Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

communication course. People stand up, and you say, ‘what are you doing with your hands? How are you speaking?’ But I think this hit home when you were trying to say someone else’s message, and the fact that your body was turned at an angle changes how that message comes across.This quote compares feedback on his performances in this course to his experience in a requiredcommunication course, in which students receive feedback on their physical and oralpresentation skills at multiple points in the semester. He argues that the type of feedback sharedin both contexts is easier to understand and integrate in a theatre classroom; the act of speakingsomeone else’s lines allows the speaker to focus on the way that words are being

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Hampton, Virginia Tech; David Reeping, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

minor from Ohio Northern University. He was a Choose Ohio First scholar inducted during the 2012-2013 school year as a promising teacher candidate in STEM. David was the recipient of the Remsburg Creativity Award for 2013 and the DeBow Freed Award for outstanding leadership as an undergraduate student (sophomore) in 2014. He is also a member of the mathematics, education, and engineering honor societies: Kappa Mu Epsilon, Kappa Delta Pi, and Tau Beta Pi respectively. He has extensive experience in curriculum development in K-12 and creates material for the Technology Student Association’s annual TEAMS competition. David has co-authored two texts related to engineering, Principles of Applied Engineering for Pearson

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University - West Lafayette; Nicholas D. Fila, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

rapidly develops), the endeavor of empathic growth anddevelopment need not be abandoned within post-secondary education. Rather, it indicates thatwe lack an understanding of the ideal means for empathic development later in one’s life.Given the growing emphasis on the necessity of empathy to thrive as an engineer, engineeringeducators need to understand the constellation of existing tools and pedagogical techniques tofoster empathy within the engineering curriculum. This synthesis piece highlights a variety ofeducational contexts and pedagogical techniques, each of which we posit are equally salient andmutually supportive for the development of engineering students’ empathic skills, abilities, ordispositions. We draw from literature from a wide

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Louisiana State University a gift from an alumnus made possible the establishment of auniversity-wide program to improve undergraduate students’ communication skills. As weinitially described in a 2006 paper, the Communication across the Curriculum (CxC) programwas established in 2004 with an initial emphasis on engineering students.¹ A key element of theCxC program was the inception of Communication-Intensive (C-I) courses. C-I courses areintended to be integrated into existing discipline-specific courses, with additional requirementsfor emphasis on two of the four modes of communication: written, spoken, visual, andtechnological. In a 2007 survey designed to solicit student perceptions of the value of C-Icourses in the engineering curricula, our

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette; Josh Boyd, Purdue University; Rebecca R Essig, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Essig, Purdue University, West Lafayette Rebecca Essig is a 6th year PhD Candidate at Purdue University in Civil Engineering. Rebecca is a GAANN Fellow under Dr. Cary Troy specializing in Environmental Fluid Mechanics. She received her BS and MS from the Lyles School of Civil Engineering in 2010 and 2013 respectively. c American Society for Engineering Education, 2016 Engineering Faculty on Writing: What They Think and What They WantAbstractWriting has been identified as an important skill for engineers. While faculty generally agree thatwriting should be included in the engineering curriculum, there are many barriers that maydiscourage them from bringing

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Dua Chaker, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

GoldShirt Program at CU to provide a unique access pathway to engineering for high potential, next tier students not admitted through the standard admissions process; findings are very encouraging, and the program is being adapted at several other engineering colleges. Dr. Sullivan led the 2004 launch of ASEE’s Pre- College Division, was conferred as an ASEE Fellow in 2011 and was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education.Dua Chaker, University of Colorado, Boulder Dua Chaker is a Professional Research Associate and Project Engineer and Editor for the TeachEngineer- ing Digital Library in the Integrated Teaching and Learning Program, College of Engineering and Applied

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

used in the Army Corps ofEngineers and a more formal French military model preparing elite state engineers. Subsequentinstitutions largely imitated this engineering curriculum, although alternative models such as themore democratic, hands-on polytechnical also developed. At many schools the engineeringcoursework was simply an add-on to B.A. requirements, “grafted” in Reynolds’ language, withvarying degrees of interconnection.The origins of American engineering education can thus be understood as (1) motivated by therapid transcontinental expansion of transportation networks that relied on exploitative laborpractices and seizure of indigenous land; and (2) imbued to varying degrees with nationalist,military values. Such values were reinforced

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #34487Exploring Values and Norms of Engineering Through Responsible Innova-tionand Critiques of Engineering CulturesDr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology & society program in the De- partment of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the ’4C Project’ on Cultivating Cultures of Ethical STEM education with col- leagues from Notre Dame, Xavier University and St. Mary’s College. He is also the co-leader of the ’Nano and the City’ thematic research cluster

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

CommentsThis paper describes an instructional innovation designed to promote revision of interdisciplinarydesign proposals collaboratively authored by student teams participating in capstone seniordesign courses. Just as students from different engineering disciplines worked together to designand continually refine their projects, faculty from different disciplines worked together withindustry partners to help the students see revision as an integral component of the design process.Communication is an important workplace skill, particularly in the sciences where skilledprofessionals need to communicate complex information to a wide range of audiences. Engineersespecially have long emphasized the need for strong communication skills and they continue

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

engineering. Taking action as an ambassador might in turn impact her beliefs about how and whyindividuals decide to stay or leave the STEM pipeline in school. Actions might also impact herself-perceptions about her capacity to influence and lead others, thus strengthening herprofessional goals of achieving a leadership and mentorship position in engineering career. Thismight lead to further action possibilities of becoming a senior ambassador, and perhaps lookinginto engineering management as a future career goal. In this hypothetical case, all of these roleidentity components are in alignment. Moreover, different other roles, such as that ofundergraduate student (and the imagined role of future engineer) are integrated with the role ofthe

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

Department and the Secretary of the committee  Ronald H. Robnett, professor of Engineering and Business Administration and a fiscal officer in the DIC (MIT’s sponsored research office)  C. Richard Soderberg, a theoretically oriented mechanical engineer and head of that department  Julius Stratton, physicist and director of Research Laboratory for Electronics, the postwar incarnation of the Radiation Lab Page 25.1322.3Among the other items the committee discussed was an unsolicited letter from the head of thePhysics Department, John Slater, expressing his unabashed preference for a curriculum moresolidly

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

thatengineering programs that wish to retain highly socially motivated students should explore theinfusion of social context into engineering courses beyond the first year, as well as the requiredbalance of technical and non-technical coursework in their curriculum and opportunities forcourse choice.BackgroundEngineering has an important role to play in addressing a number of important challenges facingsociety and the world.1-3 These challenges embrace the interface between humans andtechnology, and addressing these issues will require creative, systems-level thinking. A diversityof engineering students with a range of talents and attributes will be needed to meet the demandsof society.4 This includes students who are motivated toward engineering due to

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

—rather than investigating systemic or “watershed”-type hazards [13]-[15]. Someapproaches that aim toward broadening faculty teaching strategies rather than protecting studentsfrom them include integrating relevant applications of STEM content; emphasizing the societalcontext and social justice implications of engineering work [16]; and using project-basedlearning to engage students in real-world applications and collaborative work [17].Moreover, engineering’s tendency to cling to an idea of itself as “apolitical” and “neutral,” ratherthan acknowledging its social construction and baked-in centering of white masculinity, has beenshown to be correlated with the marginalization of under-represented participants in engineeringculture [18],[19]. The

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

within their coreengineering courses [6].In Engineering Justice, Leydens and Lucena [3] present criteria to be used “to guide educators[to render] SJ visible within the engineering sciences without compromising valuable coursecontent” and pedagogical tools designed to integrate SJ and engineering in the curriculum. Wewere intrigued by the “Problem Re-write Assignment” in which students are guided to write asocial context for decontextualized engineering problems by specifying how “a system...mightaffect humans using it, including how it might enhance or curtail SJ criteria as opportunities andresources or the distribution of risks and harms” [3]. Lucena conducts this exercise in“Engineering and Social Justice,” an upper level course required of

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

were doing it to satisfy their own intrinsic values. While they still believed that good writingwas important to an engineering professional, the lack of continuity in the curriculum madewriting seem far less important to an engineering student.Compounding this devaluation, students often received negative social messages from otherstudents and even faculty about the value of communication coursework. Some students hadbeen told by peers to expect their writing class to be tedious, and mostly just a meaninglessrequirement. One student reported that in a subsequent class with a communication component,the instructor explicitly messaged that the students were there to get an easy grade on thatcomponent and pass through to more important work.The

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Jean L. Coco, University of North Carolina, Charlotte; Mehdi Miri, University of North Carolina, Charlotte; Robert W. Cox, University of North Carolina, Charlotte

Tagged Divisions

Liberal Education/Engineering & Society

: A Four Course StudyAbstractOne measure of continuous improvement in the Electrical and Computer EngineeringDepartment (ECE) at the University of North Carolina at Charlotte is survey feedback fromalumni on their workplace readiness. In a recent survey, alumni highlighted oral communicationas an area of weakness in the curriculum. When a group of faculty teaching design courseslearned about the University’s Communication Across the Curriculum (CAC) program, theyformed a pilot team to focus on improving student oral presentation skills in the design courses.The CAC program focuses on the oral and written communication as playing an integral role inteaching students reasoning, critical thinking, and problem solving skills. And as

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Education, 2015 Exploring the Relationship between Empathy and Innovation amongst Engineering StudentsIntroductionInnovation has been described as an important and even essential skill for an individual tosucceed as a practicing engineer in today’s ever-growing, competitive, and global economy.1,2The United States’ Council on Competitiveness wrote in 2005, “Innovation will be the singlemost important factor in determining America’s success through the 21st century”.3, (p. 7) Theword “innovation” has become a buzz-word of sorts throughout the engineering educationresearch community, where the foci ranges from reshaping the engineering curriculum itself 4 tolooking at the diffusion of innovative course offerings5.What

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean Hertzberg, University of Colorado, Boulder; Bailey Renee Leppek, University of Colorado, Boulder; Kara E. Gray, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

isfocused on the art and physics of flow visualization. The course is largely technical, including imagingtechniques, optics, some fluid physics and specific flow visualization techniques. Student work for the courseconsists entirely of open-ended assignments to create and document aesthetic images of fluid flows. A surveyinstrument is being developed that explores student perceptions of and attitude towards fluid physics or otherengineering topics such as design. It has been administered to students in the flow visualization course, in atraditional junior level fluid mechanics course, in a course on design and in an upper division technical electiveon sustainable energy as a control. Survey results indicate that the students in the flow

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicola Sochacka, University of Georgia; Kelly Woodall Guyotte, University of Georgia; Joachim Walther, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

interpretive research quality. Dr. Sochacka is also an active member of the Southern Region’s Water Policy and Economics (WPE) team where she lends a qualitative research perspective to ongoing projects concerning public attitudes, opinions and be- haviors regarding various water issues across the South East. In the instructional context, Dr. Sochacka’s two main interests focus on integrating the arts into undergraduate and graduate engineering education and the economics of sustainable development.Mrs. Kelly Woodall Guyotte, University of GeorgiaDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is one of the leaders of

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

not have clear beginnings, middles orends. One issue that emerged from students’ journals was a tension between engineering andsocial science. On one hand, there was a recognition of the importance of social and politicalcontext across students’ disciplinary backgrounds. However, this did not necessarily mean it wassimple or straightforward for students to integrate these perspectives into their work. “There was certainly a belief that I was on the team to ‘do the social stuff’ required on the course, from both myself and my fellow team members. There was an underestimation of the significance of the social science, in the fact that social science principles must be applied to any development project, in a sense they

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 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

Tagged Divisions

Liberal Education/Engineering & Society

Kelso Farrell is an Associate Professor at the Milwaukee School of Engineering. She has a PhD in English Literature (Science Fiction) from Louisiana State University (2007), an MA in English from Montana State University, and a BA in Creative Writing from the University of Montana. At LSU, Jennifer was part of the Communication Across the Curriculum (CxC) and worked in the Engineering Communication Studio. Jennifer has published articles in The Leading Edge, Carbon, The Journal of Popular Culture, and Foundation.Dr. Alicia Domack, Milwaukee School of Engineering c American Society for Engineering Education, 2016 Impact of Experiential Learning on

Conference Session

Understanding Students' Narratives of Grand Challenges Scholars Program as a Nexus Between Liberal and STEM Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Abigail M Fry, Olin College of Engineering; Holly Nguyen; Gretchen Rice, Olin College; Sydney Ross, Lawrence Technological University; Sebastien Zenzo Selarque, Rochester Institute of Technology (CET); Bridgit Spies; Margarite Vaccaro; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David I. Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, Worcester Polytechnic Institute David Spanagel is an Associate Professor of History in the Department of Humanities and Arts at the Worcester Polytechnic Institute, Worcester, Mass. He has been active as an innovator in curriculum and instructional approaches. He co-developed the Power the World course (one of the first Great Problems Seminar themes offered as part of WPI’s First Year Experience) back in 2007. He has pioneered col- laborative learning approaches in the history capstone projects that he advises for students completing the Humanities and Arts requirement. He worked with colleagues to overhaul and update WPI’s history of science and technology course offerings in 2009, and again in 2017. Prior to acquiring

Conference Session

Liberal Education/Engineering & Society (LEES) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashlea Noelle Krupa, Pennsylvania State University; Melissa Marshall, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University; Christine Haas, Worcester Polytechnic Institute; Johanna Gretchen Hatzell, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

the Engineering Ambassador classroom visit was worthwhile 4.7110 The Engineering Ambassador presentation increased my understanding of the topic 4.2911 The Engineering Ambassador classroom visit increased my understanding of the work of engineers 4.1212 The Engineering Ambassador classroom visit made me think about engineering in a new way 3.9413 The content of the Engineering Ambassador classroom visit was relevant to the subject I teach 4.4714 The Engineering Ambassador classroom visit was relevant to the state curriculum standards 4.2415 The content of the Engineering Ambassador classroom visit was relevant to our local community 4.2416 An Engineering

Conference Session

Communication and Engineering Careers: Motivating Our Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tristan T. Utschig, Georgia Institute of Technology; Jeffrey S. Bryan; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

; Norback, J. S. (2010). Refinement and Initial Testing of an Engineering Student Presentation Scoring System, American Society for Engineering Education Conference, Louisville, KY. 2. Norback, J. S., & Utschig, T. T. Student Perceptions of the Effectiveness of Workplace Communication Instruction in Capstone Design. IEEE Transactions on Professional Communication. In prep. 3. Payne, D. & Blakely, B. eds. (2008). Multimodal Communication: Rethinking the Curriculum. 2004-2008, ISUComm at Iowa State University: Iowa City, IA. 4. Payne, D. & Blakely, B. eds. (2007). ISUComm Foundation Courses: Student Guide for English 150 and 250. ISUComm at Iowa State University: Iowa City, IA. 5. Carnegie

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

document’s message with purpose, audience, and context. To measureassessment outcomes, the project uses Kirkpatrick Scale 1, 2, and 3 instruments—includingscaled, pre- and post-activity perceptual evaluations, “minute papers,” and analyses of samplepapers from the engineering design class.Background and ContextOver the years, there are two main ways in which writing education has been integrated intoengineering curricula—the traditional Letters and Sciences approach, in which an Englishprofessor instructs many students, some of which happen to be engineering students; or in newerand more concentrated cases, the engineering students participate in writing and communicationclasses designed specifically for technical writing in engineering

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

specific things happen (i.e., change theatmosphere). Without effective communication skills, a good idea could be overlooked. Another example is Yahoo! Hack-U, which is a 24-hr programming contest. Under the time constraint, clear communication and teamwork are necessary among team members. I was able to divide the work, integrate my part with others and change the atmosphere to one that was both enjoyable and memorable.In this last example, the participant describes specific outcomes (e.g., gain funding, convinceothers, prove something is worthwhile) that engineers might desire and asserts that effectivecommunication will empower them to achieve these outcomes. In the work place, an engineer needs to be able to

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

and developing arguments in writing. Thisstudy draws on experiences from changing a course previously relying onmandatory attendance towards challenging and encouraging the students‟contribution to each other‟s learning. Page 26.1586.21. Introduction: Tools For TransformationImagine coming into a classroom, an auditorium housing 150 students. After settingup your computer and PowerPoint-presentation, the bustle quiets down and you beginby welcoming the crowd to your country and university. Though they come from allover the world,from different societies, cultures and schooling, thestudents have twothings in common: all of them are engineering students, and; none of

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Shannon Davies Mancus, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

/19378620902786499.[7] K. A. Neeley, C. D. Wylie, and B. Seabrook. “In Search of Integration : Mapping ConceptualEfforts to Apply STS to Engineering Education,” presented at 2019 ASEE Annual Conference &Exposition , Tampa, Florida. pp. 11, 2019.[8] S. B. Pritchard, Confluence: The Nature of Technology and the Remaking of the Rhone.Cambridge, MA: Harvard University Press, 2011.[9] N. Starosielski, The Undersea Network. Durham, NC: Duke University Press, 2015.[10] A. Carse, Beyond the Big Ditch: Politics, Ecology, and Infrastructure at the Panama Canal.Cambridge, MA: MIT Press, 2014.[11] T. Mitchell, Rule of Experts: Egypt, Techno-Politics, Modernity. University of CaliforniaPress, 2002.[12] S. B. Pritchard,“ Toward an Environmental History of Technology

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geetanjali R. Date, Tata Institute of Fundamental Research; Sanjay Chandrasekharan, Tata Institute of Fundamental Research

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

decisions, believing that thoseconsiderations are in someone else’s purview.”34,35 Stephen Petrina36 suggests this is due to thelack of an integrated understanding of how closely building is related to its socio-political andecological consequences. “When we design, and teach design and technological problem solving,however, we invariably neglect the interconnectedness of products, streams, and wakes.”36Vanderburg and Khan37 observe that in the formal undergraduate engineering curriculum,“Technological development is primarily guided by values and measures such as efficiency,productivity, cost-effectiveness and profitability. These measure how much output can be derivedfrom certain inputs, but they tell us nothing about how any technological

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Kelly J Cross, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

assessmentrubrics for a range of general education outcomes – the American Association of Colleges andUniversities’ (AACU) Valid Assessment of Learning in Undergraduate Education (VALUE)project20. Focused on outcomes generally associated with liberal education, the VALUE projectbrought together faculty from AACU member institutions to develop a common set of rubrics foroutcomes ranging from civic engagement to integrative learning to reading, including rubrics fororal communication, written communication, and teamwork. Each rubric provides an overalldefinition for the learning outcome and any key terms, and identifies benchmark, milestone, and Page