Displaying results 331 - 360 of 433 in total
- Conference Session
- Liberal Education Division Technical Session 11
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alison Wood , Olin College of Engineering; Selin Arslan, Lawrence Technological University; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology (COE); Andrew Mark Herbert, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering
- Tagged Divisions
- Liberal Education/Engineering & Society
outcome. Table 1 lists the learning outcomes for which a statistically significantimprovement ( α = 0.05 ) was observed.Table 1: Competencies for which students reported statistically significant increase inpercentage of “often” or “always” after having taken the Grand Challenges course. Category Learning OutcomeTeamwork ● Respond to conflicts in a helpful way ● Listen and consider different points of view and perspectivesEthics ● Identify a potential position on an issue and consider the ethical implication(s)Writing ● Revise a written piece to make improvements ● Integrate evidence from and cite or document sources ● Organize and synthesize information from sources to
- Conference Session
- Assessment and Liberal Education
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia
- Tagged Divisions
- Liberal Education/Engineering & Society
and Assessing Engineering Professional Skills. iJEP, Volume 3, Special Issue 3: “EDUCON2013” June 2013, pp. 13-20.Barry, B. E. and Whitener, J. (Spring, 2014). Impact of professional skills on technical skills in the engineering curriculum and variations between engineering sub-disciplines. Teaching Ethics, pp. 105-122.Downey, G. (2005). Are engineers losing control of technology? From “Problem solving” to “problem definition and solution” in engineering education. Trans IChemE, Part A, Chemical Engineering Research and Design, 83(A6): 583–595Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful
- Conference Session
- Professional Development and Lifelong Learning
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Greg Rulifson P.E., Colorado School of Mines; Angela R. Bielefeldt, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
careers improve society. This could thentranslate to an engineering profession that places overall societal benefits above the needs ofindividual clients and corporations.AcknowledgmentsSome of this material is based on work supported by the National Science Foundation underGrant #1158863. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Works Cited1. Layton Jr, E. T. The Revolt of the Engineers. Social Responsibility and the American Engineering Profession. (ERIC, 1986).2. Wisnioski, M. Engineers for change: Competing visions of technology in 1960s America. (MIT Press, 2012).3. Vesilind, P. A. Evolution of
- Conference Session
- Seeking Resilience and Learning to Thrive Through Engineering Education
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Claudio Cesar Silva de Freitas, Purdue University, West Lafayette; Zachary James Beyer, Purdue University, West Lafayette; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
- Conference Session
- Imagining Others, Defining Self Through Consideration of Ethical and Social Implications
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
. 2014, pp. 24.439.1–24.439.14. [Online]. Available: https://peer.asee.org/20330 [7] K. Litchfield, A. Javernick-Will, and A. Maul, “Technical and professional skills of engineers involved and not involved in engineering service,” Journal of Engineering Education, vol. 105, no. 1, pp. 70–92, Jan. 2016. [Online]. Available: https://doi.org/10.1002/jee.20109 [8] S. M. Kusano and A. Johri, “Developing global engineering competency through participation in ‘Engineers Without Borders’,” in 2015 ASEE Annual Conference & Exposition. Seattle, WA: ASEE, June 2015, pp. 26.500.1–26.500.14. [Online]. Available: https://doi.org/10.18260/p.23839 [9] T. Lacksonen, S. Springer, and D. R. Berg, “Global engineering projects from the Young
- Conference Session
- Exploring Student Affairs, Identities, and the Professional Persona
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
lead women to think that they are not a fit forcareers in engineering. The authors describe several ways in which women have differentexperiences from men, particularly in confronting sexist environments or supervisors. Inaddition, particularly for women, the authors write, a boring or mundane internship can leadstudents to question whether they belong in engineering at all.The accounts presented in this paper add to this story by highlighting the experiences of studentsat and after graduation. One caveat, however—our sample is somewhat different from Seron etal.’s in that they followed engineers through their undergraduate experience whereas we selectedengineers at career launch (the end of or shortly after their undergraduate experience). In
- Conference Session
- Studying Engineering Education Research & Institutions
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods, Liberal Education/Engineering & Society
through a “quality assurance” regime. To provide a flavor of thecurrent approach, faculty are required to specify the number of hours students need to spend tolearn specific content; academic credit as well as faculty course loads are then assigned usingthis measure, even as the specified learning outcomes provides the basis for determining whatdegree programs students are qualified to enter at the start of the second cycle. This means thatEurope has embraced a learning outcomes regime far more extensive than anything required byABET EC 2000’s accreditation protocols.6As an institutional historian and an ethnographer of educational institutions, we have reason tobelieve that the changes brought about by the Bologna Process will not occur all
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Prashant Rajan, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
entrepreneurship projects are constructed primarily in polysemous, contradictory terms. Students largely perceive empirical reality from secondary sources and superficial immersions in “local culture” that average four to eight weeks at a time. As an initial step in the reproduction of the ideology of humanitarian engineering/service learning, a series of markers are argued to constitute certain “facts” about the “third world” (a term used by engineering educators as recently as 2008). Subsequently the third world denizen(s) appears to stand as an abbreviation or, shorthand for a disparate constellation of attributes identified by outsiders visiting from the developed world. This results from a series of markers that apparently speak of
- Conference Session
- Non-Canonical Canons of Engineering Ethics
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering
urges practitioners to avoid causing harm. 3Indeed, responsibility to hold an ideal paramount is substantively different from responsibility topromote the same ideal. For example, teachers, pilots, and doctors must all hold paramount thehealth and safety of the individuals in their charge, but among them only doctors must dedicatetheir work to the promotion of these individuals’ health and safety. The American MedicalAssociation’s (AMA) Code of Medical Ethics states that physicians are obliged to provide“competent medical care, with compassion and respect for human dignity and rights.”4 TheAmerican Bar Association’s (ABA) Model Rules of Professional Conduct urge lawyers tofunction as “representative[s] of clients, [officers] of the legal system
- Conference Session
- Maps, Metaphors, Tweets, and Drafts
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jared David Berezin, Massachusetts Institute of Technology
- Tagged Divisions
- Liberal Education/Engineering & Society
- Conference Session
- Communicating Across Cultural and Epistemological Boundaries
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
of engineering design teams reveals the limited range of engineering identities available tofemale engineering students [10], Dryburgh’s study of professional socialization highlights thedifficult trade off faced by female engineering students adapting to a sexist “work hard/playhard” culture [27], and Seron et al.’s document analysis of female engineering students’ journalentries points to four ideologies—gender essentialism, meritocracy, individualism andexceptionalism—all of which constrained participants’ capacity to engage in a feminist analysisof the normative, masculine engineering culture [13].While this final group of studies is limited by authors’ overwhelming focus on gender as the soledimension of privilege, it does provide us
- Conference Session
- Sociotechnical Integration
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- John A. Nestor, Lafayette College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
, superficial preparation assigned material observations, questions Quality of Comments are relevant and Comments sometimes Comments reflect little Contributions reflect understanding of: irrelevant, betray lack of understanding of either the assigned text(s) or preparation, or indicate lack assignment or previous remarks assignments; previous of attention to previous in seminar remarks of other students; remarks of other students and insights about assigned materials Impact on Class Comments frequently help
- Conference Session
- Rethinking PowerPoint and Other Acts of Communication
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison
- Tagged Divisions
- Liberal Education/Engineering & Society
engineering practice. Journal of EngineeringEducation, 96(3), 191-201.9 Anderson, K.; Courter, S.; McGlamery, T.; Nathans-Kelly, T.; Nicometo, C. (2009). Understanding thecurrent work and values of professional engineers. ASEE Conference Proceedings. Retrieved fromhttp://soa.asee.org/paper/conference/paper-view.cfm?id=1018410 Lattuca, L. R., Terenzini, P. T., & Volkwein, J. F. (2006). Engineering change: Findings from a study ofthe impact of EC2000, Final Report. Baltimore , MD : ABET, Inc.11 Aligning educational experiences with ways of knowing engineering; How people learn
- Conference Session
- Creative and Cross-disciplinary Methods Part II
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Sarah E. Zappe, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Enrique D. Gomez, Pennsylvania State University, University Park; Esther Gomez, Pennsylvania State University, University Park; Angela D. Lueking, Pennsylvania State University, University Park
- 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
- Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
DefinitionAn engineering way of thinking The kinds of knowledge that are valued and the prevalent way of thinking within engineeringAn engineering way of doing Shared beliefs about how teaching and learning should be done within engineeringBeing an Engineer “Beliefs and assumptions around the attributes and qualities inherent in being an engineer” [1, p. 14]; engineering identity and enculturation into engineeringAcceptance of Difference Issues of diversity and homogeneity in engineering; values and norms associated with the dominant group(s
- Conference Session
- Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Athena Lin, Purdue University at West Lafayette; Justin L. Hess, Purdue University at West Lafayette
- Tagged Divisions
- Liberal Education/Engineering & Society
: Educating for Democracy,” Association of American Colleges & Universities, Washington, DC. [Online]. Available: https://www.aacu.org/sites/default/files/files/about/AACU_StrategicPlan_2018-22.pdf[2] “MIT School of Engineering,” Massachusetts Institute of Technology, Cambridge, MA. [Online]. Available: https://engineering.mit.edu/about/[3] “UIUC Grainger College of Engineering Strategic Plan,” University of Illinois at Urbana- Champaign, Urbana, IL. [Online]. Available: https://grainger.illinois.edu/about/strategic- plan[4] S. Jing and N. Doorn, “Engineers’ moral responsibility: A Confucian perspective,” Sci Eng Ethics, vol. 26, no. 1, pp. 233–253, Feb. 2020, doi: 10.1007/s11948-019-00093-4.[5
- Conference Session
- Improving Presentation Skills Through Summer Research and Ambassador Programs
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Joanna K. Garner, Old Dominion University; Michael Alley, Pennsylvania State University, University Park; Christine Haas, Engineering Ambassadors Network; Suzanne Sontgerath, Worcester Polytechnic Institute; Avi Kaplan, Temple University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
identitydevelopment as engineers?Literature Review: Students’ Involvement in Outreach Programs Engineering students’ desire to be involved in outreach. A sense of purpose is amotivating factor that describes an individual’s goal(s) for their actions [5] . Students may be 4attracted to organizations that convey values aligned with their personal and professional goals [6-9] . For some students the messages that engineering outreach programs convey, such as theapplication of engineering to solving the world’s problems [10], the need for diversity amongengineers [11] and the fact that engineering involves problem solving, [12] are congruent with theirown
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 7
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Chrysanthe Demetry, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Stephen James Kmiotek P.E., Worcester Polytechnic Institute
- Tagged Divisions
- Liberal Education/Engineering & Society
each competency, but we encouraged students to be creativeand make it their own. Question prompts guided students to define thecompetency, identify at least one experience and artifact that best exemplifiedtheir competency in each of the five areas, and then to reflect either in a writtenstatement or with multiple media on how that competency was developed throughthe experience(s), showing links between experience and learning.Students earned the distinction of Grand Challenge Scholar if they completed anePortfolio by April of 2018 that drew upon at least five experiences to showevidence of the five program competencies. Those who completed portfolios wererecognized at an academic awards ceremony, received a special cord to wear atcommencement
- Conference Session
- Targeted Harassment in Engineering Education: What It Looks Like, Why Now, and What Is at Stake
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alice L Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin A. Cech, University of Michigan; Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Stephanie Farrell, Rowan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
: 10.1080/19378629.2018.1550785.[16] R. Gutiérrez ”Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution,” Journal of Urban Mathematics Education 10(2): 8–24, 2017.[17] D. Haraway “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14(3):575-599, 1988.[18] E.A. Cech and H.M. Sherick, “Depoliticization and the Structure of Engineering Education,” in International Perspectives on Engineering Education, S. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, and B.Newberry, Eds. Cham, Switzerland: Springer, 2015, pp. 203-216.[19] W. Faulkner, “‘Nuts and bolts and people’: Gender-troubled engineering identities,” Social Studies
- Conference Session
- Creating a Supportive and Nurturing Academic Culture
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang
- Tagged Topics
- Diversity
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- Liberal Education/Engineering & Society
problem in its simplest terms and “fix” it without understanding what the issue really is or if it [i]s an issue at all. I think deep listening is an essential tool for being an engineer. We have to learn to listen, to understand things deeply and from multiple perspectives, and then approach the problem with all these things in mind. 7Another student expressed similar sentiments about the need for empathy and perspective takingfor engineering to have positive impacts: Engineers need to be more than tech-smart, we need to be able to empathize and connect with the world, see it for what it truly is and
- Conference Session
- Trends in Accreditation and Assessment
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Nathan M. Hicks, University of Florida; Richard J. Aleong, Purdue University, West Lafayette
- Tagged Divisions
- Liberal Education/Engineering & Society
what types ofknowledge, skills or attitudinal sets are needed to become an effective ‘life-long learner.’” (p.105)12 Thus, despite McGourty et al.’s call for operational clarification, 1 outcome (i) still appearsto confound many engineering programs.Our research was guided by the question, “How do engineering programs address ABET studentoutcomes as reported within their program self-study documents?” Our research goal was to helpeducators interpret the breadth and specificity of ABET student outcomes by offering a structuraltechnique to interpret outcomes and to plan, implement, and evaluate curricula. This paperpresents our research process—a curriculum design framework to map the components ofstudent outcomes. To illustrate its
- Conference Session
- Research on Diversification, Inclusion, and Empathy I
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Lauren D. Thomas, University of Washington; Danielle L. Watt, Center for Chemistry at the Space Time Limit (CaSTL Center); Kelly J. Cross, University of Illinois, Urbana-Champaign; Jeremy Alexis Magruder, University of Florida; Chanel Renee Easley, Techbridge; Yael-Alexandra Jackie Monereau, University of Tampa; Makita R. Phillips; Arielle M. Benjamin
- Tagged Topics
- Diversity
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- Liberal Education/Engineering & Society
. Cultural Diversity and Ethnic Minority Psychology, 21(2), 169. [4] Hoxie, F. (2012). This Indian Country: American Indian Activists and the Place They Made. Penguin. [5] Perna, L., LundyWagner, V., Drezner, N. D., Gasman, M., Yoon, S., Bose, E., & Gary, S. (2009). The contribution of HBCUs to the preparation of African American women for STEM careers: A case study. Research in Higher Education, 50(1), 123. [6] Beddoes, K., & Borrego, M. (2011). Feminist theory in three engineering education journals: 19952008. Journal of Engineering Education, 100(2), 281. [7] Jarvis, E. D. (2015). Surviving as an underrepresented minority scientist in a majority environment. Molecular biology of the cell, 26(21), 36923696. [8] McCoy, D. L
- Conference Session
- Writing and Communication I
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Nancy B. Barr, Michigan Technological University
- Tagged Topics
- Diversity
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- Liberal Education/Engineering & Society
). “Chinese graduate teaching assistants teaching freshman composition to native English speaking students.” Non-Native Language Teachers: Perceptions, Challenges, and Contributions, Springer US. 17. Rodrigue, T. K. (2012). The (in) visible world of teaching assistants in the disciplines: Preparing TAs to teach writing. Across the Disciplines, 9(1). Accessed online, Feb. 18, 2015. 18. Russell, David. (2002). Writing in the Academic Disciplines: A Curricular History. Carbondale: Southern Illinois University Press.19. Lambert, L. M., & Tice, S. L. (1993). Preparing Graduate Students to Teach. A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty. From a Comprehensive
- Conference Session
- Infusing Engineering with Art (and Vice Versa)
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Andrew Findley, Rose-Hulman Institute of Technology; John A. Mirth, Rose-Hulman Institute of Technology
- Tagged Divisions
- Liberal Education/Engineering & Society
Annual Conference and Exposition, 2007. [Online] . Available: http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F14 %2FAC%25202007Full1853.pdf&index=conference_papers&space=129746797203605791716676178&type=a pplication%2Fpdf&charset= . Retrieved on June 02, 2015.[4] Burkett, S, and Snead, C., “Picasso’s Clarinet: When Art and Engineering Collide,” ASEE Annual Conference and Exposition, Conference Proceedings, 2009,116th ASEE Annual Conference and Exposition, Austin, TX, 2009, AC 2009-32.. [Online]. Available: http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F19 %2FAC%25202009Full32.pdf&index=conference_papers
- Conference Session
- Research on Diversification, Inclusion, and Empathy II
- Collection
- 2016 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
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- Diversity
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- Liberal Education/Engineering & Society
Engineering. (2004). The Engineer of 2020: Visions of Engineering in the New Century.Washington, DC: National Academies Press.9 National Academy of Engineering. (2005). Educating the Engineer of 2020: Adapting Engineering Education tothe New Century. Washington, DC: National Academies Press.10 Rojter, J. (2004). The role of humanities and social sciences in engineering practice and engineering education.Proceedings, Annual Australasian Association for Engineering Education (AAEE) Conference, Towoomba,Queensland, Australia, September.11 Russell, J. S., Stouffer, B., & Walesh, S. G. (2000). The first professional degree: A historic opportunity. Journalof Professional Issues in Engineering Education and Practice, 126(2), 54-63.12 Sharma, R. K. (2013
- Conference Session
- Research on Diversification, Inclusion, and Empathy II
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Nicholas D. Fila, Purdue University; Justin L Hess, Indiana University - Purdue University, Indianapolis
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
orrecommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.References1. Bucciarelli, L. L. (1994). Designing engineers. Cambridge, MA: MIT Press.2. Strobel, J., Hess, J. L., Pan, R. C., & Wachter Morris, C. A. (2013). Empathy and care within engineering: Qualitative perspectives from engineering faculty and practicing engineers. Engineering Studies, 5(3), 137- 159.3. Rasoal, C., Danielsson, H., & Jungert, T. (2012). Empathy among students in engineering programmes. European Journal of Engineering Education, 37(5), 427-435.4. Walther, J., Miller, S. I., & Kellam, N. N. (2012). Exploring the role of empathy in engineering
- Conference Session
- Improving Presentation Skills Through Summer Research and Ambassador Programs
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Necia Werner, Carnegie Mellon University; Joanna Dickert, Carnegie Mellon University; Nisha Shanmugaraj, Carnegie Mellon University ; Kevin G. Monahan, Carnegie Mellon University; Stephanie Wallach, Carnegie Mellon University; Jennifer Keating, Carnegie Mellon University
- Tagged Divisions
- Liberal Education/Engineering & Society
Engineering Dean’s Office were critical partners inthis endeavor, offering counsel and support throughout the program’s planning andimplementation.References[1] S. Pneena and C. J. Romanowski. “A Message from Recent Engineering Graduates in theWorkplace: Results of a Survey on Technical Communication Skills.” Journal of EngineeringEducation, vol. 90, no. 4, pp. 685-693, 2001.[2] National Commission on Writing. (September, 2004). Writing: A ticket to work...or a ticketout. A survey of business leaders. Available:http://www.collegeboard.com/prod_downloads/writingcom/writing-ticket-to-work.pdf.[3] Engineers Canada Accreditation Board. (2015). Accreditation Board Criteria and Procedures[online]. Available:https://engineerscanada.ca/sites/default/files
- Conference Session
- Novel Strategies for Studying Liberal Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jakob C. Bruhl, United States Military Academy; Win Gilbert Bruhl, University of Arkansas, Little Rock
- Tagged Divisions
- Liberal Education/Engineering & Society
Society of Civil Engineers. Civil Engineering Body of Knowledge: Preparing the Future Civil Engineer. 3rd ed. Reston, VA: American Society of Civil Engineers; 2019. https://ascelibrary.org/doi/book/10.1061/9780784415221.4. Structural Engineering Institute. A Vision for the Future of Structural Engineering and Structural Engineers: A Case for Change.; 2013. http://www.asce.org/uploadedFiles/visionforthefuture.pdf.5. Surovek A, Rassati GA. Is Structural Engineering Education Creating Barriers to Innovation and Creativity? In: 6th Structural Engineers World Congress. Cancun, Mexico: EERI; 2017.6. Sola E, Hoekstra R, Fiore S, McCauley P. An Investigation of the State of Creativity and
- Conference Session
- Programmatic Integration of Liberal Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Robert Bruce P.E., Fulbright University Vietnam; Sebastian Dziallas, Fulbright University Vietnam
- Tagged Divisions
- Liberal Education/Engineering & Society
, M. Taylor, M. Hammerle, “Do International Students Appreciate Active Learning in Lectures?”, Australasian Journal of Information Systems, vol. 22, pp.1-14, 2018. [7] L. Deslauriers, L.S. McCartya, K. Miller, K. Callaghan, G. Kestin, “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom”, Proceedings of the National Academy of Science, vol. 116, no.39, pp. 19251–19257, 2019. [8] M. Liebelt, S. Eglinton-Warner, W. Soong, S. Al-Sarawi, B. Ng, B. Phillips, M. Sorell, An Engineering Approach to Engineering Curriculum Design: 28th Australasian Association for Engineering Education (AAEE) Annual Conference (AAEE-2017
- Conference Session
- Communication and Engineering Careers: Motivating Our Students
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Katherine Golder, British Columbia Institute of Technology; Deanna Gail Levis, British Columbia Institute of Technology; Darlene B Webb, British Columbia Institute of Technology
- Tagged Divisions
- Liberal Education/Engineering & Society
, Elaine; Veilleux, Nanette. (2012). Strategic Pathways for Success: The Influence of OutsideCommunity on Academic Engagement. Journal of Engineering Education. Vol. 101 Issue 3, pp. 512-538.11. Rodgers, K.A., Marra, R.M., Shen, D., Bogue, B. (2012). Leaving Engineering: A Multi-Year Single InstitutionStudy. Journal of Engineering Education. Vol. 101, No. 1, pp. 6-27.12. Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward: Obstacles, opportunities, andopenness. The education arcade. Retrieved fromhttp://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf13. Horizon Report 2011. (2011). Two to three years: Game-based learning. Retrieved fromhttp://wp.nmc.org/horizon2011/sections/game-based-learning/14