Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #30323Teaching Ethical Photography to deepen Global Engineering CompetencyDr. Robert S Emmett, Virginia Tech Dr. Emmett serves as Assistant Director for Global Engagement in the College of Engineering at Virginia Tech. He is the author of Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (Uni

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

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Liberal Education/Engineering & Society

technical editor in the Department of Physics at the Uni- versity of Illinois at Urbana-Champaign. She has been teaching technical communications to upper-level undergraduate physics majors since 2000, and recently developed, with S. Lance Cooper, a graduate tech- nical writing course.Prof. John S Popovics, University of Illinois at Urbana - Champaign John Popovics is a Professor in the Civil and Environmental Engineering Department at the University of Illinois at Urbana-Champaign. He earned his B.S. and M.S. in Civil Engineering from Drexel University and his Ph.D. in Engineering Science and Mechanics from Penn State. His research interests include testing, sensing and imaging of infrastructure and geologic materials

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan H. Koontz, South Dakota School of Mines and Technology; Daniel F. Dolan, South Dakota School of Mines and Technology; Kimberly Karen Osberg, South Dakota School of Mines and Technology

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Liberal Education/Engineering & Society

. Atman and K. M. Bursic, “Verbal Protocol Analysis as a Method to Document Engineering Student Design Processes,” Journal of Engineering Education, pp. 121- 132, 1998.[2] C. J. Atman, R. S. Adams, M. E. Cardella, J. Turns, S. Mosborg and J. Saleem, “Engineering Design Processes: A Comparison of Students and Expert Practitioners,” Journal of Engineering Education, pp. 359-379, 2007.[3] C. J. Atman, M. E. Cardella, J. Turns and R. Adams, “Comparing freshman and senior engineering design processes: an in-depth follow-up study,” Design Studies, pp. 325- 357, July 2005.[4] G. Mathews, M. Zeidner and R. D. Roberts, Emotional Intelligence, Cambridge: The MIT Press, 2002.[5] R. S. Adams and C. J. Atman, “Cognitive Processes

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

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Diversity

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Liberal Education/Engineering & Society

-class, and homosexual men and women. Therewere some exceptions belonging to bisexuals in the same demographic groups. Largely, thistheme described older works (late 1990’s to early 2000’s), and this body of work constituted thefoundation of what researchers know about the experiences of the LGBTQIA+ community(D’Augelli, 1992; Dilley, 2002). Privileged members of the LGBT community are largely white,male, cisgender, and middle-class. Ongoing research on this group is likely enforced bysampling. As Renn (2010) mentioned, “there is no longer a gap in the literature” with regard toLGB research in higher education. This trend seems to be reflected in other disciplines. Renndid, however, mention that as of 2010, there was still a gap in the

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

technical audience. This provides an opportunity for instructors to discussthe differences between the two. Deliverables must include a quantitative diagram (sometimesdiscussed in class as an “engineering diagram”) of the design and a model with varyingparameters which shows the relationship between the components of the design. These diagramsand models must be used to demonstrate the problematic effect(s) of bias in the older design, aswell as the potential positive impact of the new ones proposed. Students will also have reflectivewriting prompts to complete after creating this deliverable.Preliminary resultsThis intervention design is being piloted in Spring 2020 across multiple class sections with acombined total of 91 students. Although the

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Stephen Campbell Rea, Colorado School of Mines; Qin Zhu, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

reflections on medical metaphors, engineering educators considered the ongoing ethicalwellness of a whole engineer—or even a whole engineering profession—rather than seeking toinoculate our students against taking dangerous or irresponsible action in the future or addressless-desirable habits they have already developed, what else might student engineers andengineering educators aspire to?REFERENCES[1] ABET, “Criteria for accrediting engineering programs effective for the evaluationsduring the 2018-2019 accreditation cycle,” Available:http://www.abet.org/accreditation/accreditationcriteria/criteria-for-accreditingengineering-programs-2018-2019/ [Accessed Feb 2, 2020].[2] M. A. Holsapple, D. D. Carpenter, J. A. Sutkus, C. J. Finelli, and T. S. Harding

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

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Liberal Education/Engineering & Society

Norback(jnorback.isye.gatech.edu) of Kay Neeley (neeley@virginia.edu). 8 References[1] Gianniny, O. A. (1995). A century of ASEE and liberal education (or how did we get here from there, and where does it all lead? 1995 American Society for Engineering Education Annual Conference Proceedings, Washington, DC: ASEE, 1995. Reproduced in D. F. Ollis, K.A. Neeley, & H.C. Luegenbiehl (Eds.), Liberal education for twenty-first century engineering: Responses to ABET/EC 200 Criteria. New York: Peter Lang, pp. 320-346.[2] Neeley, K.A. & Norback, J. S. (2016). Communication across

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Sheri Sheppard, Stanford University

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Diversity

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Liberal Education/Engineering & Society

demographic characteristics and college experiences across varying levels of parental educational attainment and family income level.A set of mutually exclusive groups was created based on respondents’ answers to questions aboutparental educational attainment. • No College – students for whom parent(s) did not finish high school or graduated high school, but did not attend college or complete any degrees. • Less than Associate’s Degree – students for whom at least one parent attended college, but did not complete a degree. • Less than Bachelor’s Degree – students for whom at least one parent completed an Associate’s degree, but did not complete a Bachelor’s degree. • Bachelor’s or Higher – students for whom at

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Lynch, Australian National University; Jeremy Ingle Smith, Australian National University

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Liberal Education/Engineering & Society

disasterassessments of infrastructure, establishing emergency relief camps including temporary shelter,energy and water, developing appropriate technologies, and providing sustainable and reliableaccess to improved health, economic opportunity and security [1]–[3]. Such efforts currentlyalign with internationally recognised frameworks including the Sphere Handbook, Charter andStandards, for short-term humanitarian response [4], the Sendai Framework, for disasterpreparedness [5], and the United Nations (UN) Sustainable Development Goals (SDGs),focusing on long-term development [6].This dedicated role for engineering began to be documented in the 1970’s, through work such asSmall is Beautiful [7], which captured concepts such as appropriate technology, and the

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicola W. Sochacka, University of Georgia; Christian Michael Culloty, University of Georgia; Jacob Hopkins; Julie R. Harrell, University of Georgia; Joachim Walther, University of Georgia

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Liberal Education/Engineering & Society

micro-narratives included above interpreted their stories onthis triad.In the SenseMaker analyst software, the original micro-narratives can be accessed by selectingeither a single or a group of dots. The text of the relevant micro-narratives is then shown besidethe triad. This functionality enables researchers and, most importantly, participants, to explorethe system of interest and identify patterns in the data.There are many patterns that can be identified across the multiple visualization outputs thatSenseMaker can generate (for more information we direct readers to [2 pp 7-8, 11]. Arguably themost powerful pattern, however, is the idea of identifying areas that indicate existing potential inthe system (see “adjacent possible[s]” in step 4

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

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Diversity

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Liberal Education/Engineering & Society

Mendenhallprovided feedback on the interview protocol. The authors wish to acknowledge Nicole Jacksonfor scheduling and conducting interviews. Lastly, the authors wish to thank the studentparticipants for sharing their experiences.References[1] E. Godfrey and L. Parker, "Mapping the cultural landscape in engineering education," Journal of Engineering Education, vol. 99, pp. 5-22, 2010.[2] E. Godfrey, "Cultures within cultures: Welcoming or unwelcoming for women?," American Society of Engineering Education Conference Proceedings, 2007.[3] C. E. Foor, S. E. Walden, and D. A. Trytten, "“I wish that I belonged more in this whole engineering group:” Achieving individual diversity," Journal of Engineering Education, vol. 96, pp

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Joanna K. Garner, Old Dominion University; Kaitlyn Pigeon, Pennsylvania State University

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Liberal Education/Engineering & Society

%Purpose of title in a technical document is to describe the document's scope  26  20% Strategy of writing the summary last 22 17%Importance of understanding audience(s) in a technical document 19 15% The same students enrolled in the third-year engineering writing course were surveyed inthe same fashion for the films about writing emails. As shown in Table 2, the top responses forwhat in the films surprised the students the most were as follows: how the first paragraph shouldstate the purpose of the email, expectations for an effective subject line (which parallels theresponse for titles in reports), how to

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shehla Arif, University of Mount Union

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Diversity

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Liberal Education/Engineering & Society

,” International Political Sociology, vol. 10, no. 4, pp. 332-351, 2016.[5] S. J. Davis, K. Caldeira, and H. D. Matthews, “Future CO2 emissions and climate change from existing energy infrastructure,” Science, vol. 329, no. 5997, pp. 1330-1333, 2010.[4] J. Currie, M. Greenstone, and K. Meckel, “Hydraulic fracturing and infant health: New evidence from Pennsylvania,” Science Advances, vol. 3, no. 12, 1603021. 2017.[5] F. Caiazzo, A. Ashok, I. A. Waitz, S. H. L. Yim, and S. R. H. Barrett, “Air pollution and early deaths in the United States. Part I: Quantifying the impact of major sectors in 2005,” Atmospheric Environment, vol. 79, pp. 198-208, 2013.[6] I. C. Dedoussi and S. R. H. Barrett, “Air pollution and early deaths in the

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

students “to disengage fromlearning situations” or to commit only to “the minimum amount of work that is needed to just getby” [13]. In view of these challenges, Ambrose and her colleagues recommend several strategiesdesigned “to increase the value that students place on the goals and activities” of a course [13].Among them are connecting course materials to “issues that are important to students” and to“real-world event[s]” and the needs of “an actual client in the community” [13]. Common tothese strategies is an emphasis on the real (or at least the simulation of reality). Reality conveysrelevance, which in turn persuades students that a course is worth the investment of time andresources required to facilitate deep learning. It would

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Balakrishnan, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Priya Subra Mani

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Liberal Education/Engineering & Society

. Jillian Seniuk Cicek, University of Manitoba Dr. Jillian Seniuk Cicek is an Assistant Professor in the Centre for Engineering Professional Practice and Engineering Education at the University of Manitoba, in Winnipeg, Canada. She teaches professional communication, engineering education research, and career design courses. Her areas of investigation include Indigenous methodologies and approaches to research and education; student culture, diversity, perspectives, identity, and learning; program evaluation; outcomes-based teaching and assessment; engi- neering competencies; instructor pedagogical practices and belief-systems; and epistemologies.Prof. Priya Subra Mani Dr. Priya S. Mani is an Associate Professor in the

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego

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Liberal Education/Engineering & Society

traditionallyconsidered more transitive in nature, such as nursing students. Performing this activity withnursing students could help to bolster our findings as we would expect to see a higher proportionof nursing students use transitive action-statements.References[1] E. A. Cech, "The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices," in Engineering Education for Social Justice, J. Lucena Ed. Dordrecht: Springer, 2013, pp. 67-84.[2] E. A. Cech, "Culture of disengagement in engineering education?," Science, Technology, & Human Values, vol. 39, no. 1, pp. 42-72, 2014.[3] G. S. Aikenhead and O. J. Jegede, "Cross‐cultural science education: A

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette; Thomas A. De Pree, Bucknell University; Rafael Julián Burgos-Mirabal, University of Massachusetts- Amherst

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Diversity

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Liberal Education/Engineering & Society

modalities of governance as operatingsimultaneously, and sometimes in tension. This is compatible with the ecological and systemsoriented perspective from which we chose to study engineering education governance. Giventhat this is a work in progress, where we seek to develop our ideas in dialogue with our audience,we will close the paper with these sparse concluding remarks. We welcome all those who readthis paper to send us your thoughts (and any case studies that you are willing to share with us) byemailing any of the authors starting with the project PIs: akeraa@rpi.edu, rac039@rpi.edu,riley@purdue.edu.References[1] Akera, A., Appelhans, S., Cheville, A., De Pree, T., Fatehiboroujeni, S., Karlin, J., Riley, D.M., ABET & engineering

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

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Diversity

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Liberal Education/Engineering & Society

Life History in a Social Science Perspective. Gainesville, FL: University of Florida Press, 1989.[20] D. J. Clandinin and F. M. Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000.[21] F. M. Connelly and D. J. Clandinin, Teachers as Curriculum Planners: Narratives of Experience. New York: Teachers College Press, Columbia University, 1988.[22] J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 2nd ed. Upper Saddle River, NJ: Pearson, 2005.[23] P. B. Myers and K. D. Myers, Myers-Briggs Type Indicators. Palo Alto, CA: Consulting Psychologists Press, Inc, 1998.[24] A. S. Denzer and K. E. Hedges, “From CAD to

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

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Diversity

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Liberal Education/Engineering & Society

asystematic review of literature on the impact(s) of involving undergraduates in engineeringoutreach with a particular focus on studies that report on the impact on the undergraduatestudents. Supporting this effort is the NSF EArly-concept Grant for Exploratory Research(EAGER) program.Introduction In response to the need to increase interest and persistence in STEM careers, manyuniversities have created organized outreach initiatives. Engineering outreach by undergraduatestudents takes different forms but can include leading summer camps, teaching afterschoolprograms, conducting classroom presentations, and hosting engineering fairs and competitionson colleges campuses. The focus of evaluation efforts for K-12 outreach programs is typically

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristine Horvat, University of New Haven; Judy Randi, University of New Haven

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Liberal Education/Engineering & Society

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelly J. Cross, University of Nevada, Reno; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

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Diversity

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Liberal Education/Engineering & Society

Institute of Medicine, Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, D.C.: The National Academies Press, 2011.[2] B. M. Ferdman. (2013, 1 December 2015). Diversity at work: the practice of inclusion in diverse organizations.[3] Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1-24.[4] Cech, E. A., & Rothwell, W. R. (2018). LGBTQ Inequality in Engineering Education. Journal of Engineering Education, 107(4), 583-610.[5] Patridge, E. V., Barthelemy, R. S., & Rankin, S. R. (2014). Factors impacting the academic

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Taylor, Iowa State University; Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo

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Liberal Education/Engineering & Society

: Chapter 1: Anthropology and Development: Challenges for the Twenty-First Century [21] Reading: Chapter 1: Freedom as Development [22]3-4 Goal 6 - Clean Water and Project: group work on case study Sanitation Writing: individual reflection on intersectionality of chosen SDG, Goal 6 and the project Guest lecture and discussion: lecture on inequality and health from professor in Social Sciences Department Reading: supplementary reading(s) determined by guest lecturer5-6 Goal 13 - Climate

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Helen Carlson P.E., Merrimack College; Catherine Woodworth Wong, Merrimack College

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Liberal Education/Engineering & Society

Education, vol. 11, no. 2, pp. 153-163, 2007.[2] B. R. Cohen, J. S. Rossmann and K. S. Bernhardt, "Introducing engineering as a socio- technical process," in ASEE Annual Conference and Exposition Proceedings, Indianapolis, IN, 2014.[3] J. E. Mills and D. F. Treagust, "Engineering education - Is problem-based or project-based learning the answer," Australasian Journal of Engineering Education, vol 3, no. 2, pp. 2- 16, 2003[4] M. Taks, P. Tynjala and H. Kukemelk, "Engineering students' conceptions of entrepreneurial learning as part of their education," European Journal of Engineering Education, vol. 41, no. 1, pp. 53-69, 2016.[5] J. L. Bishop and M. A. Verleger, "The flipped classroom: A survey of the research," in ASEE Annual

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

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Diversity

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Liberal Education/Engineering & Society

techniques to diverse audiences.In short, after completing the course, students should be able to understand the economicimplications of various courses of action.The course has been taught as a fairly traditional course on engineering economics, using astandard textbook. The learning activities and format for the course have varied depending on theinstructor. The instructor who taught the course in Spring 2019 used a traditionallecture/homework format. In other recent semesters, the instructor has designed a partially“flipped” format. In this format, to prepare for class meetings students are asked to read one ormore sections of the textbook, watch one or more short video clips, and attempt 1-3 problemsbased on the concepts in the reading(s

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Lachney, Michigan State University; Madison C. Allen, Michigan State University ; Briana P. Green, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

might social classshape FLL teams’ preparations and performances? Future work could compare FLL teams fromcommunities that represent different socioeconomic conditions. What is more, studying FLLteams from different racial and ethnic communities might help us think about culturally respon-sive robotics education. How might FLL teams engage with identities, heritages, families, andother local community assets as sources of socio-technical innovation to support their achieve-ment at FLL competitions? These questions suggest that there is much work to be done by criti-cal engineering researchers and pedagogues on the social, economic, and cultural factors thatshape pre-college robotics competitions.References 1. S. Papert, The Children’s Machine

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

“softness” ofhumanities into the “hard core” engineering practice. My daily practice is that of being “another”– that uncomfortable state of continuous non-belonging: in a space replete with battlefieldanalogies and metaphors, I am a healer, a joy seeker, and an advocate.The analysis below uses color font to indicate which author (Vanasupa (V), Schlemer (S), orZastavker (Z)) is writing. We also preserve the students’ voice by using their chosenpseudonyms. ISIM refers to the course, Introduction to Sensing, Instrumentation andMeasurement.Reflective analysis of student responsesV: In terms of the focus group responses, I guess it wasn’t surprising to me that the visual layoutwas the first thing that students noticed. What was a bit surprising was the

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

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Liberal Education/Engineering & Society

Communication Program at the University ofWashington, including: Tina Loucks-Jaret, Lisa Owen, Kate Mobrand, Mary-Colleen Jenkins,Chris Wrenn, Tamara Neely, and Kevin Shi.References 1. Ambrose, S. A. (2013). Undergraduate engineering curriculum: The ultimate design challenge. The Bridge: Linking Engineering and Society, 43(2). 2. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass. 3. Kaplan, M., Silver, N., LaVaque-Manty, D., & Meizlish, D. (Eds.). (2013). Using Metacognition and Reflection to Improve Student Learning. Sterling, VA: Stylus Publishing. 4. National Research Council (NRC). (2000). How People Learn: Brain, Mind

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Goldschneider, Virginia Polytechnic Institute & State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jennifer M. Case, Virginia Polytechnic Institute & State University

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Diversity

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Liberal Education/Engineering & Society

. Res., pp. 311–334, 2015.[3] K. Shaaban, “Investigating the reasons for choosing a major among the engineering students in Qatar,” in 2016 IEEE Global Engineering Education Conference (EDUCON), 2016, pp. 57–61.[4] L. A. Phelps, E. M. Camburn, and S. Min, “Choosing STEM college majors: Exploring the role of pre-college engineering courses,” J. Pre-College Eng. Educ. Res., vol. 8, no. 1, pp. 1–24, 2018.[5] T. M. Freeman, L. H. Anderman, and J. M. Jensen, “Sense of belonging in college freshmen at the classroom and campus levels,” J. Exp. Educ., vol. 75, no. 3, pp. 203–220, 2007.[6] O. Pierrakos, N. A. Curtis, and R. D. Anderson, “How salient is the identity of engineering students?,” in 2016

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #30335The Challenge of Preparing iGen Students for Engineering and ComputerScienceDr. Kenneth W. Van Treuren, Baylor University Ken Van Treuren is an Associate Professor in the Department of Engineering at Baylor University. He received his B. S. in Aeronautical Engineering from the USAF Academy in Colorado Springs, Colorado and his M. S. in Engineering from Princeton University in Princeton, New Jersey. After serving as USAF pilot in KC-135 and KC-10 aircraft, he completed his DPhil in Engineering Sciences at the University of Oxford, United Kingdom and returned to the USAF Academy to teach heat transfer and