Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cathryn Carson, University of California, Berkeley; Lisa Yan, University of California, Berkeley; Ari Edmundson, University of California, Berkeley; Alexander Strang, University of California, Berkeley

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which they apply models to draw inferentialconclusions about real-world data. An interdisciplinary team of instructors has enriched thecourse’s existing case studies with STS frameworks to provide students the necessary scaffoldingto engage in substantive critical work on final projects.This paper reflects on the broader goal of building a sociotechnically integrated undergraduatedata science curriculum including a dedicated STS class on “human contexts and ethics” and apedagogical training class. Through these case studies and reflections, the paper sharesinstitutional and interdisciplinary lessons learned from co-designing multiple courses withinstructors across disciplines

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey John Hatala, West Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Andrew Steven Crawford, Tarleton State University; Victoria June Vinzant, Texas A&M University - Kingsville; London Knight, West Texas A&M University

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Liberal Education/Engineering & Society Division (LEES)

result, there is a general move towards the requirement of a more holistic and integrated understanding of various challenges that can only be achieved by crossing disciplinary boundaries. [3]She further said: An approach towards integrating knowledge and experience both within and between disciplines, and across academia and practice, is becoming increasingly more crucial in our efforts to adequately respond to these large-scale challenges. [3]As prelude to this discussion, the terms multi-disciplinary, interdisciplinary, andtransdisciplinary need to be compared and contrasted. The working definitions of these termsconsidered by the authors when developing this course are: • Multidisciplinary: Disciplines work independently of

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Dawson, University of Calgary; Ayah Metwali, University of Calgary

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Liberal Education/Engineering & Society Division (LEES)

mindset.The group project for this course focuses on practicing communication and collaboration usingproject management tools like GitHub. The students must document their contributions and anychanges to the project. The students will also have an opportunity later in the semester to practiceoral communication, through a video component for the project. This provides the students witha platform to present their project, emphasizing clarity, persuasion, and technical rigor, topractice their ability to explain technical concepts to both experts and non-experts.5. ConclusionEngineering identity and professional skills are integral to preparing students for thecomplexities of modern engineering careers. By integrating these elements into the curriculum

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; Mhonbeni E Humtsoe; Satya Swaroop Nune, Plaksha University; Ananya Singla; Tanu Adhikari; Nandini Goyal; Yuven Blowria, Plaksha University; Pehar Jhamb, Plaksha University

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Liberal Education/Engineering & Society Division (LEES)

integrated curriculum. The National Mission for Manuscripts (NAMAMI), setup in 2003, has listed 3.5 million manuscripts out of the estimated 40 million in India. Two-thirds of these are in Sanskrit and 95% are yet to be translated [10]. As a result, India is still atthe tip of its ancient knowledge iceberg as a large part of its ancient literature is in Sanskrit[9]. According to Kaul and Bharadwaj, ‘India needs a strategic plan with focusedinterventions to establish science and technology as a continuation of the legacy of the past,instead of an import from the West’, and they acknowledge that ‘the establishment of theIndian Traditional Knowledge Systems Division in the Ministry of Education at All IndiaCouncil for Technical Education in October

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Munirah Almutairi, North Carolina State University at Raleigh; Tamecia R. Jones, North Carolina State University at Raleigh

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #49321Systematic Review: Integrating Technology-Enhanced Design-Thinking intoCivic Education (Works In Progress)Mrs. Munirah Almutairi, North Carolina State University at Raleigh PhD Student in Learning and Teaching in STEM - Engineering and Technology EducationDr. Tamecia R. Jones, North Carolina State University at Raleigh Tamecia Jones is an assistant professor in the STEM Education Department at North Carolina State University College of Education with a research focus on K-12 engineering education, assessment, and informal and formal learning environments. She is a grad ©American Society

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Robert Irish, University of Toronto

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Liberal Education/Engineering & Society Division (LEES)

, pedagogical strategies and conceptualframeworks, and motivates numerous future directions for STT work. However, we have notidentified literature that explores the integration of major theoretical frameworks or pedagogicalfoci to suggest a within-course STT curriculum. Our work, through an exploration of ourteaching practice, aims to offer this.It is important to acknowledge the challenges inherent to teaching in this space. In Polmear et al(2018), interviews on teaching practices related to ethics and social impacts found challenges instudent interest and engagement and support for teaching, which were echoed by Tang et al(2018) and Lucena and Leydens (2015), who note the challenge of students in engineeringtending to lean towards dualistic (right

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba

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didn’t make this connection at the time,but being in that state for four years really stifled my ability to think critically about engineeringand society. I have often felt regret for not taking advantage of those opportunities, but in reality,the way the engineering curriculum was structured simply didn’t allow for it.JT: I strongly resonate with the experiences of feeling so deeply overwhelmed in engineeringcoursework and extracurriculars during my undergraduate that I felt stressed intodepoliticization. In addition to a full course load, I was on an engineering design team thatoccupied most of my weekends. Being part of an all-consuming design team was seen as anotherbadge of being part of the engineering in-group and felt necessary for job

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University

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starting point for a Holistic Design Thinking (HDT) methodology[20], [30]. Grounded in a pedagogy of transdisciplinary knowledge and holistic practice [20], thismethodology challenges traditional engineering education by positioning love, its attributes, andrelated ethical commitments as both the starting point and the guiding core of the designmethodology taught and practiced by students.HDT integrates these principles within a continuous, cyclical relationship—acknowledging thatdesign is not a linear progression, but an ongoing process of reflection, evaluation, andadaptation based on interaction. Its framework is responsive to both human and ecological needs.It invites students to engage through iterative cycles of experience, reflection

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Rabb, California State University Los Angeles; Desen Sevi Özkan, University of Connecticut

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Liberal Education/Engineering & Society Division (LEES)

. D’Ignazio, and L. Klein. Data Feminism. Cambridge, MA: MIT Press, 2020.[12] ​ E. Godfrey. “Understanding Disciplinary Cultures,” In Cambridge Handbook of Engineering Education Research, Cambridge: Cambridge University Press, pp. 437–456, 2014.[13] ​ E. Guendelsberger. On the Clock: What Low-Wage Work Did to Me and How It Drives America Insane. Little, Brown, and Co., 2019.[14] ​ J. R. Herkert, “Engineering Ethics Education in the USA: Content, Pedagogy and Curriculum.” European Journal of Engineering Education vol. 25, pp. 303-313, 2000.[15] ​ D. J. Hess, and L. A. Satcher.”Conditions for successful environmental justice mobilizations: an analysis of 50 cases.” Environmental Politics, vol. 28, pp. 663–684

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shazib Z Vijlee, University of Portland; Stephanie Anne Salomone, University of Portland; Andrew Guest, University of Portland

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Liberal Education/Engineering & Society Division (LEES)

Research Labs). Dr. Vijlee has been at the University of Portland since 2014. He was an Assistant Professor of Engineering from 2014 to 2020. He directed the First Year Engineering Experience from 2016 to 2020. He was Associate Dean of Academics from 2020 to 2024.Prof. Stephanie Anne Salomone, University of PortlandAndrew Guest, University of Portland ©American Society for Engineering Education, 2025 A Mixed-Methods Analysis of First-Year Engineering Student Curiosity in the Context of a Liberal Arts Core CurriculumIntroduction and BackgroundAfter several years of informally noticing that engineering students appear less inclined to appreciatethe value of a liberal arts core curriculum

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto

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Liberal Education/Engineering & Society Division (LEES)

the value of integrating humanities into engineering to accomplish this goal, manyquestions remain about how to do this in practice, especially given the range of differentinstitutional and educational contexts at play [3] [4] [5] [6] [7]. Vestigial arguments that pitengineering students and engineers against their humanities counterparts further frustrate movestowards an integrated curriculum; these arguments underscore the need to provide credibleevidence that an integrated humanities and engineering curriculum is not only valuable butachievable. Just as the discourse around the liberal arts is inexact, the metrics by which wemeasure the success of liberal arts and humanities integration is nebulous. Arguably, moredemonstrable examples of

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); MaeRianna Artang, Purdue Engineering Education; Lauren Elizabeth Graves, Indiana University - Purdue University in Indianapolis; Iori Honzawa; Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

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a Localized Engineering in Displacement (LED) ProgramAbstractThis work-in-progress paper explores how queer youth experiencing housing insecurity navigateidentity and agency through participation in an alternative engineering education program calledLocalized Engineering in Displacement (LED). This study stems from a three-year Design-BasedResearch (DBR) initiative that developed the LED curriculum, integrating community-drivenproblem-solving, digital tools, and microelectronics to empower LGBTQIA+ youth experiencinghousing insecurity. Drawing on Holland et al.'s [1] theory of figured worlds, we investigate howthe LED program creates a space where queer identities are not only welcomed but also informengineering engagement. Using semi

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Wood, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Amber N Williams, University of Michigan; Lu Zhou, Tsinghua University; Lisa R. Lattuca, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

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Professor Steven J. Skerlos is Arthur F. Thurnau Professor at the University of Michigan. He is a tenured faculty member in Mechanical Engineering and Civil and Environmental Engineering. He also serves as a UM Distinguished Faculty Fellow in Sustainabili ©American Society for Engineering Education, 2025 Principles of Equity-Centered Engineering Curriculum and Instruction: An Element of a Developing FrameworkIntroduction In this paper, we describe six principles for equity-centered engineering education that weare developing as part of a larger effort to provide professional development for engineeringinstructors who wish to incorporate equity content into their courses

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan; Mariel Krupansky, University of Michigan; Robin Fowler, University of Michigan; Kenneth M. Alfano, University of Michigan; Colleen Hart, University of Michigan

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Liberal Education/Engineering & Society Division (LEES)

content–learning how to be an engineer, todevelop an understanding of engineering content.Taken together, the dual trends of valuing accuracy, factual correctness, and integrity while alsovaluing GenAI’s ability to serve as a learning tool to check, practice, and understand engineeringcontent reveals a relatively balanced tension between students’ beliefs about the limitations andopportunities for GenAI to enhance their learning and growth as engineers. On the one hand,students are concerned about the accuracy of information developed through GenAItechnologies, and they emphasize the need to use GenAI in a way that doesn’t disrupt authentic,deep learning in their discipline. On the other hand, students value the potential for GenAItechnologies to

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Liberal Education/Engineering & Society Division (LEES)

claimed literature, including literary history, criticism, andphilology, as the distinctive intellectual territory of their discipline. In the meantime, theproblems posed by teaching composition in college were experienced particularly acutely inengineering schools and colleges. As Teresa Kynell (1996) notes in Writing in a Mileu of Utility:The Move to Technical Communication in American Engineering Programs 1850-1950,awareness of the communication deficits of graduating engineers and attempts to remedy themhave existed since preparation for engineering moved from an apprenticeship model to a fouryearuniversity curriculum in the 1850s. Kynell’s work, like much scholarship on the history oftechnical communication, seeks to establish technical and

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes; Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Jennifer Hadley Perkins, University of Nevada - Las Vegas; Joshua Owusu Ansah, Arizona State University; Precious Njeck, Arizona State University, Polytechnic Campus; Esther Low, Arizona State University; Crislana Rafael, Arizona State University; Bilal Ahmad, Arizona State University; Jenna Materna, Arizona State University

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Liberal Education/Engineering & Society Division (LEES)

Systems & Design Program at Arizona State University. Her research interests include Graduate Students’ Teaching Formation, Faculty Development & Mentorship, Curriculum Design, and Virtual instruction. She earned a BS in Mechanical Engineering from the University of Kansas in 1997. She attended Wichita State University for graduate study, earning a Secondary Mathematics Teaching Certification in 2008 and an MS in Mechanical Engineering in 2018. Ms. Perkins is a former Assistant Engineering Educator in the Engineering Technology Department of Wichita State University. She has also taught Secondary Mathematics courses in both public and private school settings.Joshua Owusu Ansah, Arizona State UniversityPrecious

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach

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Liberal Education/Engineering & Society Division (LEES)

technical language.Mia noted that the iterative nature of lesson planning, especially in Spanish, sharpened her abilityto teach with clarity. “When I translated my slides, I had to rethink every phrase. I couldn’t justcopy-paste. That forced me to clarify the concepts for myself, too.” Her lesson on sustainablebuilding materials was adapted to incorporate familiar local examples, like palm leaf roofing andcement block structures.These experiences underscore that inclusive teaching is not static, it is an active, reflexiveprocess of listening, adjusting, and growing in response to students and context. Reflectionwasn’t just a post-activity exercise, it was integral to the instructors’ evolving definitions of goodteaching and good engineering

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jenna Tonn, Boston College; Brit Shields, University of Pennsylvania; Ryan Hearty, The Johns Hopkins University; Adelheid Voskuhl, University of Pennsylvania

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Liberal Education/Engineering & Society Division (LEES)

theprinciple that societal considerations are an integral part of the engineering design process, ratherthan a separate or peripheral domain. In 2020, the School of Engineering & Applied Sciencelaunched a pilot program which I have been leading to embed ethics modules within coretechnical courses and since then, a comprehensive ethics curriculum has been developed withinthe Bioengineering Department, with modules in the first-year introductory course, a sophomorelab course, the junior year two-semester lab sequence, and senior design. Here, I elaborate on thepedagogical choice for embedding ethics within these technical courses, including a specificcurriculum example and findings from student surveys.The decision to develop ethics modules within

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Julie Vale, University of Guelph; D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto; Stephen Mattucci, University of Guelph

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Liberal Education/Engineering & Society Division (LEES)

rooted deep in the culture, stereotypes, andcurriculum of engineering, and it will take the sustained work of many to effect lasting andmeaningful change towards a truly holistic curriculum that will train technically and sociallyproficient engineering students.For engineering students to be socially proficient, they must develop empathy skills. However,integrating empathy into engineering education isn’t as simple as ‘just’ teaching student. It startswith convincing engineers that empathy should be associated with engineering. I have hadacademic engineers tell me that the inclusion of empathy in engineering curriculum is ridiculous,that empathy has no place in engineering or an engineering journal, and that my work would beeasier if I just

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lori Scarlatos, Stony Brook University

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Liberal Education/Engineering & Society Division (LEES)

assessment, focused on enhancing inclusivity inSTEM; (b) selected readings; and (c) collaborative faculty development activities,including a game designed and tested to illustrate an inclusive approach toproblem-solving. Our initial cohort of 14 faculty/instructors, associated withengineering departments, the medical school, and physical sciences programs)reported a very high level of satisfaction and acquired value from the readings,video discussions, synchronous discussions and activities, with specificallymentioned in feedback on the program the value of having a group of workshopleaders and participants representing a wide range of STEM disciplines.The second stage has integrated AI-focused content into the faculty workshopactivities. The need

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abigail Brooks-Ramirez, University of California, Berkeley; Rebecca Dang, University of California, Berkeley; Bryan Adolfo Ventura Benitez, University of California, Berkeley; Lisa Yan, University of California, Berkeley

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Liberal Education/Engineering & Society Division (LEES)

technicalunderstanding and create a broader social space for engineering education.IntroductionAs the artifacts and processes of engineering disciplines become more deeply entrenched insociety, the professional obligations of an engineer become more complex and intersectional.Subsequently, in academic engineering settings, the discussion of “engineering ethics” withinundergraduate education has morphed into a broader goal for sociotechnical education, whichinforms students of the collective social responsibilities held by engineers and the ways in whichan engineer’s discipline shapes and is shaped by society [1]. In the context of data science (DS)undergraduate programs, responsible data science curriculum integrates engineering ethics andsociotechnical

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

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Liberal Education/Engineering & Society Division (LEES)

- dered if there was a way to validate and promote these discussions at the intersection of engineering, community, and identity as an integral part of STEM education and practice, when in their experience, they had often remained at the fringe or relegated to courses outside of the technical curriculum.Background and motivationScenario #0 above marks a turning point in the development of a course titled Effective andEnduring Advocacy: Leading with Compassion in STEM, catalyzing its transition from an earlyconcept into a fully supported Pilot Course [1]. We now offer the present work, a CollaborativeAutoethnography (CAE), which explores the impacts of the course on both students andfacilitators.Development of the Pilot Course

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University at Raleigh; Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Chrystal S Johnson, Purdue University; Jennifer Sdunzik, Purdue University at West Lafayette (PWL) (COE); Wilella Burgess, Purdue University at West Lafayette (PPI)

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Liberal Education/Engineering & Society Division (LEES)

years.Overview of Professional DevelopmentThe Project RISE Curriculum workshop equipped educators with a practical framework forimplementing an integrated civics and design thinking curriculum. The professional developmentwas a four and a half day intensive residential workshops with a full day schedule. Teachersengaged in discussions about social studies standards and assessment. They explored theintegration of engineering design and design thinking into their practices, which fosters a moreinterdisciplinary and hands-on approach to social studies education. Emulating the studentexperience, teachers participated in brainstorming sections where they generated ideas andexamples for context, and analyzed problems. They then modeled brainstorming

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa

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Liberal Education/Engineering & Society Division (LEES)

commonality in that their sharedevolutions return to humanistic models.Consideration of these social-spatial relationships of learning, these integrated communities canbe ontologically modeled by a Students as Partners (SaP) relationship. A review of SaPrelationships identify four cross-cutting themes that outline this approach: reciprocity, realities ofpartnership outcomes, context of practices, and inclusive, partnered learning communities [28].The interconnectivity of results and implications of SaP as both an ethos and a practice cancorrelate the complex, nuanced, and multifaceted nature of these partnerships. Typically,partnerships are predominantly occurring between students and academic staff. In exploringpartnerships of students and other

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, University of Connecticut; Achal Duhoon, University of Connecticut; Desen Sevi Özkan, University of Connecticut

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Liberal Education/Engineering & Society Division (LEES)

comprehensive understanding of energy thatinvolves knowledge, attitudes, and behavior to make critical and informed decisions [9]. Thisunderstanding of energy highlights the integration of affective and behavioral aspects in additionto factual information, which enables individuals to connect their energy decisions to broadersocietal and environmental consequences [10]. Table. 1. depicts the three dimensions of energyliteracy: cognitive, affective and behavioral. The cognitive dimension describes theunderstanding of an individual on energy system, sources, and environmental impacts due toenergy consumption. An affective dimension is defined by personal attitudes, values and issuesconcerning energy consumption activities. Finally, the behavioral

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadine Zeeni, Lebanese American University; Haidar Harmanani, Lebanese American University; George E Nasr, Lebanese American University; Rony S. Khnayzer, Lebanese American University

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Liberal Education/Engineering & Society Division (LEES)

, and providing opportunitiesfor students to engage in projects that address real-world sustainability challenges. Byfostering a deeper understanding of the climate crisis and equipping engineers with theknowledge and skills to develop sustainable and equitable solutions, we can empower them toplay a crucial role in mitigating climate change and creating a more sustainable future for all.This paper examines the development and implementation of an interdisciplinary Liberal Artsand Sciences Curriculum (LASC) at a private university. Designed to integrate sustainabilityprinciples into engineering education, the program aligns with the United Nations SustainableDevelopment Goals (SDGs) and equips students to address the multifaceted challenges

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech

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Liberal Education/Engineering & Society Division (LEES)

, hack, and make. In this paper, we explore theoretical andalternative design frameworks for integrating research into school and work, using a student-designed learning artifact called AlaskaCraft as an example of how the complexity of this historyand research has made its way into the classroom.Keywords: design, active learning, complexity, anthropology, Alaska, housing Research BackgroundThe learning activity presented in this paper – an education game called AlaskaCraft – is basedon a case study of the construction of home-building projects often referred to as cold climatehousing projects by the engineers, builders, and Alaska Native community members whocontributed to our research. These building

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rae Jing Han, University of Washington; Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Teodora Rutar Shuman, Seattle University; Alan Cheville, Bucknell University; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Liberal Education/Engineering & Society Division (LEES)

in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Fay Booker, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College; Pat Burnett, Whatcom Community College; Eric Davishahl, Whatcom Community College; Anna Wolff, Whatcom Community College

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EngineeringAbstractThe Engineering in Context learning community at Whatcom Community College seeks towelcome and onboard new engineering students with an integrated two-quarter cohort learningexperience. This collaboration between engineering, mathematics, history, English, and physicsfaculty consists of a six-course curriculum that integrates contextualized precalculus, Englishcomposition, Pacific Northwest history, engineering orientation, and introductory problem-solving and computing skills. The program employs high-impact practices including place-basedlearning, community-engaged projects, and undergraduate research to motivate foundational skilldevelopment, emphasize social relevance, and develop students' engineering identity, sense ofbelonging, and

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (PWL) (COE); Amanda Katz, Utah State University

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Liberal Education/Engineering & Society Division (LEES)

on the latest research bywell-trained instructors. Engineering educators should be partners with organizations likeASPIRE and NREL to bring learning about the latest technology into the classroom. Sociologicalperspectives can also be integrated into the curriculum, as suggested by Galpin et. al [16], to giveengineering students a more holistic understanding of how infrastructure impacts people.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1941524, NSF Engineering Research Center for Advancing Sustainability through PoweredInfrastructure for Roadway Electrification (ASPIRE).References[1] H. Ritchie, (2024). “Tracking global data on electric vehicles.” Our World in Data, Feb