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)

Paper ID #47192Maintaining Hope Amidst Critique: The Role of Social Change Frameworksin Sociotechnical Engineering Ethics EducationNicholas Rabb, California State University Los Angeles Nicholas Rabb (he/him) is a postdoctoral researcher in the College of Engineering, Computer Science and Technology at California State University, Los Angeles, where he is working on the NSF-funded Eco-STEM project. He completed his PhD at Tufts University in the areas of computer science and cognitive science, contributing to the development of quantitative models and tools used to study the influence of news media on adoption of

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)

: Engineering Communication: from principles to practice (with Dr. Peter Eliot Weiss) and Writing in Engineering: a brief guide, both with Oxford University Press. He teaches enginee ©American Society for Engineering Education, 2025 Building Sociotechnical Competencies through an Integration of Engineering Ethics and Science, Technology and Society Studies: A Reflection on Instructional PracticesIntroductionWith the goal of providing engineering students with a solid grounding in sociotechnicalthinking, and an opportunity to explore the complexities of sociotechnical systems, engineeringcurriculum can draw from a combination of engineering ethics and STS (Science, Technologyand Society) studies to offer students

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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Liberal Education/Engineering & Society Division (LEES)

power through the design and deployment of structures, technologies, andcomplex systems. While contemporary corporate-driven Western engineering is often framed assolving problems and enhancing quality of life, the forces driving technological development—economic interests, techno-evolutionary pressures, political agendas, technological pathdependencies, national security concerns, individual ambitions, and considerations of ethics andecological sustainability—often conflict, ultimately undermining these aims. These systemic andpsychological dynamics are frequently obscured in engineering discourse and education.Recognizing them is essential to understanding how individual mental states and behaviors bothshape and are shaped by broader social

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan

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Liberal Education/Engineering & Society Division (LEES)

strategies. These results suggest the viability ofengineering education courses to not only increase students’ knowledge of their public welfareresponsibilities (the typical approach of ethics and professionalism courses), but to better equipthem to uphold their responsibilities as public welfare watchdogs.IntroductionFormal engineering education is one of the only institutional spaces with the explicit goal oftraining neophytes to become responsible members of the profession [1]. Once they graduate,engineering students are unlikely to receive effective public welfare responsibly training in theirworkplaces or professional societies [2]. Yet, due to curricular challenges like ever-expandingtechnical content that crowds out other topics and cultural

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)

sociotechnical education in theclassroom. [5] For example, we examine approaches to engage technically-minded students toconsider sociotechnical skills as central to their engineering education. This holds for broadengineering ethics courses as well as ethics modules embedded within core technical courses.Courses that explore engineering culture by integrating ethics and history encourage students,many of whom are interested in using teamwork to solve problems, to think how they mightimprove upon past collaborations if equipped with hindsight. We also discuss classroomexperience with students who are technically-minded (or expertise-minded) but have their homein Colleges of Arts and Science and major in pre-med, pre-law, or pre-business fields such

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)

Society for Engineering Education, 2025 Scaling Responsible Data Science Education: The Role of a Teaching Assistant in Bridging the Sociotechnical DivideAbstractStudents in undergraduate-level data science (DS) programs undergo highly technicalengineering education only to enter the workforce underprepared to participate in technologicaldevelopment inherently enmeshed with social contexts. Responsible data science curriculumseeks to bridge this skill gap by directly teaching ethical, accountable, and socially responsibleDS practices alongside technical learning objectives, often within the same course. However, inundergraduate programs with hundreds of students per course, much of a student’s learninghappens outside of any

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)

of technical knowledge with social, ethical, and contextualconsiderations—is key to addressing these gaps and must be actively embedded intoengineering education (Reddy et al., 2023). Adopting sociotechnical approaches to engineering involves the intentionalconsideration of how the full realm of factors¾environmental, social, ethical,economical¾come to inform the needs of empathy-driven innovation. Of particularimportance in this approach is the need to proactively consider what the impact oftechnologies and innovations will be on people, society and the planet. To date, a hostof innovations have failed and/or proven to inconsistently perform as a function of usercharacteristics (i.e., hair texture in electroencephalography caps) due

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering; Davis Chacon-Hurtado, University of Connecticut

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #46249Issues at the Intersection of Engineering and Human Rights: Insights from aSymposium of the National Academy of EngineeringMs. Casey Gibson, National Academy of Engineering Casey Gibson, M.S., was an Associate Program Officer at the National Academy of Engineering of the U.S. National Academies of Sciences, Engineering, and Medicine from 2023-2025. She primarily helped lead initiatives related to the Cultural, Ethical, Social, and Environmental Responsibility in Engineering program. Gibson holds an M.S. in Humanitarian Engineering and Science with a specialization in Environmental Engineering from the

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)

are prioritized while social, ethical, and environmental dimensions aresidelined. This dualistic framing limits engineers' ability to engage in sociotechnical thinking[4], which is essential for addressing complex sustainability challenges.To effectively address the climate crisis, it is crucial for engineering education to go beyondthe traditional focus on technical skills. There is an urgent need to cultivate a deepunderstanding of the social, ethical, and environmental implications of engineering projects[5], integrating principles of environmental justice [6], [7] and sustainability into thecurriculum. This shift necessitates a re-evaluation of teaching methods, incorporatinginterdisciplinary learning, emphasizing real-world case studies

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine Woodworth Wong, University of New Hampshire; Cynthia Helen Carlson PE, PhD, Merrimack College

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Liberal Education/Engineering & Society Division (LEES)

misunderstandings. TheInternational Civil Aviation Organization (ICAO) required air traffic controllers and pilots to becertified in aeronautical communication by March 2011 – although tests for certification did notexist in 2004 when the ICAO published the requirements [5]. The industry scrambled to meet therequirements, and have still not been entirely successful according to one review, includinginadequate testing and policy implementation [5]. However, with these first steps, the ICAOpublicly recognized the importance of improving communication; measuring success will follow.The American Society of Civil Engineers (ASCE) Code of Ethics [6] includes responsibilities(4b) to “make clear to clients and employers any real, potential, or perceived conflicts

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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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

Brooks Michael Leftwich, Purdue University at West Lafayette (COE)

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Liberal Education/Engineering & Society Division (LEES)

path to follow are some of life’s biggest.Further, decisions about where and who to work for are value-laden. Especially for soon-to-beengineering graduates, job choices can have distinct social and ethical pressures from oneself,friends, family, and society given that engineering work can conflict with societal beliefs aboutwhat is “good” (i.e., manufacturing weapons for the military, mining for precious metals, drillingfor oil, etc.). Although what is “good” may differ from person to person, the engineeringprofession has a duty to society often referred to as social responsibility. Social responsibility ishighlighted by professional societies and academic bodies as a key engineering principle [1], [2][3], and several Bodies of Knowledge (BOK

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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Liberal Education/Engineering & Society Division (LEES)

principles for equity-centered engineering education are therefore instructional infocus and address the development of equitable classroom environments, including equitableassessment strategies, and the need for assessment of equity content. To date, most publications on equity-centered engineering course implementationsdescribe efforts in engineering design or ethics courses and modules. This may suggest that anequity lens is only or most relevant in those courses; however, if the goal is to promote students’capacity for equity-minded engineering practice, educators must center equity in a variety ofimpactful courses across students’ academic paths [17]. Indeed, Leydens and Lucena [18] arguethat engineering science courses are perhaps the

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)

curriculum frameworks thatemphasize systems thinking, ecological literacy, and holistic problem-solving approaches [2]. Byintegrating sustainability principles across technical disciplines, universities can cultivate a newgeneration of engineers who are not only technically proficient but also ethically conscious andenvironmentally responsive. This paradigm shift requires ongoing pedagogical innovation andinstitutional commitment to reimagining engineering's societal role.Realist review, or a realist synthesis, is a method for studying complex interventions in responseto the limitations of conventional systematic review methodology as it examines the differences,intended or unintended, between contexts, mechanisms and outcomes for individual

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)

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 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)

instructor to broaden my skillsetto hopefully fill in some of the gaps that I found during my undergraduate internship. I originallydid not see the benefit of leadership activities in my undergraduate degree, similar to theparticipants in [14]. These experiences changed my perception of myself, as I found that Ienjoyed the teaching and service work that I did more than the technical work that I did for myresearch. This led me to pursue an academic career as a teaching-focused faculty member. In myteaching, I try to incorporate non-traditional engineering topics, like sustainability, ethics andaccessibility, and professional skills, like communication and reflective practices, into theclassroom, to introduce them to a different side of engineering

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)

Paper ID #47998From Railroads to Electrified Roadways: How Lessons from United StatesEngineering Education Can Power Tomorrow’s InfrastructureLazlo Stepback, Purdue University at West Lafayette (COE) Lazlo Stepback is a PhD student in Engineering Education at Purdue University and Adjunct Faculty at Ivy Tech Community College. His current research interests focus on engineering ethics and how students ethically develop as engineers. He also works with the ASPIRE engineering research center looking into engineering workforce development for electrified roadways. He earned a B.S. in Chemical and Biochemical Engineering at the

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)

incorporating liberative pedagogies into a traditional technical engineering coursein thermodynamics. Riley discusses several course reforms suggested by liberal pedagogies andassesses those reforms. The reforms do bear some overlap with our study as they are ‘big ideas’rooted in a liberal arts context. Some examples of overlapping reforms include 1) creatingcommunity, 2) ethics, 3) de-centering Western civilization in the engineering classroom, and 4)problematizing science as objectivity and normalizing mistakes. Riley’s work succeeds inincorporating concepts from the liberal arts into engineering coursework for engineering students.Our project differs because we are trying to understand how engineering student curiosity can beleveraged to increase

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia; Caitlin Donahue Wylie, University of Virginia

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Liberal Education/Engineering & Society Division (LEES)

routineactions[10]. More specifically, professionals should conduct “reflection in action”, i.e., an ongoingprocess of questioning decisions during their work, as well as “reflection on action”, i.e., assessing theresults of the action after it’s completed and thinking about how to act differently next time[11]. Ourpost-program evaluation methods invite students to reflect on action by thinking back across theirexperiences in the REU program. Similarly, scholars in science and technology studies have developedmethodologies for encouraging scientists and engineers to reflect on their ongoing research and designpractices to better achieve ethical and socially beneficial outcomes [e.g.,[12], [13], [14]]. Thosemethodologies may be useful for designing

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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Liberal Education/Engineering & Society Division (LEES)

students’ professional identities.Almost every single one of our students shared feeling ambivalence about pursuing engineeringas an undergrad and then an “ah-ha” moment when they found a graduate program thatemphasized the inherent social dimensions of engineering. One student said that he never reallyhad a strong engineering identity because of “engineering education, culture, and what isemphasized and what’s not emphasized.” He described a chemical engineering unit on processsafety, which was used to think about ethics. He recalled, “The opening line is, if you blow upyour plant, you’re not gonna make any more money… that’s always been such a turnoff for me. Iwas not motivated by, I would say, those traditional engineering ideals of efficiency

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)

Paper ID #47581Contextualizing Engineering Education by incorporating Indigenous KnowledgeSystems (IKS) in the Curriculum DesignDr. Brainerd Prince, Plaksha University Brainerd Prince is the Associate Professor of Practice and the Director of the Center for Thinking, Language and Communication at Plaksha University. He teaches courses such as Reimagining Technology and Society, Ethics of Technological Innovation, and Art of Thinking for undergraduate engineering students and Research Design for PhD scholars. He completed his PhD on Sri Aurobindo’s Integral Philosophy from OCMS, Oxford – Middlesex University, London. He

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)

, and from psychology. The overarching goal of the course was to develop aninterdisciplinary understanding of the necessary balance between the needs of society andengineering design. It explicitly addresses four societal impact outcomes in ABET Criterion 3:public health and safety impacts of design, ethical decision-making, collaborative productivity,and effective communication with diverse audiences [1]. This course is supportive of theEngineering One Planet (EOP) program of the American Society for Engineering Education(ASEE) [2]. In addition, the importance of making design decisions in economic, environmental,and societal contexts is emphasized from the perspectives of engineering and physical andmental health.IntroductionA new technical

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)

useof “everyday morality” is an extension of the “ethics” Lambek speaks to above, but it drawsattention to a specific set of “moral questioning and actions” that ethnographers can contributeinsights on through their ethnographic products, but not solve. The artifact-focused curriculumdesign presented here represents this line of thinking and anthropological engagement withengineering and related building processes. The AlaskaCraft game situates its creators andplayers in a design setting that requires seeking information from many sources to design homesappropriate to geographical and sociocultural contexts in remote Alaskan communities, whichvary widely across the region. The students who designed the game collaboratively researchedreal-world

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)

justice-driven deliberation methods of ancient SouthAsia and African discourse traditions of fairness. Embracing playful andcollaborative learning, it helps faculty use inclusive approaches, enabling studentsto learn from different knowledge systems and apply knowledge in their owndiverse lifeworlds. It uses inquiry-based teaching that seeks out divergent andcreative thinking14. Finally, it uses innovation as the fourth leg of ourmethodology, defining it not as simple novelty but creativity with purpose,connecting purpose with diversity and equity, inclusion and justice that help tomake the world a better place for all. The use of AI to enhance DEI outcomesrequires critical and ethical questioning, even as we seek to harness its vast andemerging

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahreum Lim, Arizona State University; Emma Frow, Arizona State University

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Liberal Education/Engineering & Society Division (LEES)

engineering expertise at the nexus of synthetic biology and water services,” Eng. Stud., vol. 5, no. 1, pp. 59–73, Apr. 2013, doi: 10.1080/19378629.2013.766198.[20] A. Stirling, “Engineering and Sustainability: Control and Care in Unfoldings of Modernity,” Feb. 01, 2019, Social Science Research Network, Rochester, NY: 3336826. doi: 10.2139/ssrn.3336826.[21] J. Tronto, Moral Boundaries: A Political Argument for an Ethic of Care. New York: Routledge, 2020. doi: 10.4324/9781003070672.[22] M. P. de la Bellacasa, “Matters of care in technoscience: Assembling neglected things,” Soc. Stud. Sci., vol. 41, no. 1, pp. 85–106, Feb. 2011, doi: 10.1177/0306312710380301.[23] C. Friese, “Intimate entanglements in the animal house: caring for and

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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Liberal Education/Engineering & Society Division (LEES)

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)

. ©American Society for Engineering Education, 2025 Change | Makers: What can come next in engineering design?IntroductionThere have been growing calls for engineers and engineering educators to take more completeresponsibility for their role in society as technological developers and technically literatemembers of society, the exclusivity of their practice, and the impact their work has on the worldboth socially and environmentally. These calls appear in various forms including SustainableDevelopment Goals (SDGs) [1], calls to action [2], and academic literature [3-5]. However,change in engineering often comes slowly. While some change has been seen, for example, insome engineering codes of ethics and graduate attributes, others have been

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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Liberal Education/Engineering & Society Division (LEES)

sustainability. As geographer LauraPulido [36] writes, environmental injustice, particularly environmental racism, fundamentallysustains contemporary racial capitalism through land, resources, and human appropriation,commodification, and segregation. Examples of engineering projects maintaining environmentalracism include invasive infrastructures such as oil and gas pipelines [37], corporate entitlementsto pollution such as the petrochemical industry in Chemical Valley, Ontario [38], andurbanization projects of city-building to engineer racist settler colonial landscapes [39].However, these were never discussed during my formal engineering education, not even in myengineering ethics or engineering social impact courses.Additionally, my engineering

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)

) for the Fig. 5. Survey responses (n=130) to the statement “I am confident that I can write well statement “I prefer to write without using without using generative AI.” The vast generative AI.” The majority of respondents majority of respondents (90%) agree with the (66%) agree with the statement. statement.There is a significant, moderately strong correlation between students’ confidence in writing wellwithout the use of generative AI and their preference for writing without generative AI(chi-square: 71.274; Cramer’s V: 0.427; df: 12; p < 0.0001). Several reasons might explain whycurrently enrolled students would prefer to write without using GenAI (such as prior experience,ethical concerns about plagiarism and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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Liberal Education/Engineering & Society Division (LEES)

also important for students to springboard from theclassrooms and do engineering by engaging in real-world problems in the local community andworking with community members.Among the body of work around students engineering for real community needs, engineeringeducation researchers study community engagement and provide examples of programs whereengineering students did engineering work for communities [5], [6], [7]. These studies identifiedcompetencies that are important for engineering students to engage ethically with communities,such as being willing to listen to the communities, and transforming their assumptions andattitudes towards the communities. Moving forward, more research needs to be done on how tofacilitate students to develop