Montreal, Quebec, Canada
June 22, 2025
June 22, 2025
August 15, 2025
Design in Engineering Education Division (DEED) - Evolving Pedagogies in Capstone Design Education
Design in Engineering Education Division (DEED)
19
https://peer.asee.org/56753
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Dr. Michelle H. Rosen is an Assistant Professor of Mechanical Engineering at The Cooper Union, where she joined the faculty in 2021. Her research focuses on the mechanical design of bio-inspired robotics as well as hands-on engineering education. Dr. Rosen earned her Ph.D. in Mechanical Engineering from Harvard University in 2018. After her Ph.D., she served as a Lecturer at Harvard where she taught both introductory and senior design courses. Dr. Rosen is dedicated to improving STEM education, particularly in encouraging creativity in engineering design, incorporating active learning, fostering interdisciplinary collaborations, and elevating underrepresented groups.
Neveen Shlayan, Ph.D., joined the Electrical Engineering Department at The Cooper Union in September 2016. Besides her work on Intelligent Transportation Systems, she is deeply involved in engineering education innovation, spearheading initiatives such as the Vertically Integrated Program, interdisciplinary engineering capstone, and engineering design courses to foster hands-on, collaborative learning experiences.
Education
BS Mechanical Engineering Cornell University, 1987
MS Mechanical Engineering MIT, 1990
PhD Mechanical Engineering Georgia Tech, 1998
Postdoc Biomedical Engineering, Johns Hopkins, 1998-2000
Professional
Noise and Vibrations Consultant, H
Academic Practice/Design Intervention
Engineering careers have become increasingly collaborative and multidisciplinary. To better prepare students for this climate, the Engineering School faculty and staff at The Cooper Union for the Advancement of Science and Art have undertaken an initiative to improve interdisciplinary collaboration in senior capstone design projects. Interdisciplinary projects provide opportunities for students to collaborate across disciplines on complex problems and strengthen ties between departments and faculty. We have endeavored to maintain the independence of departmental capstone courses while still encouraging and facilitating interdisciplinary collaboration. We formalized the advising and assessment structure between departments and adjusted the course schedule to have all departments’ capstone courses meet at the same time each week to allow common workshops, presentations, and assessments. Over the last three years, 84 students (25% of total students) on 23 teams have participated directly in such interdisciplinary projects, with various degrees of collaboration. All engineering seniors, regardless of whether they are on an interdisciplinary team, participate in team formation exercises, unified workshop sessions, and an “Interdisciplinary Capstone Showcase” poster or oral presentation in the fall and the spring. In an end-of-the-year survey, a vast majority of students stated that they thought it was “important” or “very important” for future students to have the option of participating in an interdisciplinary project. Additionally, a majority of students on interdisciplinary teams indicated that this participation helped their learning and contributed to the success of their projects. These results are supported by student survey responses, student assessments of learning gains and teamwork evaluations.
Rosen, M. H., & Baglione, M., & Davis, B. J., & Wright, K., & Keene, S., & Sable, C., & Shlayan, N., & Tzavelis, C., & Wootton, D. (2025, June), Implementing an Interdisciplinary Senior Design Approach Within a Traditional Departmental Framework Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56753
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