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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

-held assumptions and encouragedme to approach advocacy with renewed clarity and optimism.”Conclusions: Impacts of the Pilot CourseSociotechnical thinking, identity development, and building confidenceAt its core, the Pilot Course discussed throughout this work was meant to create a curricular spacewhere social and community-centered concerns held by students could be validated, discussed,and approached using tools that are less commonly taught in engineering curricula. Facilitatorscaptured this aspect of the course through its learning outcomes, in particular: “By participating,students will articulate their scientific and/or engineering identity and how it relates to criticalconsciousness and their unique potential to shape the world.”While

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

literacy experiences outside ofSTEM and engineering curricula [16-17]. GenAI promises to disrupt education and learningprimarily by intervening in and altering the literacy practices that students use to acquire expertknowledge.The formation of expertise is an established concern in engineering education. Litzinger, Lattuca,Hadgraft, and Newstetter argued for increased attention on the development of expertise inengineering education through learning experiences that foster deep conceptual knowledge andskill development related to engineering practice [18]. The disciplinary knowledge that structuresengineering curricula both modulates and is shaped by the engineering identities acquired byindividuals who make up the community of practice [19-21

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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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #49216Sociotechnical integration in data science educationProf. Cathryn Carson, University of California, Berkeley Cathryn Carson is an STS scholar and a historian of science and technology who has been active in interdisciplinary collaborations in undergraduate and graduate education, including nuclear engineering and data science. Ari Edmundson is an STS scholar and intellectual historian who has collaboratively developed integrated course materials and dedicated courses to embed critical thinking about human contexts and ethics in data science curricula. Ramesh Sridharan is a computer scientist

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

, “So Iguess, thinking about my place in engineering, I was always thinking about more of the technicalapproach of engineering application. But through my [graduate] experience… I’ve realized thatthere is this gap in understanding engineering application and communication, and there’s amissing piece… let’s bring trust back into engineering and application by using these themes of[humanitarian engineering and science].”We also tracked the evolution of STEM identity using the survey. The survey follows [9], [29] intheorizing STEM role identity as a combination of recognition as a scientist or engineer (bothinternal – “I see myself as a scientist/engineer” – and external – “Others see me as ascientist/engineer”); interest in science or engineering

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

contributed tothe formation of social structures and early technologies, particularly during pivotal periods inhuman history beginning around 50000 years ago [7]. These values continue to inform the designethics of many Indigenous cultures—from North America to the Brazilian Amazon toAustralia—whose communities have long practiced sustainable living through technologiesgrounded in reciprocity, relationality, and respect for the natural world [8], [9].While this paper focuses on Western engineering education in the United States (U.S.), itacknowledges these longstanding design traditions and recognizes U.S. engineering programsthat incorporate humanitarian or human-centered approaches. Building on these diverse legacies,it suggests a shift away from

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

seek to investigate howTAs acquire and subsequently implement sociotechnical fluency in their pedagogy, and what thismight mean for implementing sociotechnical engineering education at scale. The papercontextualizes its study within a new TA professional development course, designed forfirst-time TAs to practice skills for teaching technical curriculum alongside those for developinginclusive classrooms. The course itself is an implementation of responsible data sciencecurriculum; it leverages culturally relevant pedagogy and growth-oriented educationalframeworks to deliver both practical pedagogical training and reflective reading and writingactivities. Through this course, TAs reflect on their roles to both foster student