Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Sandra Ingram, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Liberal Education/Engineering & Society

specific to a first year Thermodynamics course, and aMechanical and Biosystems engineering program, demonstrate the aptitudes for lifelong learning.The analysis is guided by the research question that emerged from the data: What evidence ofstudents’ aptitudes for lifelong learning is found when students are encouraged to speak abouttheir learning experiences? The data are analyzed via hypothesis coding that was constructedusing the seven Dimensions of Learning Power from Deakin Crick et al.’s (2004) EffectiveLifelong Learning Inventory (ELLI)6, and the emergent codes of Becoming an engineer andAppreciation for lifelong learning. Through this pilot study, which has serendipitously emergedfrom these data, we propose to explore both the capacity and

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

clarifications as warranted. Mostly she took notes so that she could serveas a co-analyst of the transcripts and check the validity of the coding.We conducted one pilot study in March 2015 to refine the interview guide (see Appendix A) andthree focus groups during April 2015, after students had finished their senior projects.Participants in the pilot study shared majors and interests with those selected for the study, withone exception: pilot study participants were in their third year or first semester of their fourthyear of the engineering program and as such hadn’t experienced the same milestones as thosestudents participating in the study (fourth and fifth year engineering students). Pilot studyparticipants, for example, had yet to undertake their

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

industries and their social and environmentaleffects pose special ethical challenges for engineers seeking to work at the intersection ofcorporate interests, the welfare of communities, environmental sustainability, and professionalautonomy. Yet in interviews, practicing engineers routinely state that the most influentialtraining and mentorship in managing these competing demands takes place primarily on the job,after a student has graduated with an engineering degree. Our NSF-funded research project seeksto push back that training and mentorship to the undergraduate experience by introducingeducational innovations, informed by ethnographic research with practicing engineers. Thispaper reports on the preliminary results from a pilot project in a