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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

goals to broaden the project’soriginal objectives. In particular, we aimed to teach students conceptual frameworks and basicskills for performing responsible data science research and analysis. The capstone lectures onalgorithmic fairness served as models for how we expected students to approach their ownprojects. These lectures demonstrated that a sociotechnical approach to research and designwould require students to know how to look for and identify the most relevant human contexts oftheir research project, for example, paying attention to the identity and positionalities of thepersons represented or otherwise implicated in the data in question.Responsible sociotechnical practice involves more than just the application 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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Diversity

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Liberal Education/Engineering & Society Division (LEES)

theindustrial shift towards digitalization and new technologies like artificial intelligence (AI) andInternet of Things (IoT), the software engineering curriculum at the University of Calgary hasundergone major updates to keep up with current trends. One change has been to add a “projectspine”, to connect the first-year design course with the fourth-year capstone project. Twoproject-based courses were added, aimed at bridging the gap between technical expertise andprofessional development. However, since technical content has been the primary focus of thesecourses, critical interpersonal skills such as teamwork, communication, and resilience oftenremain underemphasized.The need to address these gaps has been supported by industry stakeholders and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

accessible to a broader range of students.Dr. Sheryl A. Sorby, University of Cincinnati Dr. Sheryl Sorby is currently a Professor of STEM Education at the University of Cincinnati and was recently a Fulbright Scholar at the Dublin Institute of Technology in Dublin, Ireland. She is a professor emerita of Mechanical Engineering-Engineering MecProf. Teri J Murphy, University of Cincinnati Dr. Murphy is a professor in the Department of Engineering & Computing Education at the University of Cincinnati.Dr. Betsy M. Aller, Western Michigan University Betsy M. Aller is a retired associate professor in engineering management and manufacturing. At Western Michigan Univ., she coordinated and taught capstone design courses for 20

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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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

militarism inengineering culture, as well as the material reliance of engineers on the military industrialcomplex for employment that Riley details in Engineering and Social Justice [11]. Forengineering majors, most companies at our career fairs and sponsors of capstone projects weredefense contractors. I personally got placed in capstone projects that were for defensecontractors, interned at a large defense contractor in my last summer, and worked there as amechanical engineer for a year before going to grad school. It really felt like all my options foremployment were defense-related in some way, and all the experiences I gained in my programas a mechanical-focused engineering major was geared towards the defense industry. I actuallytried for a

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

how particular humanities opportunities lead to particular outcomes isexactly what is needed to make evidence-based arguments about the importance of this teaching.The Engineering and Humanities Intersections study responds to this gap by observing studentexperiences as they learn across disciplines to better understand how these learning experienceswork to support the outcomes that are associated with a liberal arts education, namely enablingtransdisciplinary competencies—communication, teamwork, project management,professionalism—and broadening mindsets—an ability to understand alternate epistemologiesand others’ perspectives, an appreciation of the social and environmental context of engineeringwork, self-awareness and ethical reasoning

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

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Liberal Education/Engineering & Society Division (LEES)

. They completed a joint capstone project that required the unique knowledge of both setsof students. They worked in mixed groups with automated arc welding equipment to additivelymanufacture a structure or component of their choosing. The flexible project direction facilitatedeach student expressing their interest areas and revealed what knowledge and experience theybrought from their own backgrounds, such as intuition about influences of welding torch angle(welders) or robot programming methods (engineers).This paper reports on two iterations of the project with two different student groups. Studentswere introduced to the FOK concept during the first day of the joint project and had theopportunity to map their own FOK and learn about each

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, University of Connecticut; Todd Campbell, University of Connecticut; Pamela C Detrois, University of Connecticut

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

“economic side” of energy broadly orelectricity more specifically, also emerged as a focus of students’ capstone projects for the course, as onestudent detailed her group’s project, “Mine was about why electricity prices are so high in [NortheastState]. I think it's like, what can we do about it? And what are other states doing to lower their electricityprices, like through policy.” As students thought about the embeddedness of energy in capitalistic systemsin which people might be strained by costs of energy access they considered things like the deregulatedenergy market. Specifically, one student shared, like, yeah, we have ambitious . . . renewable goals and . . . emission reduction goals. But at least what I kind of found was

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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Diversity

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Liberal Education/Engineering & Society Division (LEES)

assessments that promote problem solving skills rather than promoting memorization. The second is about how and why values-based learning outcomes should be scaffolded into STEM curricula and capstone experiences. Dr. Vale believes that building student and faculty appreciation of the intersections between social justice and engineering is crucial to empowering engineers to fulfil their mandate to serve the public. She brings this view to the classroom, to curriculum design and development, and to her research.D’andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto D’Andre Wilson-Ihejirika is currently a PhD candidate at the University of Toronto within the Institute for Studies in Transdisciplinary 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)

transdisciplinary focus on love as a foundational element in student learning, paired with theuse of a Holistic Design Thinking (HDT) methodology rooted in love, has been applied acrossvarious educational levels. These include eight senior-level, year-long secondary courses, sevensingle-semester undergraduate courses, and four graduate-level courses. Additional applicationsincluded junior high courses, capstone projects, and independent studies. Elements of pedagogyand methodology continue to evolve and have been extended into postsecondarytransdisciplinary honors courses.At the secondary level, students from several different public schools met for half-day sessions atan off-campus location throughout the entire fourth year of high school. The

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

principle, we cite supporting literature andfindings from our interviews with equity-oriented engineering instructors, and we provideillustrative examples of implementation in a variety of course contexts. We also highlight theinteractions of curriculum and instruction across principles. Before describing our principles of equity-centered engineering curriculum andinstruction, we provide a project overview and description of our development process.Describing our development process involves information on how we identified relevantsupporting literature for the principles and gathered examples of how to enact the principles fromengineering instructors. Following that overview, we present the six principles, including thesupporting literature