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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

teaching that seeks out divergent and creative thinking5. Examples of stepswithin this process may be (a) revision of syllabus to reflect a more inclusiveenvironment, (b) revision of course materials and assignments to reflect a morediverse perspective (for example, choosing readings which reflect a diverseperspective), and (c) using teaching methods which promote openness andinclusivity (including use of non-agonistic rhetoric). These particular methodshave been successfully developed and employed in the authors’ iSTEAMworkshop program which has been applied to a wide variety of STEM courses.Reported results show an increase in student comfort and motivation, reflected inenhanced learning gains6. These rhetoric-based interventions can also help

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)

Paper ID #47379Fostering Effective & Enduring Advocacy in STEM: Exploring the Role ofCommunity Through a Collaborative AutoethnographyDr. Jacqueline Rose Tawney, California Institute of TechnologyDr. Morgan L Hooper, University of Toronto After completing her PhD at the Graduate Aerospace Laboratories of the California Institute of Technology (GALCIT), Morgan Hooper is now an Assistant Professor (Teaching Stream) at the University of Toronto. There, her teaching focuses on building community within hands-on Engineering Design courses and beyond. She encourages students to engage with multi-faceted, trans-disciplinary

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

frequent check-ins and dialogues between projectgroups and instructors to refine their work. We include a condensed syllabus in Appendix A, anda more detailed description of the course can be found in [31]. Relevant to the purpose of this article, the material we featured related to social changewas predominantly included in the practice section. The section began with readings fromGuendelsberger’s On the Clock [13] discussing worker resistance to Taylorist surveillance, andfrom Browne’s Dark Matters [6] as she described enslaved people’s resistance againstslaveholders in the United States. It continued by featuring a panel of local communityorganizers and city politicians who spoke about their work and engaged in dialogue withstudents

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

majors. This context creates a logjam, with no clear indication ofwhat the course should and should not include. But the course’s vague title and multiplerequirements afforded me the opportunity to integrate history of technology into my students’already crowded engineering curricula.The course syllabus design reflects my own perspective on the engineering profession, based onmy training and professional experience both as a historian of technology and as an engineer. Iselectively draw from the wide range of available sources, relying heavily upon the work ofscholars from history of technology, engineering studies, and engineering ethics. The course’sstructure follows the seminar model: nineteen students are put in small groups to

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

to share their stories through authorship of engineering educationliterature.How this paper took root: Contending with institutional ‘EDI.I’JT: The idea for this paper started with the question: “Why do we learn to incorporate Indigenousbuilding design principles without questioning why our buildings are constructed on stolenlands?” This question came up for me two years ago while taking a geography seminar course,engaging with decolonial and critical Indigenous theories for the fourth time. In this course, webegan unpacking the colonial assumptions and practices of academia. At this point, I had startedengaging with ‘EDI.I’ initiatives and research within engineering education. Upon readingUnsettling the University by Sharon Stein [13], the