Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

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Liberal Education/Engineering & Society

origins to the 1994 ASEE report Engineering Education for aChanging World, which, among many other recommendations, asserted that “engineeringeducation must take into account the social, economic, and political contexts of engineeringpractice…” [2, pp. 20–21]. The report emphasized that contextual skills should be deliveredthrough multi- and interdisciplinary coursework, integrated into the existing curriculum, andfocused on an understanding of the ethical dimensions of engineering. A decade later, theNational Academies report Educating the Engineer of 2020 re-emphasized the importance of thethemes of interdisciplinarity, societal context, and ethics to the engineer of the then-future [3].In 2018, Dr. Ruth Graham, in her report on The Global

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Liberal Education/Engineering & Society

strongertechnical communication skills. In the early 2000s, engineering professional societies reportedunderdeveloped writing and presentation skills in entry-level job candidates while, at the sametime, stressing the time spent in a typical engineer’s day on communication tasks [1, 2]. At thesame time, ABET adopted new criteria for evaluating and accrediting engineering programs [3].The criteria focused on developing “soft skills” including teamwork, ethics, and effectivecommunication, among others. The importance of soft skills has only grown in the interveningyears. Among ABET’s student outcomes as listed in 2019-2020 is “an ability to apply written,oral, and graphical communication in broadly-defined technical and non-technical environments;and an

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University

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Liberal Education/Engineering & Society

ofsociotechnical thinking into the course curriculum, Professor B did not have the same interactionwith other faculty members because it was the only section of the course taught each semester.Although this was not a direct insight but rather an indirect one, it seemed to have addedadditional challenges to Professor B, which may contribute to faculty burnout and an increase inimposter syndrome. The other key difference in both faculty reflection logs includedsociotechnical integration teaching techniques, where Professor A had a more project-basedtechnique, while Professor B’s teaching technique included more prompts/anchors to theirtechnique. It should be noted that although both techniques were different, both seemed to haveresonated on some level with

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Kingsley A. Reeves Jr., University of South Florida

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Liberal Education/Engineering & Society

and engineering: A multi-year study,” in 2001 ASEE Annual Conference & Exposition Proceedings, Albuquerque, NM, June 24-27, 2001, pp. 6.182.1 – 6.182.8[6] P R. W. Hendricks, & E. C. Pappas, “Advanced engineering communication: An integrated writing and communication program for materials engineers,” Journal of Engineering Education, vol. 85, pp. 343 – 352, 1996[7] G. G. Lowry, “An integrated physics-chemistry curriculum for science majors,” Journal of Chemical Education, Vol. 46, pp. 393-395, June 1969.[8] F. J. Buckley, Team teaching : What, why, and how? Thousand Oaks, CA: Sage Publications, 2000.[9] D. C. S. Summers, and G. A. Bohlen, “Team teaching an interdisciplinary course: Lessons

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kali Lynn Morgan, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Janece Shaffer, StoryReady LLC; Joseph M. LeDoux, Georgia Institute of Technology

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in Engineering Education, vol. 5, no. 3, Fall 2016.29. C. Bell-Huff, T. Fernandez, K. Morgan, P. J. Benkeser, & J. M. Le Doux, “A vertically integrated portfolio process to foster entrepreneurial mindset within an undergraduate biomedical engineering curriculum,” in Proceedings of the 2020 American Society for Engineering Education Annual Conference & Exposition, ASEE2020, Virtual.30. A. Finley & T. McNair, Assessing underserved students’ engagement in high-impact practices, Washington, D. C.: American Association of Colleges & Universities, 2009.31. V. Braun & V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77-101, 2006.32. C. J. Bryan, G. M

Conference Session

Professional Formation and Career Experiences

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2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Campbell Rea, Colorado School of Mines; Kylee Shiekh, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

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Liberal Education/Engineering & Society

Paper ID #33178The Hidden Curriculum and the Professional Formation of ResponsibleEngineers: A Review of Relevant Literature in ASEE Conference Proceed-ingsDr. Stephen Campbell Rea, Colorado School of Mines Dr. Stephen C. Rea is a cultural anthropologist whose research focuses on the implications of digital technologies and automated decision-making for labor and finance. He works as an Adjunct Instruc- tor/Research Assistant Professor at the Colorado School of Mines.Kylee Shiekh, Colorado School of MinesDr. Qin Zhu, Colorado School of Mines Dr. Zhu is Assistant Professor of Ethics and Engineering Education in the Department of

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

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1970 establishment, the program has experienced significant restructuring, including amajor 2008 overhaul in focus and curriculum, leading to a name change to Engineering Studies[3]. The foundational vision and motivation remain. The curriculum for the major in EngineeringStudies consists of fundamental courses in math, science, and engineering sciences – selected byeach student from an approved list – as well as considerable coursework in the traditional liberalarts. The framework for students to integrate all these courses is provided by a three-courserequired core curriculum in Engineering Studies: Engineering Economics and Management;Engineering & Public Policy; and Engineering and Society [4].Our Engineering Studies degree program [4

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

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2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

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relatively new feature of HCD modes of contextualization, butthis emphasis on the bigger picture is a cornerstone of other approaches to contextualizingengineering education. Appreciating complex interactions not only between designers and users,but also between engineers themselves, other human and non-human actors, and broader socialand cultural factors is an important aspect of a mode of contextualization that we describe associotechnical thinking. In this mode, contextualization is a key aspect of curriculum because ithelps students to understand what engineering is: namely, that engineering work is asociotechnical endeavor [10], [38]. Educators who practice this type of contextualization pursue“sociotechnical integration” as a learning outcome

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

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2021 ASEE Virtual Annual Conference Content Access

Authors

Gabriel Medina-Kim, Rensselaer Polytechnic Institute

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critical reflection is a reasonable approximation of evaluation given the moremodest goal of this research—to serve as an example of how computer science researchers andeducators could integrate justice-centered approaches within an undergraduate curriculum.Given these methods, this research makes no claims about how students or faculty receive thecourse plan. Future evaluations would be largely qualitative, surveying students’ capacitybuilding and reception of the course through interviewing.4. Course DesignTitled “Power, Equity, and Praxis in Computing” (PEPC), the course plan is discussed throughthree facets: the course’s purpose, its content, and its (intended) learning environment. Thepurpose of the course is to make space for undergraduate

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

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ID #34553Melissa Shuey is an incoming Ph.D. student in Science and Technology Studies, at Virginia Tech (Blacks-burg, VA). She received her B.S. in Mechanical Engineering at Rensselaer Polytechnic Institute (Troy,NY) with a minor in Science, Technology, and Society. Under the direction of Dr. Atsushi Akera andDr. Alan Cheville, she has worked as an undergraduate and post-baccalaureate research assistant on twoNSF-sponsored studies. Her current research is on documenting the student experience as educationaltechnologies are integrated into engineering education. American c Society for Engineering Education, 2021 Situating Engineering Education in a World Impacted by COVID

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

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2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

thedevelopment of the projects. The second program is the IDEAS Learning Community thatengages about 25 first-year students yearly in a one-semester partnership with an outreachprogram from Indianapolis, Indiana which is about an hour from campus. The central classcombines career exploration and integration into the university with discussions and experiencesaround diversity. The engagement with the outreach program provides a context and activitiesthat enhance the learning goals and provides experiences to bring the class together. Thedeliverables are activities for K12 students both at the outreach center and for an annual visit tocampus.EPICS ResultsEPICS is large and complex, with many stakeholders. We first examined the three commonstakeholders of

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University

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Liberal Education/Engineering & Society

Paper ID #34865Engineering Judgment and Decision Making in Undergraduate Student Writ-ingDr. Royce Francis, George Washington University Dr. Royce Francis is an Associate Professor in the Department of Engineering Management and Systems Engineering [EMSE] at the George Washington University. At George Washington, Dr. Francis stud- ies decision-analytic sustainability measurement in infrastructure systems, risk- and resilience-informed management of infrastructure systems, and the intersection of engineering judgment with engineer iden- tity.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Athena Lin, Purdue University at West Lafayette; Justin L. Hess, Purdue University at West Lafayette

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Liberal Education/Engineering & Society

interconnected technical andorganizational processes. This complexity often makes it difficult to assign causal responsibilityto actions of specific individuals when ethical, technical, or legal failures arise [8], [9]. While wemaintain that individual actors in organizations have agency and thus may be deemedresponsible for their actions, the chain of decision-making within an organization suggests thatmultiple individuals within that organization ultimately share responsibility [8], [10].In addition, engineers cannot predict all possible uses and associated consequences oftechnologies when integrated in the real-world. It may be particularly challenging to assignblame and hold individual engineers responsible when users utilize their technologies

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University

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Liberal Education/Engineering & Society

medieval and Renaissance Europe, wasinvited to serve as “Humanist in Residence” in the WFU Engineering program in the fall of2018. The position was funded through WFU’s Mellon grant, whose one goal was intended tobring a series of humanists into close collaboration with the new Engineering program. Dr.O’Connell attended engineering classes, attended curriculum retreats, and met with engineeringfaculty to learn about their curricular structure and the goals of each individual course. She thenproposed a series of modules across three different engineering courses, the most elaborate beingin EGR 111 and described herein. We wanted history to be an integral component of theengineering curriculum, as emphasized in [8], and thus an integrated approach

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University

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Liberal Education/Engineering & Society

an experimental, innovativegraduate curriculum that fosters engineering students’ capacities for reflection. Reflectivethinking is an increasingly necessary skill in the complex work of engineers, who need toconsider various contextual factors such as local, social issues, environmental impacts, andsustainable, long-term outcomes when addressing multifaceted problems of global significance.The training of engineers has traditionally focused on technical rationality at the expense ofpreparing students for the complexity of professional practice in the real-world (Schön, 1983,1987). Our premise, consistent with Eisner (1986) and Bertram (2019), is that incorporating thearts and humanities into the engineering curriculum will facilitate and

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Cornell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University at West Lafayette

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Liberal Education/Engineering & Society

Board of Directors. Given the representative structure of thecommission and the ABET Board, this ensured that there would continue to be an emphasis onfundamentals versus specialization in all accredited engineering curricula. Figure 1. Engineering Criteria 2000, Criterion 4 (Effective for 1999-2000 Cycle) [7] Criterion 4. Professional Component The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

were able to be done remotely.Semester scheduleThe first week was online so students could get organized using MS Teams. The first week has alot of organization. EPICS allows students to take the course multiple semesters so somestudents are returning to their project and others are new to the team or to EPICS. The firstmeeting includes integrating the new students onto the project. Each division has a differentenrollment and different number of projects. A task for each team was to develop a schedulewhen students could physically be in the meeting room with the limited the meeting roomcapacities. The schedule was left to the individual instructors working with their team leaders.Some teams started with an overall meeting with some joining

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

education research community in the U.S. has specified the nature of instructionalstrategies in retaining students in STEM-related courses, with a focus on an integrated STEMcurriculum designed to improve non-cognitive factors, such as interest, while developingpositive attitudes towards STEM [5][6][7]. Interests and attitudes in science develop early in astudent’s life, and it is important to develop these attitudes as they are motivators towardspursuing STEM fields and careers [8] [9]. More recently, the National Academies of Sciences,Engineering and Medicine (NASEM) 2017 report on supporting student’s college success hashighlighted the importance of intrapersonal and interpersonal competencies and the evolvingneed for labor market recruits to

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yi Cao, Virginia Polytechnic Institute and State University; Xiaoye Ma, Tsinghua University; Jennifer M. Case, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University at West Lafayette ; David B. Knight, Virginia Polytechnic Institute and State University; William C. Oakes, Purdue University at West Lafayette; Marie C. Paretti, Virginia Polytechnic Institute and State University; Xiaofeng Tang, Tsinghua University; Zheping Xie, Tsinghua University; Haiyan Zhao

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, school-enterprise cooperation [15].Resonating the national ambition in building an innovation-driven economy, the 3E policy alsocalls attention to strengthening the cultivation of engineers’ innovative and entrepreneurialabilities. The policy envisions a "creative-innovation-entrepreneurship" education system forengineers, which aims to increase the employment of college graduates via innovation andentrepreneurship, particularly through supporting incubators for student entrepreneurs, makerspace, and other platforms for innovation and entrepreneurship [15]. The policy stresses theimportance of integrating innovation and entrepreneurship education into professional trainingwith real-world, cross-border issues, ill-structured problems, and future

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

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” with CSR in Geological Engineering. All professors agreed that CSR is an important topic to teach in undergraduate curriculum, thoughsuggested methods for teaching these topics vary. Four overarching terms were identified in our initialinterviews: integrated, separate, implicit, and explicit, which from here will be referred to in its entirety asthe ISIE classification (Figure 2). By classifying pedagogy in these terms, it helps us to understandoverarching themes in teaching styles and how easily identifiable CSR topics are for students, as well ashow in-depth into CSR topics the techniques go. “Implicit” in this case indicates more subtle methods ofmentioning CSR, not using the term directly, and not making it the centrally focused

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

. Chandanabhumma et al., "Space within the scientific discourse for the voice of the other? Expressions of community voice in the scientific discourse of community-based participatory research," Health communication, vol. 35, no. 5, pp. 616-627, 2020.[2] M. Estrada et al., "Improving underrepresented minority student persistence in STEM," CBE-Life Sciences Education, vol. 15, no. 3, p. es5, 2016.[3] D. J. Gilbert, M. L. Held, J. L. Ellzey, W. T. Bailey, and L. B. Young, "Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum," European Journal of Engineering Education, vol. 40, no. 3, pp. 256-266, 2015.[4] J. Bowen and G

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Kenyetta Anisah Rose Neal Akowa

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Liberal Education/Engineering & Society

students focus primarily on the technical aspects of the problem, asapparent in the type of data they seek to collect, many include considerations on the peopleimpacted, government interventions, and cultural values. This study sheds light on the ways thatstudents answer a real-world problem before learning technical problem-solving techniques. Theinsights from this study will be used to supplement the introductory engineering curriculum, sostudents are better positioned to integrate social, economic, and political insights with theirtechnical competencies in solving real-world problems.Introduction "An engineer and a sociologist were tasked with finding the height of a church steeple. The engineer measured the angle to the top of the

Conference Session

Engineering Communication I: History and Praxis

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

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Liberal Education/Engineering & Society

that responsibility should bedistributed across the entire . . .curriculum” (Perelman, p. 65). 5The Technical Communication Community Adds Specificity to the Evaluation Criteria byDistinguishing Among Different Models of Integration In the same year as Liberal Education for Twenty-First Century Engineering waspublished, Reave (2004) published a survey of technical communication instruction at top-ranked U.S. and Canadian programs. Although several organizations and journals are devoted totechnical communication, we highlight Reave’s paper because it takes an approach that isvaluable but seldom pursued: going beyond a single course

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcy Bloom Milhomme, Pennsylvania State University; Michael Alley, Pennsylvania State University; Lori B. Miraldi, Pennsylvania State University

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Liberal Education/Engineering & Society

enrollment caps staying the same at an average of 26 students. The class alsosatisfied 3-credit hours and was offered on a Monday-Wednesday-Friday schedule for 50-minutes or Tuesday-Thursday for 75-minutes. Classroom design and locations also stayed thesame as the regular course. The three main differences between the regular required course and the targeted coursecentered on the course objectives and finer details of the curriculum that was geared towardengineers. First, where the regular course explores classic examples of speechmaking, theengineering course was grounded in supplying relevant examples from the scientific community.For example, students were shown full presentation examples delivered by engineers aboutengineering topics

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Donna M Riley, Purdue University at West Lafayette (COE); Rosalee A Clawson, Purdue University; Dragan Maksimovic, University of Colorado Boulder; Beth A. Myers, University of Colorado Boulder; Ivonne Santiago P.E., University of Texas at El Paso; Nick A. Stites, University of Colorado Boulder; Jennifer L. Taylor, University of Colorado Boulder

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whatengineering disciplines and careers can be and do in the world. This structural change canreinvigorate higher education and forge new connections and collaborations among high schooltechnology programs or vocational high schools, two-year colleges, and four-year institutions.Curricular and Pedagogical ChangesThese structural changes establishing inclusive infrastructure pathways for EWD and DCIundergird an integrated plan to develop and deploy inclusive engineering curricula andparticipatory learning pedagogies over the next decade (Figure 2).Pre-college curriculum development is at the start of EWD and our pedagogical approach willintegrate the engineering design process,24 design thinking skills,25 and engineering habits ofmind,26 which have proven

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines

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in thispaper.Design courses, which can provide many opportunities for sociotechnical integration, aredeprioritized in most engineering programs, as are courses in the humanities and social sciences[15], [16]. Through choices in curriculum and content, we see that engineering education oftenreinforces the false divide between the social and technical in engineering [17]. Thoughuncommon, sociotechnical integration has been attempted within the context of specific courses.These include Andrade and Tomblin’s inclusion of social context in the course Engineering forSustainability [18], [19], sociotechnical engineering taught in an introductory course [20], ateam-taught, community-engaged engineering projects course [21], and a controls system

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University; Avneet Hira, Boston College

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Liberal Education/Engineering & Society

. Dissonance is essential to learning, and understanding isessential for living confidently. We would not be engineering education researchers if everythingsimply added up, if we didn’t experience dissonance. We would be wandering souls, if we didnot understand; understand how the world works and how things come to be. By sitting in tense,dichotomous, polarizing situations we gain greater understanding of the different parts ofourselves that do not always agree. By pulling ourselves apart we learn about ourselves. Complementary relationship between dissonance and understanding as a way ofbeing and knowingHéctor: The Ph.D. curriculum was such that I was thrown into dissonance by my instructors andthen asked to integrate these ideas into cogent

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

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Liberal Education/Engineering & Society

program was not sufficient [19]. This reflects differences in the extent that the formalcurriculum integrates ethical and societal issues (e.g., some programs require a full course onengineering ethics, others have an ethics-across-the curriculum approach, others only include asingle small ethics integration in capstone design) [20, 21]. In addition, some educators believethat ethics education should be grounded in theory versus others taking a more ‘practical’approach [20]. There are also important differences among engineering disciplines. For example,the extent that macroethical issues such as sustainability are taught varies by discipline andvaries within the professional codes across different disciplines [22].Given the interdisciplinary

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samantha Ruth Brunhaver, Arizona State University; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, Taylor Devices, Inc.

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Microsoft employees, for Sept. 20’s climate strike. Fortune Magazine. [Online]. Available: https://fortune.com/2019/09/16/global-climate-strike-protest-google-amazon-microsoft-walkout/20. Edwards, J. R., & Cable, D. M. (2009). The value of value congruence. Journal of Applied Psychology, 94(3), 654-677.21. Edwards, J. R., & Shipp, A. J. (2007). The relationship between person-environment fit and outcomes: An integrative theoretical framework. In Eds. C. Ostroff & T. A. Judge, Perspectives on Organizational Fit. Jossey-Bass.22. Jehn, K. A., Chadwick, C., & Thatcher, S. M. (1997). To agree or not to agree: The effects of value congruence, individual demographic dissimilarity, and conflict on