Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., Colorado School of Mines; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

education include service-learning, sustainable engi- neering, social responsibility, ethics, and diversity. c American Society for Engineering Education, 2017 Fourth Year Engineering Students’ Descriptions of the Importance of Improving Society Through their Engineering CareersAbstractAs engineering students graduate and enter the workforce, they gain significant responsibility forindividuals and society through their future decisions. Problematically, multiple recent studieshave shown that over their time in college, students tend to become more disengaged from theimpact of their work and their feelings of social responsibility decrease. The question explored inthis research was to determine the

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

Paper ID #18926Survey Development to Measure the Gap Between Student Awareness, Liter-acy, and Action to Address Human-caused Climate ChangeDr. Tripp Shealy, Virginia Tech Tripp Shealy is an assistant professor in the Charles E. Via, Jr. Department of Civil and Environmental Engineering and principal faculty member in the Myers-Lawson School of Construction at Virginia Tech. He received his doctorate from Clemson University. His research is broadly focuses on judgment and decision making for sustainable infrastructure. This includes education for sustainability, specifically, how student understanding and attitude towards

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College; Tess Edmonds, Olin College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

gradually increases thelevel of vulnerability required so as to ease students from a context where personal affectiveexperience is uncommon. Begin with low-risk Open Sentences that allow for various levels ofcomfort. To take a real-world example from a sustainable design class exploring the design ofenvironments, beginning with an Open Sentence such as, “A place that I loved as a child…” issafer than “When I look at the world today, what I find most heartbreaking is…” Along similarnotes, beginning a feedback session with an Open Sentence that prompts positive feedback isoften easier for students, and cultivates greater openness to then progress to sharing criticalfeedback, such as, “When I reflect upon my experience working on this team, I wish…”In

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

particular importance, since reflection is oftentimes new territoryfor engineering students [Arizona State University FG08, Bellevue College FG07, BellevueCollege FG10, Clarkson University FG01, all as cited in [14]]. Furthermore, there are indicationsthat a key factor in developing reflexive skills is the attitude towards and modeling of these skillsby mentors and faculty themselves [10][12]. Providing formative assessment on criticalreflection tasks seems to present an opportunity to model reflection for students [Georgia TechFG11, as cited in [14]].On a larger scale, Davis et al. [9], describe how multiple universities have used assessments ofreflection tasks to document ABET outcomes.It seems that the decision whether to assess or not assess a

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Mona Ghali, University of Toronto; Mike Klassen, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

university to employment represents a major transition with personal, economic,and societal implications. In recent years, the study of transitions has attracted renewed interest frompolicy makers and researchers in the light of changing labor market patterns, the diverse transitionpathways of young people, the transformation of professional knowledge, and an increasingdisjuncture between students’ academic training and the specific skillsets sought by employers [1, 2,3]. Yet very little is known about this transition in the field of engineering [4]. Most studiesconcentrate on the job readiness of engineering graduates [5, 6]. Fewer studies have explored howthe knowledge, skills, and experience that engineering students gain in university facilitate

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; David Adam Banks, University at Albany - SUNY

Tagged Divisions

Liberal Education/Engineering & Society

itself and not merely the summationof individuals’ behavior or will. In addition to our personal investments in PDI, we sought tointerview students from the program because it is the first and still one of only a handful ofundergraduate design programs housed within a social science department and coupled withstandard engineering curricula. We interpret the inclusion of social science in the PDI curriculumas an opportunity sample to explore issues of engineering and violence, given that social justiceand equity are already central to students’ studio experiences.While PDI is not officially an engineering program it is designed with the intent to couple withtraditional engineering curricula and is posited as a model for engineering education

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

its focus on resources and purpose, is in an even closerrelationship to later-career, more open-ended engineering problem-solving than to early-careerengineering experiences. To ensure that an arts problem-solving experience could be beneficialto engineering students in the short term as well as the long term, we must, then, examine andcompare the roles problem-solving plays in both engineering and the arts. c. The Role of Problem-Solving in EngineeringProblem-solving has a central role in engineering because engineering, in the final analysis, isabout design under constraint. To appreciate why ‘problem-solving’ is central to engineeringdesign, consider the relationship between engineering and science.There is an outgroup-homogeneity

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

’ problemsolving and decision making skills (CRLT, n.d.). The curricula in business, law and medicalschools have been based for decades on the analysis of real world cases; however, this has notbeen the case in engineering. We believe that what-if case studies of social and societal issueshave the potential to not only bring URM and women students into the engineering fold, butalso to make our mainstream engineering students more involved and intellectually morecurious about social issues.We need to provide a ready-to-use platform for such explorations at the university level. Itshould help nudge engineering faculty members and students to become more open tocollaboration with colleagues in liberal arts. This ‘platform’ at our university has been a multi

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Colin M. Gray, Purdue University; Denise McAllister Wilder NCIDQ, Purdue University; Terri S. Krause, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

: A Case StudyThe context of this case study is the development of a technology-focused, transdisciplinaryprogram at a large research-intensive Midwestern university. This program is part of a largerinitiative supported by the university to experiment with new educational approaches. The visionfor this initiative was to prepare students to succeed across their future career—which mayinclude jobs that do not exist today. A group of interested faculty fellows were charged withinvestigating new educational approaches that met the values of: (a) viewing the student as awhole person; (b) welcoming diversity and access for all; (c) student autonomy; (d) risk-takingas an important component to learning; and (e) openness fostered through sharing

Conference Session

Improving Presentation Skills Through Summer Research and Ambassador Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Joanna Dickert, Carnegie Mellon University; Nisha Shanmugaraj, Carnegie Mellon University ; Kevin G. Monahan, Carnegie Mellon University; Stephanie Wallach, Carnegie Mellon University; Jennifer Keating, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

skillsets in waysthat would be pertinent for cover letters, personal statements for graduate school, or ininterviews. Prior to the workshop, students were prompted to write a mini professional“snapshot” that summarized their personal and professional skills. In the workshop, studentspracticed delivering their snapshots orally to peers for feedback on novelty and clarity. Theworkshop was led by a faculty member in our college of humanities and social sciences whoteaches a course on strategies for communicating a public, professional ethos.Week 3. Workshop 3. “The Delivery: Novel Research Talks.” This workshop aimed toprepare students for their final “Speak Up!” activity: a public, three-minute research presentation(3MRP)--3 minutes, 3 slides max, 3