Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #23301Peer Review and Reflection in Engineering Labs: Writing to Learn and Learn-ing to WriteDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program, and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutioniz- ing Engineering Departments project. She was selected as a

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean M. Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Rucha Joshi, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

reflect upon and assess diversity and inclusion efforts within ECE [2].To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or pastundergraduate ECE students. With nearly 40 percent of the undergraduate ECE studentsidentifying as international students, such a significant international population posestremendous learning opportunities as well as challenges related to diversity and inclusion. Thus,formal efforts within ECE have been made to bridge cultural differences, develop interculturalcompetencies, and promote inclusion of internationally and domestically diverse ECE members.However, these efforts have met with mixed results. Our analysis of the interview data suggeststhat these efforts often were not

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

of the collaboration. The authors aimed to demonstrate to thecampus that there were educational benefits to increasing the number of these types of courses.The Experiential-Learning, Crossover Activity The authors developed a series of common assignments used in both courses that woulddemonstrate these common themes from both the nanotechnology and science fictionperspectives. The crossover activity involved interdisciplinary, interactive, and collaborativelearning. Faculty knew from students’ written reflections on the crossover activity, that it had animpact on their experience. Although the faculty saw anecdotal evidence of its value, it wasunknown if the crossover activity improved student mastery of course outcomes. The

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha D. Mallette P.E., Oregon State University; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Liberal Education/Engineering & Society

evidence-based conceptsand practices, the activities were designed to be directly relevant to the course material, designedto enrich, not simply amend, course content. All efforts were based upon a conceptualframework for teamwork knowledge, skills and functionality that moves the knowledge ofteamwork into the practice of teamwork. The aim is for students to develop sustained practices incommunication, inclusion, self-reflection, conflict management and team norming. Here wereport progress of our efforts in the senior year, including discussion of assessment data, and endwith a brief view towards the longer-range goal of stretching the teaming instruction across thefour-year programs.Keywords: Teamwork, Engineering, Evidence-based

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

paper draws on a qualitative dataset of student responses to biweekly “reflection questions”integrated into routine course activity in a pilot implementation of a Wright State-likeEngineering Mathematics course. Alongside auto-ethnographic data from the course instructorand coordinator, this dataset illustrates the transformations involved in the scale-making process,and enables tracing the consequences of these transformations for the identities of people andsocial collectives involved in the course.IntroductionThis paper reports on the results of a study of an implementation of the Wright State Model forEngineering Mathematics at one university. Consistent with the LEES call for proposals, weadopt a human science theoretical approach to the

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Mary Jane Szabo, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. ● Principle 3 promotes varying activities that increase interest and self-regulation. For example, integrating weekly reflective writing prompts.Studies suggest that incorporating these principles into course design increases learning andengagement for all students [5, 6]. Despite these wide-ranging benefits, research about implementing UDL in science,technology, engineering, and mathematics (STEM) fields primarily focuses on accessibility,including the use of technology accommodations, due to Americans with Disabilities Act (ADA)and Web Content Accessibility (WCAG) requirements for online learning environments [7].From the ASEE archive, one paper authored by Monemi, Pan, & Varnado (2009) suggested theuse of UDL for course design

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Toluwalogo Odumosu, University of Virginia; Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia; Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Sharon Tsai-hsuan Ku, University of Virginia; Rosalyn W. Berne, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

minority students interviewed “believedthat teachers perceive white and Asian students to be smart[er] and hence more likely to excel inCS classes. Such perception of the faculty prevented minority students from asking questions inclass or approaching the faculty for help.” (p. 131)Additionally, Redmond’s [8] case study – in which they re-structured Stanford’s computerscience department to become more inclusive – found that one of the largest impacts on a womanmaintaining interest in computer science is how early she took her introductory computingcoursework. Thus, if women and minorities are mandated to take these introductory coursesearlier in their undergraduate curriculum, retention rates would likely increase. This sentimentwas reflected

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

passiveobserver or blaming circumstance doesn’t help one’s situation and that shying away fromchallenges (avoidant-performance orientation) won’t lead to growth. This section was alsointended for students to reflect and think critically about their current mindset and approach tolearning, and identify areas where they can improve. This section supports the notion that onecan change their mindset by highlighting scientific evidence from the fields of neuroplasticityand epigenetics. The inner engineering section relates closely to the ideas of mindfulness. It highlightedthe importance of closely monitoring one’s thoughts, emotions, and physical sensations throughmetacognitive monitoring. The researcher discussed how prevalent the mind wandering

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

examples to illustrate those points, and including encouragement to balance thecriticism. Rubrics can also reflect this perspective by putting more emphasis on higher-levelskills such as rhetorical effectiveness (consideration of audience, purpose and context), logicalorganization, thoughtful selection and summarizing of references, appropriate tone and balance,effective use of language, and persuasive argument [33].Research on writing in the disciplines has documented the centrality and diversity of specificgenres [20], [34]–[37]. Genre is a concept that defies simple definition, but for the purposes ofthis paper, it can be considered a type of writing, encompassing the typical audiences, purposes,style conventions, writing practices, and

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

and focused motivational strategies [10]. These validated instructionaltheories and their assessment techniques offer a means to frame this project in the broadercontext of the student experience in University of Virginia, while delving more deeply into theclassroom setting.2.1 Background: Course Context The course that is the object of study at University of Virginia is a non-technical, introductorycourse, required for graduation by all undergraduate engineers. The course’s learning objectivesinclude, “To be true professionals, engineers need to have a sense of how people design andinvent technology, how intentions reflect the needs and wishes of a society, and how inventionsdiffuse through a culture. Without a thoughtful sense of

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

outcomes were formulated.By the end of the course students are expected to: • Be better prepared for meaningful involvement with a rapidly changing world characterized by diverse individual perspectives, globalization and multi-cultural interactions, and scientific/technological innovation. • Have taken advantage of opportunities to build and enhance abilities to understand the social and natural worlds around them; to analyze, evaluate, and integrate the information available; and to synthesize and communicate thought effectively. • Have enhanced their intellectual and academic development by exposure to knowledge, concepts, and/or experiences that reflect different cultural frames of reference

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Dan Ewert, Anderson Industries; Ronald R. Ulseth, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

, which opens up questions about howto determine what amounts to a “good” concept map. This is particularly evident when student-generated concept maps cannot be analyzed against an absolute target,. Further, without theability to define hierarchies of key concept to sub-concept in dynamic socio-technical systems,there is a challenge to assess the orientation of knowledge acquisition for students [3], [4]. Thisresearch considers traditional scoring of concept maps that tend to emphasize node andconnection quantity [5] (i.e., the number of concepts expressed), which might be problematic forliberal arts courses demanding engineering students critically reflect and rethink their priorassumptions and heuristics about the relationship between

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society

Results of a Spreadsheet Tool,” is the first recorded use of “empathy” in theDesign in Engineering Education Division (DEED) of ASEE [17]. Like many of itspredecessors, Eggert’s paper only mentions “empathy” once when describingprofessionals’ interpersonal style, which includes “empathy, tolerance, honesty, trust, andpersonal integrity” [17]. As part of a person’s “style,” empathy is considered apsychological trait, one that reflects an engineering designer’s personality. The concept “empathic design,” coined by Leonard and Rayport, had gainedprominence prior to its presence in engineering education [18]. The first reference to“empathic design” in DEED appeared in 2011. Titus and colleagues called empathicdesign “the ideal form” of human

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

University B, focuses on group work and project-based learning.Possible interventions in socio technical thinking for this course include: • Design two workshops focusing on sociotechnical thinking to help guide students through their course projects. • Challenge students throughout the semester with design constraints that foster sociotechnical thinking. • Require students to keep reflection logs that document their technical and social reasoning, including for final projects. • Structure grading to reflect the importance of sociotechnical thinking.Sociotechnical Survey DevelopmentThe primary focus of this paper is the development of our survey instrument, which is designedto measure students’ sociotechnical thinking

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

thepassion these students found in their project, even though it was not hands-on, led them to amuch deeper and expanded understanding of their potential responsibilities as engineers in thefuture. Most students shied away from describe their work as contributing to social justice as itwas too politically charged and ambiguous. Some had taken an Engineering and Social Justicecourse, so the term came up, but was not actively used with a broad audience in their finalpresentations.Progress to dateEach PBL intervention has preliminary indications, anecdotal and through reflections, thatstudents were able to consider social responsibility and social justice issues in context withengineering problems in both technical and non-technical offerings.In the

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Bercich, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; James Mayhew, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

other words, thresholdconcepts support the goals of interdisciplinarity and portability by giving instructors and studentsa common language for identifying and building communication skills.In the sections that follow, we first describe the process we used to map TC across thecurriculum, including soliciting feedback from faculty about how well the flowchart reflects thepractices and goals of the department. Then, using memos as a test case, we suggest thresholdconcepts that could be used to scaffold memo writing across the curriculum. This test casedemonstrates the potential applications of the flowchart and threshold concepts to theinterdisciplinary teaching of TC. Finally, we outline the next steps for implementation with thegoal of

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha A. Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

, therelationship of the stakeholder with infrastructure, and if they thought the stakeholder would bein favor, against, or unsure of adopting EVs. Instructors followed the student activity with adiscussion of the results. After class, the students had to reflect on the activity through an onlinequestionnaire (Table 2). Instructors led Day 2 with a short introduction to autonomous vehicles (AVs) and thestatus of the technology. Students were asked to answer four questions individually so that theycould start the thought process. Students were then placed in groups of 3-5 where they discussedtheir individual answers with each other. After this short discussion, students were instructed toread two articles that described several social issues related

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jared David Berezin, Massachusetts Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

that the metaphors we speak reflect the “metaphors we live by” (i.e. howwe formulate thoughts and perform actions) has become the dominant thinking among cognitivescientists, linguists, psychologists, philosophers, literary critics, and composition and rhetoricscholars [3], [23]–[26]. Indeed the understanding of metaphor as more than an aesthetic tool canbe traced back to Aristotle, who remarked in Rhetoric, “Midway between the unintelligible andthe commonplace, it is metaphor which most produces knowledge” [27] ctd. in [26].In the seminal book, Metaphors We Live By, cognitive linguist George Lakoff and philosopherMark Johnson describe “conceptual metaphors” that are so embedded in our culture andconsciousness that they are “reflected in our

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

principlespreviously identified. Finally, my experience directing an interdisciplinary design program, Iconclude the analysis by reflecting on the extent to which the tensions identified are trulyincommensurable and, where they are not, describe opportunities for meeting in the middle.Background:5 Easy Steps to Design Creativity and Other Myths of Engineering Education ReformAs Director of Rensselaer’s Programs in Design and Innovation (PDI), I frequently receiveinvitations by course instructors and program administrators to present one or another form of a“Design Creativity” session to engineering students, faculty, and researchers. I elaborate brieflyon the structure and culture of PDI toward the end of the paper, but at this point it is important toshare

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of California, Davis; Jiahui Tan, University of California, Davis; Michael Raymond Gonzalez, University of California, Davis; Amanda Modell, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

many individuals with different values and motivational orientations, what are some promising evidence-supported avenues to increase students’ motivations through intrinsic and extrinsic modes?About this workThis work is part of a broader study that examines student motivations in engineering writingclasses. At present, the body of actionable research on student motivation in engineering writingcourses is limited. In absence of such research, teaching designs are likely to be based oncommon assumptions about our students, some of which no longer reflect today’s engineeringstudents and most of which approximate diverse classrooms to a single homogenousmotivational profile. Thus the purpose of this work is to begin to provide

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Judy Randi, University of New Haven; Ronald S. Harichandran, University of New Haven; Joseph A. Levert P.E., University of New Haven; Bijan Karimi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

about the company’s expectations for the project.In a simulated “revise and resubmit” process, teams revised their proposals and submitted a finalversion to course instructors. All teams made extensive revisions. Table 1 shows the number andtypes of revisions made by each team. The increase in word count reflects the level of detailadded to the proposal, in response to feedback from reviewers. The least number of revisionswere “moves” (reorganization), possibly because the Proposal Design Guidelines outlined anddescribed the content of each section in detail. The number of insertions and deletions reflect themanner in which teams tended to work. Most teams revised section by section, deletingunnecessary or inappropriate information and

Conference Session

Panel: Embedding Writing in Experiential Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Debbie Morrow, Grand Valley State University; Tracy Volz, Rice University; Ann Saterbak, Duke University; Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb, California State Polytechnic University, Pomona; William A. Kitch, Angelo State University

Tagged Divisions

Liberal Education/Engineering & Society

technical writing through the use of laboratoryreports or term papers. These types of writing are able to highlight the technical writing style butoften lack the context of the professional work environment and its most common reasons forcommunication. Many employers within the co-op program at Grand Valley State Universityhave indicated that students could benefit from additional experience communicating their ideasin writing when proposing or justifying a project or change.In this case study, several members of a small curriculum development team reflect on theaffordances and constraints imposed by the decision to develop the academic component of onerequired co-op employment term (specifically the second of three) into a writing-intensive

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katharine E. Miller, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University, West Lafayette; Danielle Corple, Purdue University; Megan Kenny Feister, California State University, Channel Islands

Tagged Divisions

Liberal Education/Engineering & Society

team’sproject partner was prioritized as the primary stakeholder. However, students clearly consideredother additional stakeholders in reflecting on who the project was being design for or impactingon some level, and this in general related to the aforementioned feeling of responsibility as anengineer.From a collective standpoint, when asked to further describe the team interactions specificallythroughout the design process, Samantha discussed the difference between previous groupexperiences with her team: You just need to have teamwork skills in each team that you are involved in. The difference is just the project that you’re working on, that you serve the community, so you need to ensure that your team is working on that. You are

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Louis S. Nadelson, Colorado Mesa University; Jana Bouwma-Gearhart; Katherine L. Youmans, Utah State University; Sarah Lanci, Colorado Mesa University; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn Waugaman, University of Colorado Boulder; Janet Y Tsai, University of Colorado, Boulder; Malinda S Zarske, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

1, though this may be skewed by the phrasing of the question. 1.6 1.4 1.2 1.0 0.8 0.6 0.4 0.2 0.0-0.2 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Class 1 (n=15) Class 2 (n=16) Class 3 (n=26) Class 5 (n=16) Figure 2: Pre-survey results by class.Table 4: Questions that correlate with Figure 2. Note that Q2 and Q5 are reversed: “positive” responses reflect disagreement with statement to maintain consistency in Figure 2. # Question 1 I want to learn as much as possible in this class. 2 I want to do as little work as possible in this class. (REVERSED) 3 In a class like this, I prefer course

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Liberal Education/Engineering & Society

-learned”.Detailed description of pilot course syllabusThe monograph Science and Diplomacy: A New Dimension of International Relations [13] wasused as the primary text for the course. One benefit of a text translated from French is that theexamples and the perspective are offered based upon science diplomacy as practiced by France.This varies considerably from the approach to science diplomacy as practiced by the UnitedStates (i.e., as reflected in the material published by AAAS, [33]), and it also varies considerablyfrom the approach to science diplomacy as practiced by the United Kingdom (i.e., as reflected inthe material published by The Royal Society, [2]). One drawback of a text translated fromFrench is poor translation in various places