Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael D. Gross, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University; Michael Lamb, Wake Forest University ; Olga Pierrakos, Wake Forest University ; Adetoun Yeaman, Wake Forest University

Tagged Divisions

Liberal Education/Engineering & Society

departments and programs, and how to achieve the motto of Wake Forest University: Pro Humanitate (”For Humanity”). Michael received his B.S. in Chemical Engineering at Bucknell University, and his Masters and PhD in Chemical and Biomolecular Engineering at the University of Pennsylvania. He has broad research interests in materials and composite processing and design, primarily for solid oxide cells, but also for batteries, solar absorbers, and gas adsorption. He also has a passion for designing educational experiences that support student intrinsic motivation and character.Dr. Joseph Wiinikka-Lydon, Wake Forest University Dr. Joseph Wiinikka-Lydon is a Post-Doctoral Fellow at Wake Forest University, working with the De

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

activities and discussions students will build an understanding of the ties between multiple disciplines. To identify these ties, students will engage in activities that build participation and questioning strategies for workshops and lectures, problem finding, analogical and metaphorical thinking, and collaboration in multiple formats. The collaboration of students, faculty, and visiting artists will encourage students to explore their own interests as they are situated within the boundaries of disciplines and provide strategies to create and innovate within and among disciplines.As a central element of the course, students engage in Lerman’s Critical Response Processfeedback with peers to promote

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

composition course” (p. 2). As a new engineering school that is not weighted down by 100+ years of traditionalcurricular design, Rowan is in an ideal position to create an innovative, comprehensive, andintegrated approach to engineering communication. The small size of the Rowan student body(15-35 students in each entering class and 66-140 students total) undoubtedly makes integrationeasier, but this paper demonstrates strategies for engineering-communication collaboration thatcan be applied in any context. It is also worth noting that, unlike several of the innovativeprograms that have emerged over the years, the program at Rowan is still going strong.2010 Papers: Greater Awareness of Published Research and Building on the Intellectual

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

with the WFU Program for Leadership and Character and many colleagues across the university. With inclusion being a core value, she is proud that the WFU Engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Her areas of expertise include engineering identity, complex problem solving across cognitive and non-cognitive domains, recruitment and retention, PBL, engineering design, learning through ser- vice, character education in engineering contexts, etc. She also conducts research in cardiovascular fluid mechanics and sustainable energy technologies. Prior to joining Wake Forest University, Olga served as a Program Director at the

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

disciplinarities ofher own research and teaching. Her graduate training is in STS, and her research has analyzedinter- and transdisciplinary collaborations between engineers, artists, and scientists [19]. She ismotivated by the potential for interdisciplinary engagement to change engineers’ outlooks ontheir education and profession. Her experiences as an instructor of STS-based core courses forengineering and computer science students have helped to shape her outlook on teaching and herapproach to this paper.Lastly, Dr. Desen Ozkan’s graduate background is in engineering education, specifically inunderstanding how faculty developed and maintained interdisciplinarity amid universitystructures. She focused on interdisciplinary design courses that used human

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

] analyzed the “low-choice culture” of engineering curricula, particularly incontrast to other fields of study. In the context of new research demonstrating the value of selfdetermination or autonomy for students in motivating learning, enhancing self-efficacy, andsupporting persistence, the relative inflexibility of engineering curricula stood out starkly. Withinindividual courses, studies have shown the “power of choice” to positively influence studentoutcomes, for example, when students may choose from among a menu of design projects[45, 46], and recommendations have been made for the design of self-determination supportiveengineering-student learning experiences [47, 48]. However, Forbes, et al.,’s statistical analysis ofthe curricula at 46