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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Paper ID #48442The Historical Marker Project : A Collaboration between History, Math, andEngineeringAnna Fay Booker, Whatcom Community CollegeProf. Tyler L Honeycutt, Whatcom Community College Tyler Honeycutt teaches precalculus, statistics, and calculus for engineers (and others) at Whatcom Community College. Tyler is passionate about integrating mathematical concepts with real-world applications. As one of the math instructors in a placed-based engineering cohort, they are working collaboratively with history, english, and engineering instructors to connect precalculus principles with Pacific Northwest history and

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)

University. Her research and teaching focus on integrated STEM Education.Dr. Chrystal S Johnson, Purdue University Chrystal S. Johnson is Associate Professor of Social Studies Education in the College of Education at Purdue University. She is the Project Director/PI for Project RISE.Jennifer Sdunzik, Purdue University at West Lafayette (PWL) (COE)Wilella Burgess, Purdue University at West Lafayette (PPI) As an interdisciplinary researcher, professional evaluator, and director of Purdue’s Evaluation and Learning Research Center (ELRC), Burgess has over 30 years of experience developing and evaluating formal and informal education programs and methodologies for a variety of audiences. Her current work focuses on innovations

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 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University

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grounding and historical perspective on the ways in whichgrant-funded DEI-focused initiatives in the U.S. are shaped by institutional conditions. Byinterrogating these conditions, we can move towards a more critical understanding of how aproject’s context including PI motivation, leadership ideology, scaling goals, and administrativebackbone may or may not influence potential outcomes. These factors are usually eitherpresented by project leaders in shorthand as “background conditions” for proposed research,barely relevant to the envisioned intervention, or omitted entirely from research design. Thisdeemphasis may have a practical purpose, cordoning off politically sensitive activity amidbroader institutional resistance to DEI, but it is an approach

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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experience with ongoing curricular sociotechnical integrationand its generative tensions for a team of instructors including STS, Electrical Engineering andComputer Sciences (EECS), and Statistics. The paper presents two case studies of sociotechnicalintegration in undergraduate technical courses that include practical exercises of applyingprinciples and techniques to real-world situations. In a junior-level data science fundamentalscourse, a multi-week course unit teaches students linear modeling and feature engineering byway of a real-world case study about the politics of predicting housing prices for property taxassessment. In a senior-level inference and decision-making course, students are asked tocomplete an integrative course project in

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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ethnographic research in both design learning and applied contexts. He is also deeply engaged in transdisciplinary experiments within academia, investigating how design methods and tools from the arts can foster innovative research and collaborative learning.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is Professor of Engineering Education and Director of Arts and Education at the Institute for Creativity, Arts and Technology (ICAT) at Virginia Tech. She is an executive committee member for a2ru and an editorial board member for Ground Works journal. Her research and teaching interests include developing interdisciplinary project-based learning experiences, building networks between university, industry, and community

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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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 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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Paper ID #45584Shared Responsibility for Positive Societal Impact: An Interdisciplinary CourseDr. Jeffrey John Hatala, West Texas A&M University Dr. Hatala has most recently worked with faculty at different universities and in different disciplines (psychology and engineering) to develop and team-teach a interdisciplinary project-based team-based course for teaching the balance between design and societal impact on physical and emotional health on the local and regional levels.Celeste Arden Riley, Texas A&M University - Kingsville Dr. Celeste Riley is an Assistant Professor of Practice in the Department of

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)

identity construction in STEM learning spaces. ©American Society for Engineering Education, 2025 Engineering as Relational and Affective: High School Students Engineer for Their Community by Constructing a Community GardenAbstractWith a growing emphasis on integrating social, political, and technical dimensions in K-12 andundergraduate engineering education, this research investigates how high school students learnand engage in sociopolitical engineering by constructing a community garden. Using a relationallearning framework, the study examines students' experiences in a project called Ashford YouthCommunity Garden (AYCG), where students from a diverse urban high school collaborated withtheir peers, teachers

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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to problem-solvingmentioned above, this work seeks with explicit intentionality to observe the processsurrounding formation of the team, and specifically, observing what that informs as itrelates to a team working together on a sociotechnical research project. We 2conceptualize this work underpinned by the assumptions stated here: 1) ascriptions tomeritocratic and depoliticized ideologies are pervasive across engineering; 2) suchbeliefs are socialized into and through engineering education; and 3) the values heldby an engineer will translate to some extent, at a minimum, into their technologies andinnovations. Given the situated assumptions, the “who, how

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)

Evaluator for ASEE and represents ASEE on the Engineering Accreditation Commission. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. He was inducted into the ASEE Hall of Fame in 2023.Amanda Katz, Utah State University ©American Society for Engineering Education, 2025 From Railroads to Electrified Roadways: How Lessons from United States Engineering Education Can Power Tomorrow's InfrastructureIntroductionSome of the largest engineering projects in the United States have been national infrastructureprojects such as the creation transcontinental railroad and the interstate highway system. Theselarge-scale infrastructure projects require a combination of training

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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encourages sociotechnical thinking and practice. The second usedan FOK approach to bring together welding students from a community college andundergraduate metallurgical engineering students to work together on a shared design project.We find that the project helped the engineering students appreciate the FOK of the weldingstudents, laying the groundwork for greater mutual understanding and respect.IntroductionEngineering remains a profession that is dominated by white, able-bodied heterosexual men,despite decades of efforts to broaden participation and support the success of students from otherbackgrounds [1]. Enhancing minoritized students’ senses of belonging – in both engineering as afield and in its educational institutions – is frequently

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 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)

between theoretical educationand real-world application, fostering civic participation. They also facilitate collaborativelearning experiences, enabling students to work on civic projects and engage with communities.Aligning technology with pedagogical strategies creates interactive learning environments thatenrich civic education. Quantitative studies confirm that technology integration leads toimproved civic understanding, motivation, and participation, with AI-driven chatbots andimmersive virtual reality demonstrating positive effects on engagement and learning outcomes.Conclusions: Integrating design-thinking into civic education using technology offersdemonstrable benefits for student engagement and learning outcomes

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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from across the SUNY system and integrating inclusive use ofAI as well as OER distribution plans into the framework. Workshops wereconducted online, with past participants serving as mentors to 38 new participantswho completed modules and collaborated across institutions. Feedback from theparticipants shows the value of the project and the ways in which STEM courseshave been made more inclusive. This project will help to grow a community ofSUNY STEM instructors who can foster among future STEM professionalsdiverse perspectives, inclusive approaches, and equitable applications of sciencein society.I. Background: A. Impact of alternative forms of rhetoric on STEM educationAcross higher education, and especially in STEM fields, educators are

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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legacies of the settler Canadianuniversity. Without addressing the implications of the university institution in the colonialnation-building project, such initiatives to ‘Indigenize’ and ‘decolonize’ can further maintain andlegitimize white settler and university futurities. By extension, without confronting the coloniallegacies of engineering, initiatives to ‘Indigenize’ or 'decolonize’ engineering education,consequently can reproduce the colonial extraction of Indigenous knowledge whilst naturalizingthe permeance of the settler colonial state. How can our roles in engineering education engagewith Tuck & Yang’s arguments that “until stolen land is relinquished, critical consciousness doesnot translate into action that disrupts settler

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)

also important in energy literacy that helps students in shapingtheir way of learning about energy. Gladwin and Ellis suggest that epistemological andontological perspectives should be considered if an energy education system is to be relevant forstudents from different backgrounds [11]. According to Miller, deep misconceptions in areassuch as thermodynamics and fluid mechanics are hard to rectify with traditional methods ofteaching [14]. To tackle this challenge, new teaching strategies must be employed such asschema training to treat students and build flexible mental models.Innovative pedagogical strategies such as hands on project and other innovative interactive toolsare helpful in bridging the gap between theoretical and practical

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)

partners, and more. As described on the NSFRED website, many projects have a “focus on organizational and cultural change within thedepartments, involving students, faculty, staff, and industry in rethinking what it means toprovide an engineering program.”In this IRB-exempt research project, we examine the change-making processes and outcomes ofseven teams from the first three RED cohorts, who were embedded in varying institutional andcultural contexts. They represent several different engineering disciplines, including mechanicalengineering, computer engineering, and more. See Table 1 for an overview of participant andinstitutional characteristics.Table 1. Participant and institutional characteristics. Research

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 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, Lafayette College; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University

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education. Her current book project, On the Bleeding Edge: Gender, Immigration and Precarity in Semiconductor Engineering, investigates the intersections of gender, race/ethnicity, and immigration status among semiconductor engineers.Dr. Rebecca Thomas, Bucknell University Rebecca Thomas is the inaugural director for the Pathways Program at Bucknell University, where she oversees the rollout of Bucknell’s ePortfolio initiative. She is also a Teaching Assistant Professor in the Department of Electrical and Computer Engineering where she instructs the first-year design course for ECE majors. She holds a B.S. and M.Eng. in Electrical Engineering from the University of Louisville and a Ph.D. in Electrical Engineering from

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)

Paper ID #46298Cultivating Plain Language Skills for Engineering StudentsProf. Catherine Woodworth Wong, University of New Hampshire Catherine Wong, M.S., M.S. is an Assistant Professor and Librarian for Engineering and Physical Sciences at the University of New Hampshire. She is passionate about connecting people with nature through participatory science and people to books and technology through the CLICK For Quality Education Foundation.Dr. Cynthia Helen Carlson PE, PhD, Merrimack College Before earning her doctorate, Dr. Carlson spent 10 years as a water resources engineer, working on water management projects

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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ofenergy and energy transition have become increasingly prevalent in informal and formal learning spacesbut are contextually dependent. What an energy transition entails is different across regions, contexts, andtechnologies, which presents an opportunity and critical need for more sociotechnical andinterdisciplinary approaches to its framing and study. Many projects working to implement an energytransition are politically and economically incentivized to implement a just transition—in which newprojects are to attend to environmental harms and historical inequities by providing environmentalbenefits and opportunities to workers who historically have been excluded from the energy sector. A justenergy transition is not only a push to design and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology LUT; Susanna Maria Bairoh, Academic Engineers & Architects in Finland TEK

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practice [2, 4, 12]. Thus, it is imperativethat engineering education find ways to evolve the cultural image of engineering in a moreheterogeneous direction, where the social and the technical are intertwined, much like in thereality of engineering work. Furthermore, it is highly important to convey this enhancedimage in recruitment and educational processes. Although this is certainly easier said thandone, a good starting point is to acknowledge the professional roles when carrying outcurriculum design and pedagogical development, and explicitly present and discuss thedifferent professional roles in teaching and career guidance, using tools such as thosedeveloped in the Prefer project [13].References[1] J. Trevelyan, "Reconstructing engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Saskia van Beers, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto

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pillar for EDI work—especially the E (equity)dimension since it requires that we address structural power imbalances in the profession.According to the National Equity Project, systemic inequities can be categorized as being eitherinstitutional or structural in nature, with institutional oppression being the oppression resultingfrom policies and practices at the organization level and structural oppression illustrating howthese effects accumulate historically across institutions [8]. Tackling systemic inequities requiresacknowledgement of their structural nature. The emerging body of literature addressing theimpact of structural inequity on engineers’ career paths has primarily taken place in a U.S.context, leaving a dearth of data about the

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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in Dominican Republic. She earned a B.S. in Civil Engineering from Santo Domingo Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayag¨uez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies. ˜ JaveirKoral Melissa NunezL. Clara Mabour, Tufts Center for Engineering Education and OutreachTaisha Pierre, Tufts Center for

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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engineering projects to learn the complex ways in which engineering, design, and community interact.Dr. Harly Ramsey, University of Southern California Harly Ramsey is an Associate Professor of Technical Communication Practice and the Associate Director of the Engineering in Society Program at the University of Southern California’s Viterbi School of Engineering. She holds a Ph.D. in English, and her training in narrative theory, cultural studies, and rhetoric informs her teaching. Her teaching and scholarship foreground the concept of the citizen engineer and the formation of professional engineering identities. She developed and continues to work on Engineering Moment, a classroom-based podcast project about the social

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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].Epistemologically, progressive teaching methodologies in sustainability-focused engineeringeducation include experiential learning approaches such as project-based learning, collaborativedesign studios, field research experiences, and real-world problem-solving workshops. Thesemethods actively engage students in hands-on sustainability challenges, encouraging criticalthinking, systems analysis, and interdisciplinary collaboration but all prioritize learning throughexperience, student-centeredness, and community engagement [18-20]. By simulating complexenvironmental and social scenarios, these pedagogical strategies help students develop adaptiveskills, innovative mindsets, and a deeper understanding of sustainable technological solutions.Although claiming

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amani A AL-Mqadma, Islamic University of Gaza; Bill Guariento, University of Northumbria; Caroline Burns, Northumbria University; Rachid Khoumikham, Northumbria University Newcastle/ and The University of Essex ; Hatem A Elaydi, Islamic University of Gaza

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University, UK. My main area of research lies in telecollaborative projects linking university students and staff in the Global North and South.Dr. Caroline Burns, Northumbria University in Social Sciences at Northumbria University, UK. Her doctoral study was a narrative inquiry into staff and student experiences of Caroline is Assistant Professor in Social Sciences, specialising in Internationalisation of higher education. Her research interests centre on addressing social inequalities and within this, the role of language and intercultural communication, decolonial approaches to education and research, as well as gender and intersectionality.Dr. Rachid Khoumikham, Northumbria University Newcastle/ and The University of

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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was formerly a Research Tutor at OCMS, Oxford, and formerly a Research Fellow at the Oxford Centre for Hindu Studies, a Recognized Independent Centre of Oxford University. He is also the Founding Director of Samvada International Research Institute which offers consultancy services to institutions of research and higher education around the world on designing research tracks, research teaching and research projects. His first book The Integral Philosophy of Aurobindo: Hermeneutics and the Study of Religion was published by Routledge, Oxon in 2017. For more information, please visit: https://plaksha.edu.in/faculty-details/dr-brainerd-princeMhonbeni E HumtsoeMr. Satya Swaroop Nune, Plaksha UniversityAnanya SinglaTanu

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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years, and developed courses in sustainability and project management. Her focus was on students’ professional development and support for underrepresented groups in engineering. ©American Society for Engineering Education, 2025 Examining the Link Between Spatial Skills and Verbal FluencyAbstractThis paper expands upon findings from prior exploratory research investigating the link, if any,between spatial visualization and technical communication skills. First-year engineering studentsat the University of Cincinnati enrolled in the second semester of a two-semester first-yearengineering program were invited to participate in the research. An online proctored survey wasdistributed to students