Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

could influence students to change their majorout of engineering were explored.The required courses that were primarily indicated by students to impact their understanding ofthe ‘impact of engineering on society’ (for ABET outcomes assessment) and ‘socialresponsibility’18 are highlighted in Table 7. All four majors at this institution require students totake a first-year projects course; across the many sections of the course, some of these projectsmay be service-learning (S-L), others are community contextualized, and some are purelytechnical exercises (like a Rube Goldberg machine).26 Additional introductory courses to themajor required in the first semester for architectural, civil, and environmental engineeringstudents contain an emphasis

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene Erickson, Colorado School of Mines; Alyssa Miranda Boll, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

administration was to gather initial datathat would describe students’ sociotechnical thinking before receiving instruction that addressesor develops their understanding of this concept. In the future, we will use this instrument tomeasure how students’ sociotechnical thinking changes from before to after the in-classintervention(s). A primary contribution of the current paper is understanding what engineeringstudents know intuitively or based on prior experiences about sociotechnical thinking. That is,this survey data provides a snapshot of students’ prior knowledge and assumptions onsociotechnical thinking and associated engineering habits of mind. Additionally, the inclusion oftwo universities and courses at multiple education levels supports a

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

students about various stakeholders, asdesign projects often require students to think beyond the product and to pay attention to thepeople: users, suppliers, manufacturers, regulators, and so forth. P1’s Design Clinic team workedon improving a ceramic water filter for households in Nepal. P1 and her teammates travelled toNepal, talked to engineers, NGO workers, potters, and went into local residents’ families to seehow the existing water filters were used. “Users” is one of the key concepts emphasized in thefirst DIS studio course. In order to design an environmentally friendly replacement for plasticbags, students went out to interview customers in grocery stores about their shopping habits. Foranother project aiming at improving education

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Michael Alley, Pennsylvania State University - University Park; Christine Haas, Engineering Ambassadors Network; Avi Kaplan, Temple University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

development work on participants’ role identities aspresenters and engineering ambassadors Participant Comment about Presentation Development Primary RI Component(s) Alex “We sat through a presentation on public speaking…and how AP, Presenter we organize a presentation that was great. I really loved that because that gave me a new perspective on formatting a presentation that can get the topic across to the audience without distracting or boring them.” “I felt a lot more confident in my presentation skills to be SP, Presenter honest. I feel

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Arlene Ann Russell; Warren N. Waggenspack Jr., Louisiana State University; Chester G. Wilmot, Louisiana State University; Boz Bowles, Louisiana State University; David R. Voltmer, Rose-Hulman Institute of Technology; W. Todd Monroe, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Dianne Raubenheimer, Meredith College

Tagged Divisions

Liberal Education/Engineering & Society

have already been developed. The primary objectives of thisproject grant follow: • Create an enhanced version of CPRTM (Version 5), both to allow for the input and review of visual and oral (video) components by students and also to permit the expansion of this functionality to the 2500 assignments that have already been developed by the 100’s of faculty in the 950 institutions who have current CPR accounts on the UCLA server. • Train engineering faculty at the collaborating institutions in the development and use of visually rich CPR assignments. • Develop pedagogically driven assignments for a set of core engineering courses. • Assess the impact of the integration of writing and visual

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

adirect quotation, “Since the 1980s, science and engineering (S&E) communication has beendominantly geared towards educating a public perceived as misinformed and/or having a deficit ofknowledge.” 2 (p. 1) The perception of a public with a lack of understanding of engineering wasrelated by Wynne 3 to the term “deficit model”, which characterized a style of science andengineering communication based on the assumption that any public disinterest, skepticism, orcriticism towards science or engineering was based on being either misinformed or possessing Page 24.495.3insufficient information about the fields. As Bucchi & Neresini 4 wrote

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

designs. Thus, the writing assignment’s design elementfocused on system-level workflow, rather than details. The final project deliverable was an 8- to12-page report recommending an optimal conveyer type and tooling to meet target yield andbudget specifications.In test-teaching the assignment, the instructor’s objectives were as follows: 1. Observe how students respond to the assignment and determine to what extent they perceive educational benefit(s) toward developing their engineering communication skills. 2. Reveal emergent issues and how to fix them. 3. Observe the students’ reaction to the supplied topic for their assigned report documents and determine to what extent the students view a turn-key, macroscopic

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maggie Swartz, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene D. Walter, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

field? Journal of Engineering Education, 98(1), 39–52.Journal of Engineering Education. (2006). Special Report - The Research Agenda for the New Discipline of Engineering Education. Journal of Engineering Education, 95(4). (October), 259–261.Hernandez, K. A. C., Chang, H., & Ngunjiri, F. W. (2017). Collaborative autoethnography as multivocal, relational, and democratic research: Opportunities, challenges, and aspirations. a/b: Auto/Biography Studies, 32(2), 251-254.Hesse-Biber, S. N. (2007). The practice of feminist in-depth interviewing. Feminist research practice: A primer, 111148, 111-138.Hughes, S. & Pennington, J. (2017). Autoethnography: introduction and overview. In Autoethnography (pp. 4-33

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Challenges - 14 Grand Challenges for Engineering,” ​National Academy of Engineering.​ [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx. Accessed on: Jan. 28, 2020.[2] “NAE Grand Challenges Scholars Program,” ​National Academy of Engineering.​ [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx. Accessed on: Jan. 28, 2020.[3] A. Wood, S. Arslan, J. Barrett, S. Brownell, A.M. Herbert, M. Marshall, K. Oates, D. Spanagel, J. Winebrake, and Y. Zastavker. “Work in Progress: Transformation through Liberal Arts-Focused Grand Challenges Scholars Programs.” Proceedings from ​American Society of Engineering Education Annual Conference and Exposition.​ Tampa, FL, 2019. Available: http

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

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

quality of life B5: Identifies and addresses future community needs B6: Reflects social responsibility C1: Considers economic impacts of environmental design criterion C2: Considers economic impacts of a social design criterion C3: Considers trade-offs between social and environmental criteria Economic C4: Evaluates economic lifecycle costs and benefits C5: Considers affordability or demonstrates cost competitiveness or cost reduction X1: Uses and/or creates innovation(s) in its specific field to achieve

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lorena Colcer, Oregon State University; Christina Smith, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Academy of Sciences, Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Diverse Student Pathways. 2016.[3] C. Henderson, N. Finkelstein, and A. Beach, “Beyond Dissemination in College Science Teaching: An Introduction to Four Cour Change Strategies,” J. Coll. Sci. Teach., vol. 39, no. 5, pp. 18–26, 2010.[4] J. Turns, M. Eliot, R. Neal, J. Wise, and A. Linse, “Investigating the Teaching Concerns of Engineering Educators,” J. Eng. Educ., vol. 96, no. 4, p. 295, 2007.[5] M. Borrego, J. E. Froyd, and T. S. S. Hall, “Diffusion of Engineering Education Innovations : A Survey of Awareness and Adoption Rates in U. S. Engineering Departments,” J. Eng. Educ., vol. 99, no. 3, pp. 185

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wei Yao, Zhejiang University; Bifeng Zhang, Zhejiang University; Hu Shunshun, Zhejiang University

Tagged Divisions

Liberal Education/Engineering & Society

. Test della creatività e del pensiero divergente, Trento, Italy:Centro Studi Erickson, 1994.[14] F. Williams, The Creativity Assessment Packet, Chesterfield, MO: Psychologistsand Educators Inc, 1980.[15] J. Van Scotter and S. Motowidlo. “Interpersonal facilitation and job dedication asseparate facets of contextual performance,” Journal of Applied Psychology, vol. 81,no. 5, pp. 525-531, 1996.[16] E. Moga, K. Burger, L. Hetland and E. Winner, “Does studying the arts engendercreative thinking? Evidence for near but not far transfer,” Journal of AestheticEducation, vol. 34, no. 3/4, pp. 91-104, 2000.[17] R. Rooney, Arts-based teaching and learning: A review of the literature,Rockville, MD: Westart, 2004.[18] C. Baillie, “Enhancing creativity in

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech ; Cynthia Hampton, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Ben David Lutz, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

week of the course, open-ended entrance surveys were used to gauge students’ priorknowledge and current conceptions of engineering. For the entrance survey, students werespecifically asked the open-ended question, “What is an engineer?” The open-ended entrancesurvey also included short-answer questions on preferred name and pronoun(s), intended major,and particular course topics of potential excitement or concern to students. During the fifth(final) week of the course, participants were asked to reflect on their definition of what it meansto be an engineer and how these perceptions changed during STEP. These reflections werewritten, open-ended responses on the course final exam. Table 2 displays the two prompts usedfor data collection.Table 2

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramiro Jordan P.E., University of New Mexico; Indira Nair, Carnegie Mellon University; Kamil Agi, SensorComm Technologies Inc.; Donna M. Koechner, eNova Solutions, LLC

Tagged Divisions

Liberal Education/Engineering & Society

slowly into engineering education mostly through extracurricular activities sincethe 1980’s, especially in Europe with the different versions of “Ingénieurs SansFrontières” (ISF)-France, founded in the 1980s and chapters in Spain and Italy in the 1990’s. In2001, the US organization of Engineers without Borders (EWB) founded by Bernard Amadei ofthe University of Colorado and EWB-Canada initiated a spate of student engineering work byU.S. students in needy communities all across the globe [6].In the first Peace Engineering symposium at Bucknell University (2003), the late Aarne Vesilindbrought engineering educators together for a day-long event to ask: “Is the accumulation oftechnical skills enough for engineers to be effective in practicing Peace

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

, though, our ability to facilitate a community of practice is weakened, since the classbecomes less of a laboratory, and more of a classroom. Our job as professors of communicationis not simply to share information; it is to help students develop an identity of competentpractice, to promote citizenship in the broadest sense of the term.REFERENCES1. Johnson, I. J. (2010). Class size and student performance at a public research university: A Cross-Classified Model. Research in Higher Education 51: 701-723.2. Williams, D. D., Cook, P. F., Quinn, B., and Jensen, R. P. (1985). University class size: is smallerbetter? Research in Higher Education 23: 307-318.3. Kopeika, N. S. (1992). On the relationship of number of students to academic level

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

overtheir foreign counterparts.”2 Grasso’s own educational practice exemplifies the kind of broadeducation he advocates for: He founded the Picker Engineering Program at Smith College, thefirst ABET accredited engineering program in a women’s liberal arts college, a program that“help[s] students hone their critical thinking using techniques usually associated with study inthe liberal arts and through structured problem solving, which is typically associated with anengineering education.”3Like Grasso, a number of American engineering educators consider the broad education in thehumanities, social sciences, and the arts an important strength of engineers educated in the U.S.4Yet the U.S. is not—at least no longer—unique in reserving a space for what

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Zelinka, University of Colorado, Boulder; Bernard Amadei, University of Colorado, Boulder

Tagged Divisions

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

SDGs “… seek tobuild on the [previous] Millennium Development Goals and complete what they did not achieve(United Nations General Assembly 2015).” In launching the SDGs in 2015, the GeneralAssembly of the United Nations “recognize[s] that eradicating poverty in all its forms anddimensions (including extreme poverty) is the greatest global challenge and an indispensablerequirement for sustainable development (United Nations General Assembly 2015).” To thatend, the SDGs represent “a plan of action for people, planet, and prosperity,” which in additionto peace and partnership, define the five “P’s” of the mission of the SDGs. To accomplish thatmission, there needs to be a “balance [between] the three dimensions of sustainabledevelopment: the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Shirley Ann Jackson [4] noted that “[s]ince that time, there has beencontinuing concern that engineering education does not sufficiently incorporate liberal studies…As engineering and the technological revolution continue to transform our world, we must assurethat those who steer these changes understand the totality of the human condition, and that bringsus back to the liberal arts.” The chorus of calls for change has included soul-searching reportssuch as that by Grinter (1955) [5], which was soon overwhelmed by the urgency of Sputnik andthe Space Race insisting on the primacy of purely technical competence, and Olmsted [6].Olmsted’s 1968 ASEE Report Liberal Learning for the Engineer praised a few exemplarystudent-driven, socially

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Isolde Adriana Parker, J. Willard Marriott Library, University of Utah; Seetha Veeraghanta, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

undergraduates “tend to overrate theirabilities a great deal when it comes to finding information on the Internet”[5]. According toBuschman and Warner, undergraduates generally consider themselves to be competent and effective Page 23.478.3researchers, though assessments of their information literacy skills show that they are not nearly ascapable as they believe themselves to be [6]. More often than not, “[s]tudents do not understand theresearch process as well as they know electronic tools”[7].Furthermore, undergraduates overestimate the effectiveness of their information searches. A search isgenerally deemed successful if it yields numerous

Conference Session

Difference, Disability, and (De)Politicization: The Invisible Axes of Diversity

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julie L Taylor, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

thus, the feminine in any representation is devalued.Consequently, the dichotomous relationships ensue. For example, understanding that to be anengineer is to not be a student in the humanities. The two colleges and cultures representgendered disciplines in this sense.3 Using Putnam et al.’s, explanation of hierarchy in difference,masculine is privileged and so it becomes the ideal.10 Therefore, anything outside of this standardarguably will be a tension.Examining the culture surrounding this tension and in order to better understand the output ofgraduates, Godfrey and Parker found that engineers have certain ways of performing engineer.2They contend that as long as people stay close to the engrained way of “being an engineer” theyare accepted

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Liberal Education/Engineering & Society

, “Jail collapse[s], inmates escaped.” Others followed with,“Lucky day for the inmates!”, “need for law enforcement”, and “How do they protect peoplefrom starvation, looting, + prisoners?” These comments suggested a journey into the survivorstories that describes the event within a smaller reference timeframe. This pattern of journalingled to the research question, “What is the nature of the event and its immediate aftermath?”Student InquiryThe second stage extent was about three-quarters of the semester. The two major obstaclesconfronting educators in pursuing classroom discussions are the need for minimum topicalcontent and the lack of a controlled discussion.[10] Topical content is best managed throughinstructor-centered lectures. As

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 engineering.      Acknowledgment      This   material   is   based   upon   work   supported   by   the   National   Science   Foundation   under  Grant   No.   NSF   EEC-­‐1055595.    Any   opinions,   findings,   and   conclusions   or   recommendations  expressed   in   this   material   are   those   of   the   author(s)   and   do   not   necessarily   reflect   the  views  of  the  National  Science  Foundation.    The  authors  would  also  like  to  thank  the  study  participants  for  their  participation.        Works  Cited      1.        L.  H.  Jamieson  and  J.  R.  Lohmann,  "Creating  a  culture  for  scholarly  and  systematic  innovation  in  engineering  education:  Ensuring  U.S.  engineering  has  the  right  people  with  the

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

persuasive),suggested topic(s) to address, and type of thinking to be reflected in the paper. Page 25.1255.5For meaningful discussion, and stimulating preliminary thoughts about the selection of apaper topic, the preparatory activity should be selected carefully; one of the best activitiesto inform and stimulate such good discussion can be a well-selected reading. To fulfillthe stated course objectives on the topic of electrical science and technology, the authorof this paper suggests several useful works. Some of these readings are full textsspecified as required in the syllabus, and other articled or excerpted portions of selectedworks combined into a

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

-Hill. 11. Latham, G., Latham, S. D., & Whyte, G. (2004). Fostering Integrative Thinking: Adapting the Executive Education Model to the MBA Program. Journal of Management Education, 28(1), 3-18. 12. Miller, A. (1981). Integrative thinking as a goal of environmental education. The Journal of Environmental Education, 12(4), 3-8. 13. Peterson, R. S., & Nemeth, C. J. (1996). Focus Versus Flexibility Majority and Minority Influence Can Both Improve Performance. Personality and Social Psychology Bulletin, 22(1), 14-23. 14. Arkowitz, H. (1992). Integrative theories of therapy. Washington, DC: American Psychological Association. 15. Showers, C. (1992). Evaluatively integrative thinking about

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold R Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

affects both the amount of time we expect students to spend onIPC project work, and progress they should make toward completion of their portfolio.Establishing a Policy on the Progress of Portfolio CompletionReasonable expectation of progress must be set on the collection and presentation ofportfolio entries by students. For practicality, we tie the policy of progress on portfolioentry categories to the number of credits in each project course. Thus, each semester, aproject student must include an entry (i.e., artifact(s) and reflective commentary) for at Page 23.1344.9least one activity per project course credit. Each new entry must be in a category

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

these aspects of the course. (Memory) In the box below, describe what you learned and indicate the most important thing(s) you took away.What the students reported learning is summarized in Table 1 and described in more detail withillustrating quotations below, either in the sub-sections that follow, or in Appendix B for thosethat are more mundane, less prevalent, and likely to be of interest to fewer readers.Table 1: Summary of All Themes Theme Description Prevalence (# of students) Roles indications of the roles of facilitator and/or

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leland Giovannelli, University of Colorado, Boulder; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

curriculum for the new Minor in Global Engineering offered by the CU Boulder College of Engineering and Applied Science starting in fall 2016. Ms. Sandekian earned B.S. and M.S. degrees in Aerospace Engineering Sciences at CU Boulder, a Spe- cialist in Education (Ed. S.) degree in Educational Leadership and Policy Studies from the University of Northern Colorado, and expects to earn her Ph.D. in the Higher Education Student Affairs Leadership program from the University of Northern Colorado in December 2017. c American Society for Engineering Education, 2017 Global Engineering: What it Means at University of Colorado Boulder, and How We are Preparing our Students for