Displaying all 7 results
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara E. Lego, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, ethics, and respect that directly impact their future successwithin their careers [13]. In fact, there is a growing awareness that, in addition to application oftechnical knowledge, capstone courses’ primary efficacy is their role in allowing students tohone and practice teamwork skills while simultaneously fostering proficiency in other non-technical areas like independent learning and critical thinking [14]-[15]. In a 2021 studysurveying 489 companies who employed engineers, Hirudayaraj et. al. [16] found that, of 26“soft” skills linked to career success, industry firms rated entry level engineers as beingproficient in only two of them (“global and cultural awareness” and “social responsibility”). In
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-changing digital landscape are needed. Workforce development and shortages are significantwith needs for talent at all levels. For engineers in particular, workers need to be able utilize andadvance technology, excel in the interdisciplinary nature of complex engineering problems,within interconnected digital spaces, make decisions, and be versed in ‘soft skills’ required forcollaboration and communication.Traditionally, undergraduate and graduate engineering education has been siloed according todisciplinary departments. Students navigate their education through a series of courses intendedto prepare them via methods and tools that define the discipline. This approach is based largelyon 20th-century needs. While team-based and project-based
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 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; Bryce Fledderman, University of San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
by the Accreditation Board for Engineering and Technology (ABET),which, in its most recent manifestation, cunningly integrates societal context and professionalskills throughout its technical objectives. The new ABET Student Outcomes 1-7 renderengineering programs unable to decouple technical skills from what are commonly (and oftendisdainfully) referred to as “soft skills.” Our program, and specifically the course discussed inthis study, embrace the integration of the liberal arts into engineering and purposefully frametechnical engineering content by its broader social context, as well as take a humanisticapproach to engineering by orienting the core of our program around social justice [1, 2].Much of the literature tying engineering
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Critical Conversations on Being Valued
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
Engineering at York University, Canada. Before beginning his academic career, Dr. Czekanski worked for over 10 years in the automotive sector. Dr. Czekanski attention is dedicated to newly established Lassonde School of Engineering (York). He devotes his efforts towards the enrichment of Renaissance Engineering program by including interdisciplinary learning, industry collaboration and designing for positive social impact which contributes to the uniqueness of York’s engineering program. As an active participant in the establishment of the undergraduate and graduate Mechanical Engineering programs, his attention is devoted to providing students with both experiential learning and soft skills
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
make sure that I'm leading a great example.The three participants shared many stories testifying to their resilience and persistence in the faceof many personal and academic challenges, some of which were even beyond their control.However, they kept a growth mindset while dealing with those challenges, endured times ofuncertainty and turbulence, and maintained hope and faith. They depended on their intellectualastute and bicultural adaptability and utilized pragmatic and creative problem-solving skills andother soft skills, which are often considered as lacking among typical engineering students. Mostimportantly, they showed an unwavering commitment to their engineering career andprofessional success. For example, Calvin admitted that he had a