitioner course, students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

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Multidisciplinary Engineering Division (MULTI)

and engineering, thermo-fluids engineering, and microfluidic technology. ©American Society for Engineering Education, 2025Assessing the Impact of Makerspace Workshops on Breaking Academic SilosThrough Cross-Disciplinary CollaborationI. IntroductionAs the world confronts increasingly complex global challenges from climate change and publichealth crises to rapid technological advancements, academic institutions worldwide arerecognizing that preparing future engineers requires more than traditional, siloed curricula [1],[2]. Contemporary engineers must possess an expanded skill set that combines deep technicalexpertise with strong communication, ethical reasoning, and collaboration skills, enabling themto address

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rackan Sami Mansour, Texas A&M University at Qatar; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Texas A&M University at Qatar

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Multidisciplinary Engineering Division (MULTI)

generate content that aligns more closely with advanced educational objectives. 2. Broader Assessment Types: Expansion of AI-generated assessments to include more varied formats beyond multiple-choice quizzes and case studies. This could involve the development of interactive simulations and real-time problem-solving scenarios that utilize AI to adapt challenges based on student performance dynamically. 3. Ethical and Practical Considerations: Addressing ethical considerations and the practicality of AI in educational settings, including issues of data privacy, student autonomy, and the potential for AI to replace traditional educational roles. Future research will aim to develop guidelines and frameworks

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., The Pennsylvania State University; Glen Roderic Coates, Pennsylvania State University

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Multidisciplinary Engineering Division (MULTI)

-intensive course simultaneously meets the general education requirementsof the institution for critical thinking, communication, teamwork, and personal ethics, while alsois flagged as ‘writing intensive’ in some way, likely allowing the course to be substituted fortraditional or literature-based academic writing courses. Comparing and coding degree maps forMechanical Engineering (ME) across institutions yielded four discrete pathways for teachingengineering communication. (1) General Education, English, or (rarely) Communication courses were found to be a common 2-course sequence with varying titles like First-year Seminar; College Writing, Composition, or Rhetoric. All schools with some form external-to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, Santa Clara University; Christelle Sabatier, Santa Clara University

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Multidisciplinary Engineering Division (MULTI)

end of this course, students will be able to 1. Reflect on interests and potential career paths 2. Leverage existing digital technologies ethically and efficiently to solve the problem of how to create professional relationships from scratch 3. Perform outreach and schedule career conversations, via video chat, with professionals via warm networking and cold networking strategies 4. Effectively conduct career conversations (making small talk, active listening, asking smart questions, expressing gratitude, etc.) 5. Develop a professional brand, including an effective LinkedIn profile 6. Utilize newfound relationships to access

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Lifford McLauchlan, Texas A&M University, Kingsville; David Hicks; Adetoun Yeaman, Northeastern University; Maria Vasilyeva, Texas A&M University, Corpus Christi

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Multidisciplinary Engineering Division (MULTI)

empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project based learning environment. She was previously an engineering education postdoctoral fellow at Wake Forest University supporting curriculum development around ethics/character education.Maria Vasilyeva, Texas A&M University, Corpus Christi ©American Society for Engineering Education, 2024 Transfer Learning from Math to Engineering and Using Scaffolds through Hands-on Learning to Build New Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nikhil Satyala, University of Nebraska - Lincoln; Rachael Wagner, University of Nebraska - Lincoln; Tareq A Daher, University of Nebraska - Lincoln; Carl A. Nelson P.E., University of Nebraska - Lincoln; Mark R. Riley, University of Nebraska - Lincoln; Raycelle C. C. Garcia, University of Nebraska - Lincoln

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Multidisciplinary Engineering Division (MULTI)

Engineering graduates will: • Have established successful careers in robotics, automation, or related fields, demonstrating their ability to apply principles of robotics engineering to responsibly solve complex problems. • Engage in continuous learning and professional development to stay abreast of advancements in robotics and emerging technologies. • Demonstrate leadership, ethical conduct, and effective communication in multidisciplinary teams, contributing to the progress of the robotics profession and society. • Contribute to the advancement of robotics and automation through innovation, research, or entrepreneurial endeavors, showcasing the ability to push the boundaries of knowledge and technology in

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siobhan Oca, Duke University ; Genevieve M. Lipp, Duke University

Tagged Topics

Diversity

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Multidisciplinary Engineering Division (MULTI)

: The Effect of Summarizing a Research Article on Students’ Area of Robotics Interest1 BackgroundThe need for capable, ethical robotics engineers is growing with the industry valued at 32.32billion in 2021 with anticipated growth of 12.1% from 2022 to 2030 [1], and projected 17,900mechanical engineering job openings each year [2]. It is imperative that undergraduate andgraduate programs prepare engineers for industry positions in robotics, and that they includeand encourage diverse groups of students to enter the field.Additionally, diversity among engineers in general is limited, starting with bachelor’s andbeing further exacerbated when entering engineering professions. For example, 22% of engi-neering bachelor degrees in

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

V. Sanchez Padilla, Virginia Tech; Jennifer M. Case, Virginia Tech; Homero Murzi, Virginia Tech; Albert Espinal, Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador

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Diversity

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Multidisciplinary Engineering Division (MULTI)

Educator Expectations in University Degrees,” e-Journal of Business Education & Scholarship of Teaching, vol. 14, no. 1, 2020.[11] ABET, “Accreditation Board for Engineering and Technology, Inc.” Accessed: Apr. 07, 2023. [Online]. Available: https://www.abet.org/accreditation/[12] J. F. Volkwein, L. R. Lattuca, P. T. Terenzini, L. C. Strauss, and J. Sukhbaatar, “Engineering Change: A Study of the Impact of EC2000,” International Journal of Engineering Education, vol. 20, no. 3, pp. 318–328, 2004.[13] A. K. Shenton, “Strategies for ensuring trustworthiness in qualitative research projects,” EFI, vol. 22, no. 2, pp. 63–75, Jul. 2004, doi: 10.3233/EFI-2004-22201.[14] “AERA Code of Ethics: American Educational Research Association

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Reza Rashidi, SUNY University, Buffalo

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Multidisciplinary Engineering Division (MULTI)

Industrial AdvisoryBoard, faculty, and industry representatives, in the projects.IntroductionA capstone design course is a major part of an engineering program. Students in the last year oftheir bachelor studies perform a team-based design project to show their ability to apply theknowledge obtained earlier to an engineering problem. This is important as students will facesimilar projects when they start working in the industry after graduation. In capstone experience,students are required to use engineering codes and standards and consider other constraints,including economic, environmental, ethical, health and safety, manufacturability, sustainability,and social and political thoughts in a problem. According to ABET, the capstone course is

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks, P.E., University of Pittsburgh, Johnstown; Kurt Klavuhn, University of Pittsburgh, Johnstown; Tumkor Serdar, Wentworth Institute of Technology; Laura M. Wieserman, University of Pittsburgh, Johnstown

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Diversity

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Multidisciplinary Engineering Division (MULTI)

series ofquestions asking if they feel that they would do better, same, worse, or are undecided withregards to grade (Q5) and achieving the following individual ABET learning outcomes [37] dueto the current emergency online learning environment compared to a traditional in-person class: Q6.Gain an ability to identify, formulate, and solve complex engineering problems; Q7.Gain an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors; Q8.Gain an ability to communicate effectively with a range of audiences; Q9.Gain an ability to recognize ethical and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolyn M Rodak, Union College; Luke Dosiek, Union College; Andrew Burkett, Union College; Christine Henseler, Union College; Christopher Chandler, Union College; Sohini Chattopadhyay, Union College; Nick Webb, Union College

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Diversity

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Multidisciplinary Engineering Division (MULTI)

and Historical Foundations” (CHF), (3) “Data and QuantitativeReasoning” (DQR), (4) “Engineering, Technology, and Society” (ETS), (5) “Literatures” (LIT),(6) “Natural and Physical Sciences” (NPS), (7) “Social Analysis, Politics, and Ethics” (SPE), and(8) “World Languages” (WOL). Although engineering faculty could contribute to anyperspective, their courses typically fall within the ETS perspective. As Union College increases 3the offerings within this new general education curriculum, all students will need to take coursesfrom all eight “Perspectives.” This inclusion of engineering within Union’s general educationcurriculum is a step toward both creating a

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Karami, Pennsylvania State University, Harrisburg; Xinwei Niu, Pennsylvania State University, Harrisburg; Rafic Bachnak, Pennsylvania State University, Harrisburg

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the final report, anumber of new sections need to be added, including: • Subsystem development/design • System Integration, testing, and results • Environmental and safety concerns • Legal, ethical, or political concerns • Sustainability, and • Expanded appendices.The instructor explains how each section can be developed and what resources the students canuse. However, the major portion of the designated time is intended to be used as lab time so thatstudents can work on their projects. Other than the lectures, the instructor meets with each groupseparately at least three times during the semester. The purpose of these meetings is for the teamto update the instructor on the progress of the project. Therefore, if any help is

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Reynolds, Embry-Riddle Aeronautical University; Omar Ochoa, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

career roles. This concern makes job shadowing an ideal experiential learning program becauseit gives those a shadowing experience while not requiring the shadow participants to have theexpertise needed to perform tasks.A pertinent observation found in medical shadowing programs is that there are ethical concernswhen shadowing physicians during patient interactions [8] [9]. Namely, programs must considerensuring that participants follow confidentiality expectations. This concern can be handled byhaving students sign confidentiality agreements and complete HIPAA training. However, there arestill concerns that even if patients give informed consent to the student's presence, it may affect thehonesty of the interaction. Therefore, the potential

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

“general” engineering) provides opportunities and risks. Forexample, program graduates may be—or may be perceived to be—better able to fulfill the ABETstudent outcome B5, “…understand ethical and professional responsibilities and the impact oftechnical and/or scientific solutions in global, economic, environmental, and societal contexts”yet less able to fulfill outcome B1, “…applying knowledge of mathematics and science and/ortechnical topics to areas relevant to the discipline”. The first cohort of students in the programare currently in their fourth year of study. In this paper, the author (who is external to the institution being studied) will firstoverview the department’s curriculum and compare it to the most relevant peer programs

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Israel Zamora-Hernandez; Jorge A. Gonzalez-Mendivil, Tecnológico de Monterrey; Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey (ITESM)

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Multidisciplinary Engineering Division (MULTI)

certifies whethereducational programs adhere to established quality standards. Beyond serving as a qualityassurance mechanism, accreditation fosters continuous improvement, requiring institutions toregularly assess and enhance their programs. This cyclical process benefits students,institutions, and employers by ensuring the development of competencies that meet theexpectations of a competitive, globalized workforce [11], [12].In the context of engineering education, accreditation plays a pivotal role in ensuring thatgraduates possess the skills, knowledge, and ethical foundations required for professionalpractice. Programs accredited by bodies such as ABET are subject to rigorous scrutiny, withcriteria encompassing faculty credentials, curriculum