Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Alley, The Pennsylvania State University; Lori B. Miraldi, The Pennsylvania State University; Joanna K. Garner, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Page 26.1145.1 c American Society for Engineering Education, 2015 Work in Progress: Memory Maps as a Means to Help Engineering Students Fashion Words on the Spot in Their Technical PresentationsSummary and Introduction In public speaking, the words that the speaker says traditionally arise from one of foursources: (1) reciting from memory; (2) reading from a script or notecards; (3) fashioning on thespot with no planning (impromptu); or (4) fashioning on the spot but after practice with aplanned structure (extemporaneous).1 Historically, the public speaking courses that engineeringstudents take in high school or in colleges of liberal arts advocate that

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

. Page 26.866.1 c American Society for Engineering Education, 2015 Humanizing Signals and Systems: A Reflective AccountAbstract:In this paper, I authentically and reflectively depict my journey as an engineering educatordelving in the challenge of integrating technical content of a continuous-time signals and systemsclass with the social, value-laden realities that encompass such concepts. I refer to this particularchallenge as humanizing the technical content of signals and systems. Specifically, I describe thesignals and systems course and how I structured content and assessment plans to create space forhuman values. Additionally, I critically examine how some barriers that worked against myefforts

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

major with a high level of one-on-one advising. However, a high degree of flexibility also contributes. In the LSE program,iterative revision and recreation of an individualized curriculum and career plan are understoodas signs of success rather than failure or deviation. Students are encouraged to understand anddesign their major as a “whole-person technical degree” that does not require them to pass, toassimilate, to compartmentalize, or to conform to stereotypes. We suggest that this holisticflexibility may disrupt barriers such as impostor syndrome by positioning the student not asimpostor but as designer and creator – even when enrolled in technical courses in which thesex/gender ratio is skewed male. Lessons learned from “liberal studies

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

createhigh quality assignments and associated rubrics that will foster better integration of writing intothe undergraduate, upper-class curriculum. The QEP initiative has two main programs: facultyworkshops and funding for projects aimed at enhancing student writing. The RGS-infused heuristic we develop here stemmed from funding from this QEPprogram, specifically for the development of a faculty learning community, which was part of alarger “Improving Disciplinary Writing” Action Project grant funded by this midsize researchinstitution’s (MRI) Quality Enhancement Plan (QEP). One way disciplinary writing and genrecan be explored is through faculty learning communities, or intentional groups of (ofteninterdisciplinary) faculty seeking to

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

that gamification of education provides both intrinsic and extrinsicmotivation is outlined. In this source, it’s further outlined that this type of gamification seems “to fosterhigher order thinking such as planning and reasoning”. Hence, badging fits well into our stated goals.This type of learning is only amplified by the feedback loop a badge system invites. Students all begintheir college experience with different backgrounds and levels of learning in written and oralcommunication. The badge feedback loop is designed to bring students to a solid integration of thecommunication skills at a developing or foundational level as outlined in the AAC&U VALUE rubrics,which provided the framework for our University’s Core Curriculum. The switch

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

readings from Engineering: Its Role and Function in Human Society (Davenport and Rosenthal, editors, 1967).7 Page 26.1153.6 The Vision for Civil Engineering in 2025 (ASCE 2006)8Uncertainty, Risk, Climate Change, and the Future (Sorting Fact, Fear, and Fiction) The Essential Engineer: Why Science Alone Cannot Solve Our Global Problems (Petroski 2010)9 The Collapse of Western Civilization: A View from the Future (Oreskes and Conway 2014)10Energy: Public Reactions and Engineering Alternatives (Or, is there really a “War onCoal”?) The Essential Engineer (Petroski 2010)Infrastructure: Planning for the Future (Or

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

. Studentsare to demonstrate capacity for teamwork, ability to identify lacking analysis andcritically but constructively pursue development of that analysis. The question that Page 26.1586.4faced us was to design course content and activities that supported students indemonstrating the abovementioned skills.In the course SweSoc, teachers‟ have made a tradition of beginning every semesterwith a poll among the students. The poll serves to identify the geographical andeducational background of students attending the course.Most students have theirbackground in city-planning, the second largest category is in information andcommunication technologies while the third

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

, all play a role in each case.Case 1: The Peace Bridge is an international border crossing for approximately 6million cars, trucks, and buses a year, connecting the City of Buffalo, NY to FortErie, Ontario over the Niagara River.24 It is owned and operated by the tax-exempt Buffalo and Fort Erie Public Bridge Authority (PBA), which draws itsrevenue primarily from toll charges, duty-free sales, and lease payments on itsproperty.25 For the past 7 years, PBA has been trying to implement a majorexpansion project that would widen the Bridge entry point into the US in order toimprove vehicle access to the 16-lane US customs plaza in the Lower West Side ofBuffalo. PBA’s plans have been met with fierce resistance from residents livingclose to the

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan A. Jones, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Amy K. Barton, Mississippi State University; Donna Reese, Mississippi State University; Hejia Pan, Mississippi State University

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

to our upcoming research investigation into the use oftechnology to facilitate WTLTP in the technology-rich environment of an introductory pro-gramming course. The purpose of our future research direction is to thoroughly investigate howWTLTP can help students learn to program. We focus on understanding the impact of WTLTPinstruction on students’ programming development in comparison to students educated by tradi-tional programming pedagogy. We also plan to investigate how WTLTP may impact students’development as writers. Finally, we have planned data collection that will offer insight into “bestpractices” for effectively integrating WTLTP in classrooms. All of our research is driven by theoverarching research question: How can intermingled

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

British Columbia,and Engineering Communication Program at Simon Fraser University. This course would createan opportunity to address our own standards, disciplinary values and pedagogical practices. Thegoal was to promote a more inclusive use of communication that enables engineering students todraw upon their interest in engineering and their own communicative resources.The plan was to vertically integrate the two courses, APSC 176 and APSC 201, by movingintroductory modules and assignments from the second-year course to the first-year course. Thisintegration would lay a solid foundation for continuous instruction in communication throughoutthe four years of studies for the Bachelor of Applied Science degree. It is now offered as a three-credit

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

because of its size Denmark provides us with a kind of social laboratorywithin which to map out some of the responses that have been unfolding under Bologna. Thisbeing said, the institutional responses in Denmark are complicated enough to provide quiteinteresting things to report.The National Responses of DenmarkThe unique response of Denmark, along with the other Scandinavian countries, is partly due totheir social democratic traditions. While shortly after our visit there were student protests aroundthe planned reductions in government subsidy for students, historically Denmark has spent alarge percentage of its wealth on public education.9 Based on 2009 World Bank data, Denmarkspent 8.7% of its GDP on public education, as contrasted against

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

students who aremajoring in electrical engineering (EE) or mechanical engineering (ME) at the target institutions.The research questions that frame this investigation are as follows: RQ1. What exposure to social justice concepts have students had in their university courses prior to taking our Introduction to Feedback Control Systems (IFCS) course, which is required for both EE and ME majors? RQ2. How do students report their perceptions of control systems classes that explicitly include engineering and social justice units compared to similar classes that do not include social justice? RQ3. How does targeted social justice instruction impact student plans to pursue additional control systems courses and student ability to

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University; Jonathan Edward Pang, Stanford University; Sarah Salameh, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

members starting a chain of catalyticpositive changes in sanitation and hygiene.” This care statement aligns with her research onsustainable and equitable funding schemes for sanitation campaigns. But rather than developingengineering solutions or economic models, her focus is now on how to measure the impact ofsanitation interventions―an endeavor that could inform funding plans akin to social impactbonds.While in India, Sarah focused on sanitation and hygiene metrics specifically for the collaboratorsat ESI. She hopes to continue working with Dr. Hariharan to research metrics for socialimpact―unencumbered by any sense of obligation to build anything.Case study of Student B:When Devika arrived at the KGC, she had taken the course two years prior

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

theconclusion that engineers well deserve our “significantly higher” salaries? As I’m strugglingwith these thoughts the administrator answers my question for me: “Engineers are very important to our economy. Engineers create new companies, they create wealth, they create new jobs.”The “economic hero” rhetoric doesn’t land with me, and my reaction is personal. If engineersare very important because they create companies and “wealth”, then what is an engineerwhose primary concern isn’t economic growth? This is more than a philosophical point for me.My personal career plans not only take me away from service to “our economy” but put mesquarely in opposition to the values I’m hearing described by the one of the highest leveladministrators

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

like this were very uncommon, however. This could point to a missing link withrespect to developing a professional sense of social responsibility in engineers that could drawfrom the existing HSS influences that students reported. One student actually discussed howtheir humanities class influenced them negatively with respect to their views of engineering,saying: “Mostly the humanities, the engineering classes I took made me realize how irrelevant my major (mechanical engineering) is to making a difference in the world. I don't plan on using my major for anything in the future- planning on shifting my career path to the humanities/social sciences.”This response came from a female, senior engineering student who

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

. Page 26.609.5Team 1This team, composed of a number of highly motivated students, used strategies drawn frominside and outside of this classroom to produce a handful of different possible story scenarios.Most of the group began plotting the scene before the assignment had been formally introducedin the second studio class. Their enthusiasm actually impeded their process as their plans wereentrenched by the time they learnt that their poster was to be their primary creative source. As aresult, one team member who developed an entire storyline over the weekend was forced to letgo of his project when teammates argued that it did not align with the content of their poster.Despite the eventual rejection of his story, his systematic approach to story

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

educationprofessionals to improve delivery and assessment is ongoing, and processes to promotetransferability of research findings are under development.References: 1. American Society for Mechanical Engineering web site, accessed May 6, 2014: “Washington Policy Report May 2013.” 2. FEDERAL SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION 5-YEAR STR ATEGIC PLAN, A Report from the Committee on STEM Education National Science and Technology Council, May 2013 3. National Academy of Engineering (2014), Making a World of Difference, National Academies Press. 4. National Academy of Engineering, Grand Challenges for Engineering, www.engineeringchallenges.org, updated 9/2013. 5. Johnson, Steven (2012). Future Perfect

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

Civil Engineering Body ofKnowledge for the 21st Century outlines the outcomes that “define the knowledge, skills, andattitudes necessary to enter the practice of civil engineering at the professional level in the 21stcentury.”3 One of the professional outcomes listed is Communication; the document cites theneed for engineers to be able to “plan, compose, and integrate the verbal, written, virtual, andgraphical communication of a project to technical and non-technical audiences.”3In addition, ABET accredited universities are well versed in the necessity of teachingcommunication skills within their curriculum, since one of the required student outcomes is “anability to communicate effectively.”4 As mentioned above, the civil engineering

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

renderedvisible (e.g., “Given a -10 F night temperature, a 1500 calorie daily intake, and a 0.5 in thick coatworn by a homeless person, find the insulation material that will keep this person’s bodytemperature at 97 F throughout the night?”). Students could also identify alternate sources ofknowledge that would be useful to solving the larger homelessness problem “(e.g., social policy,urban planning, nutrition science, distributive economics)” [17]. Furthermore, they could identifywhat assumptions need to be challenged (e.g., what percentage of homeless people are adults vs.children, veterans vs. non-veterans, or how many actually own a coat that provides sufficientwarmth). Finally, students could contrast how their solutions would differ using only

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Prashant Rajan, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

both engineers and non- engineers to become members and work on “wickedproblems”, complex problems that are experienced as local manifestations of global trends. Suchwicked problems are contingent on multiple, interconnected factors manifest longitudinally atlocal, national and international levels (Gardner 2011). Global economic trends interrelated withlocal wages influence aggregate availability and consumption of resources including food,energy, water. Planning depends on local customs and, sociopolitical and legal institutions.Planet-scale environmental changes shape local climate and soil, affecting productivity andaccess to resources. In the interim, individuals and households experience the synchronic effectsof food, water and energy

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

Washington St. Louis at 8. Using Peer Review to Improve Students’ Writing. Gayle Morris Sweetland Center for Writing, University of Michigan at 9. How to Plan And Guide In-Class Peer Review Activities. The Teaching Center, University of Washington St. Louis at 10. White, A. The Elements of Graphic Design. 224 (Allworth Press, 2011).11. Tufte, E. Beautiful Evidence. 213 (Graphics Press, 2006).  Page 26.1707.12Appendix 1: Rubric used to evaluate capstone report figures Scoring Question 1 2 3

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; William A. Kitch, California State Polytechnic University, Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tori Rhoulac Smith, Howard University; John V. Tocco J.D., Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

inappropriately, but examining every word in context is too time- consuming for a large-scale study. For the results reported here, we compiled a list of 37 words that are often vague, absolute, unnecessary or inaccurate, based on previous analysis of student papers and faculty input. Occurrences of the words were examined in context. For example, you is accurate when referring to the reader (e.g. closing a technical memorandum to a client with It was a pleasure serving you) but inaccurate when it does not refer to the reader (e.g. Using the graph, you can calculate...). In the future, we plan to expand the list. (Other language features with other analyses are used in the project but are not included in this paper.) 3. Holistic

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

bylocal and global collective action. We recognize that the next generation of leaders will be taskedto develop responses to a wide set of wicked problems in a socially and environmentallyappropriate manner. Some of the most prominent wicked problems in the immediate future willinclude sustainable urban planning, alleviating climate change, and feeding the world, to name afew. Emergent leaders, many of whom are currently students within and outside of engineering,will be central to realizing a more sustainable world for future generations. Our goal as authors isto inspire these future leaders (our students) to become motivated to and confident in respondingto these wicked problems in a manner that is socially appropriate and environmentally

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

between the Navajo way of life, which is a holistic cycle of thinking,planning, living, and assuring/testing,119 and an engineering design process (ask, imagine, plan,create, improve120). Thus the structure of the project itself can be described and presented in away that carries cultural meaning for Navajo students.Further, design projects can be structured to blend culture and course material. In engineeringoutreach camps in the Navajo Nation, students were asked to write a story related to their culture(e.g., “Describe a day in the life of a Navajo middle school student”). Students then, learn theengineering design process and build a Rube Goldberg®-style chain reaction machine that tellsthe story they wrote. This not only helps the students

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

details the pilot study’s methodology and draws general conclusions based on thefindings.The pilot program discussed in this paper will be used to inform the performance of a moreextensive research study. Ultimately, it is anticipated that the full experiment’s results,recommendations, and subsequent discussion will advance the body of knowledge needed toequip current and future instructors with the nonverbal communication training and skills tosupplement their ability to quickly and accurately assess students in their classroom.The pilot study discussed herein and planned full study have been designed to approximatelyreplicate a previous study performed using K-12 teachers as the participants. No known priorattempts to generalize the study to a

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Golder, British Columbia Institute of Technology; Darlene B. Webb, British Columbia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

skills”, “know how to better engage the audience,”“learn by osmosis,” and plan their presentations for next year. Two respondents did notanswer this question, and one said he/she did not feel attending Idol would help themdevelop since he/she had “already been a finalist” in Idol in a previous year.E. Student perceptions of Idol competitorsAs with the faculty respondents, many student respondents felt that Idol participants werepassionate (5), knowledgeable (12), confident (5), willing to learn (1), and had used theirsocial skills to connect with the audience (4). Two students also mentioned that the Idolparticipants appeared to have a good sense of humor. In terms of knowledge, Idolparticipants were seen to “know more than their own project

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

engineeringscience requirements in higher education, but unlike the fundamentals-first approach, EiEstudents engage science content through a simple engineering design process. In this process,students are taught to iteratively “ask, imagine, plan, create, and improve” to meet the goal of arange of engineering design challenges.17 The design challenges in EiE work to engage studentsthrough real-world application of engineering design, often in cross-cultural contexts.Unit-by-unit, EiE students explore different science topics by applying engineering design toproblems that are contextualized in countries from Ghana to Denmark.18 In the physical science(iii

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

, directly or indirectly, any gift, payment or service of more than nominal value to or from those having business relationships with their employers or clients; 5. Assist and advise their employer or clients in anticipating the possible consequences, direct and indirect, immediate or remote, of the projects, work or plans of which they have knowledge. ARTICLE IVEngineers shall, in fulfilling their responsibilities to the community: 1. Protect the safety, health and welfare of the public and speak out against abuses in these areas affecting the public interest; 2. Contribute professional advice, as appropriate, to civic, charitable or other non-profit organizations; 3. Seek to