Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cherrice Traver, Union College; Douglass Klein, Union College; Borjana Mikic, Smith College; Atsushi Akera, Rensselaer Polytechnic Institute; Steven B. Shooter, Bucknell University; Ari W. Epstein, Massachusetts Institute of Technology; David Gillette, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society

evidence needed to motivate adoption at other institutions.The projects are organized into five groups: three that encompass standard phases ofundergraduate engineering, one that includes full four-year curriculum projects, and one thatbuilds faculty capacity to develop and teach using integrative activities. The projects address Page 22.725.8different parts of the undergraduate engineering education to systematically develop students’innovative capacities and entrepreneurial mindset. The outcomes of the projects are aligned withthe ABET professional outcomes c, d, f, g, h, i, and j, providing meaningful ways to addressthose aspects of EC 2000

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

Page 22.1719.2panel (n=100), bi-monthly diary submissions from a sub-sample of participants (n=41) as well asclass observations and interviews with faculty and administrators at the four sites. The findingsreported here draw from women‟s diary submissions over the course of data collection. Wedescribe the methodology employed in this phase of data collection and analysis in greater detailin the methods section.Our close reading of women‟s diaries shows that they hold contradictory conceptions of theiridentity as engineering students, on the one hand, and as young women, on the other. In reactionto experiences in the classroom, worksites, and informal encounters with peers, these youngwomen point out the limitations of an engineer‟s mindset