Conference Session

Communication, Professional Development, and the Engineering Ambassador Network

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Leadership CommunicationThe focus on communication has been a part of the Rose-Hulman Leadership Academy since itsinception. Recently we have adopted the “difficult conversations” approach as a way to givestudents’ development in leadership communication special attention. Specifically we saw thatwe had an opportunity in the Leadership Academy to move students beyond the communicationtasks and projects that are a part of our two required writing courses (Rhetoric andComposition—for first year students, Professional and Technical Communication—for third yearstudents). We wanted to provide to students concrete strategies they could use as they negotiated“difficult conversations” that are often a feature of leadership interactions.The book Difficult

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

difference may present challenges for engineers when they enter the workplace. Thus, thequestion becomes how do we adequately prepare engineering students for the diversity of values,ideas, and approaches to problem solving that characterize the workforce? The purpose of thisproject is to explore the concept of difference as represented through gender.A thematic qualitative analysis of data revealed that engineering students experience dissonanceand (re)negotiate their positionality of being an engineer in the presence of difference. Thesefindings not only have implications for how we model interdiciplinarity in the classroom, butmore importantly, results from this project show that acceptance of difference is conditional. Aseducators, we have more

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

demonstrate the ways that these fourthreads are interwoven and interdependent.Research Approach: Systematic, Qualitative AnalysisThe biggest challenge of the research design for this project was the size and diversity of theLEES program in 2018: 13 technical sessions, 46 papers, 5 workshops and panels, and 2distinguished lectures. The complete program appears in Appendix A. The technical sessionsserved as the primary unit of analysis, which made the work more manageable but also requiredreading all of the papers associated with each session to discern each session’s unifying themes.   1  To capture at least some of what transpired in the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Cech, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the goals of the project, I suspect that thedeans—and perhaps the programs included in the study—are more committed to diversity andinclusion than is typical in other engineering programs. As a result, the patterns of disadvantagedocumented here may be conservative estimates of the patterns in engineering education morebroadly.The ASEE-DIS asked students a range of questions about their experiences with engineeringpeers and professors, their thoughts about the engineering profession, and their future careerplans. The school-specific sample sizes ranged from 82 students (school 101) to 909 students (inschool 109). Response rates range from 4-45%, with an average response rate of 16.5%. 5Although 2,575 students began the survey, I use only the

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Rebecca Bercich, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Daniel Takashi Kawano, Rose-Hulman Institute of Technology; James E. Mayhew, Rose-Hulman Institute of Technology; Sean Moseley, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

writing should be observed in these courses if the scaffolding plan is successful.Figure 1. A visualization of where memo assignments occur in the ME curriculum. Solid boxes represent courses with significant instruction given; shaded boxes represent courses with a memo assignment but no significant instruction. The solid red lines show the prerequisite chain that orders the three courses most involved in the scaffolding planIn the first course, the instructor discusses an annotated exemplar memo that students mimic asthey report on their own team’s minor design project. In the second course, students receiveinstruction on the mechanics of good memos (strong first sentences, how to present figures,making observations

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

part of a larger study to understand students’experiences within the Engineering Stress Culture (ESC) that examines student perceptions ofstress as part of engineering culture through the lens of social identity theory. We havepreviously described correlative relationships between measures of engineering identity,inclusion, and mental health problems for engineering undergraduate students [4]. In the currentwork, we seek to answer the following research question: How do engineering studentsdescribe the relationship between stress and engineering culture?Through qualitative interviews, the current project seeks to explore the characteristics of theserelationships and describe how students perceive stress as a part of engineering culture

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Tom J. Waidzunas, Temple University; Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

LGBTQ students more likely to have their engineering work devalued than otherstudents? In addition to feeling marginalized from their classmates, we expect that LGBTQstudents may not have their engineering work valued to the same extent or taken as seriously astheir non-LGBTQ peers [4]. Specifically, LGBTQ students may be less likely than their peers toreport that their classmates treat them with respect and that their engineering work is respected intheir classrooms. They may also be more likely to avoid working with a certain team or on acertain engineering project because they did not feel welcome. We also expect that LGBTQstudents will be more likely than their peers to have seen or heard offensive comments in theirengineering spaces.(3

Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Brian J. Novoselich, United States Military Academy; Gregory Martin Freisinger, United States Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

disciplines, the goal for thispaper was to explore documents related to other engineering programs or colleges. Thesedocuments are slightly more difficult to obtain as open sources, so the analysis was limited tothose institutions or programs that readily publish strategic or guiding documents. The Massachusetts Institute of Technology outlines their campaign priorities in severalareas to include the health of the planet, human health innovation and entrepreneurship, andteaching and learning. This last area is of concern for this study. The document explicitly usesthe term ‘pedagogical’ while referring to “experiential learning” [11]. The website alsodiscusses a seminar workshop where freshman students conduct a project that is linked to

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caroline Carvill, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

rhetorical analysis. In aprior paper, we provided a rhetorical analysis of Donald Trump’s twitter feed during three timeperiods: while he was campaigning for the primary nomination, after he received it and wasPresident-elect, and once he became president [5].Using short examples of rhetorical devices can foreground classical rhetoric used in public waysin an attempt to influence policy. Throughout their career at Rose-Hulman (and later during theircareers as engineers, scientists, and mathematicians), students serve on numerous teamsproposing solutions to problems. As part of their analysis, they must also use the same lessonson a larger scale. What change will this project effect? What audiences are you addressing andwhat attitudes, biases, and

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University; Tom J. Waidzunas, Temple University; Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

and engineering professions. Her current research projects focus on the recruitment and retention of women, racial/ethnic minority and LGBTQ individuals and the role of professional cultures in inequality in STEM.Prof. Tom J. Waidzunas, Temple University Assistant Professor, Department of Sociology, Temple UniversityDr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Professor of Chemical Engineering at Rowan University (USA) and was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996. Prior to joining the fac- ulty at Rowan in 1998, she was an Assistant Professor of

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Paper ID #12177Exploring Contemporary Issues in Sustainable EnergyDr. Paul Gannon, Montana State University Associate Professor, Chemical EngineeringDr. Ryan Anderson, Montana State UniversityMr. Justin W Spengler, Montana State UniversityDr. Carolyn Plumb, Montana State University Carolyn Plumb is the Director of Educational Innovation and Strategic Projects in the College of En- gineering at Montana State University (MSU). Plumb has been involved in engineering education and program evaluation for over 25 years. At MSU, she works on various curriculum and instruction projects including instructional development for faculty

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

use among suicidal college students. Journal of American College Health 60, 104-114 (2012).14 Smart, J. C., Feldman, K. A. & Ethington, C. A. Academic disciplines: Holland's theory and the study of college students and faculty. (Vanderbilt University Press, 2000).15 Tonso, K. L. in Cambridge handbook of engineering education research (eds Aditya Johri & Barbara M. Olds) Ch. 14, 267-282 (Cambridge University Press, 2014).16 Kapp, E. Improving student teamwork in a collaborative project-based course. College Teaching 57, 139-143 (2009).17 Cross, K. J. The Experiences of African-American Males on Multiracial Student Teams in Engineering. (2015).18 Marra, R. M., Rodgers, K. A., Shen, D. & Bogue, B

Conference Session

Communication, Professional Development, and the Engineering Ambassador Network

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Marie Aippersbach, Pennsylvania State University; Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

the editor of the web-site ”Rethinking the Design of Presentation Slides,” the first Google listing for the search term ”presentation slides.”Dr. Joanna K. Garner, Old Dominion University Page 23.671.1 c American Society for Engineering Education, 2013 How Slide Design Affects a Student Presenter’s Understanding of the ContentIntroduction Engineering faculty often have their students create presentations about projects as ameans to have the students learn the content. For example, many design courses, such asPurdue’s EPICS,1 have student teams

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

hydraulic and social engineeringdesigned to connect the Mediterranean with the Atlantic. In addition to providing students with adisciplined, analytical approach to the interactions among science, technology, and society, thecourse is designed to deepen students’ understanding of technology in social and global context.The culminating project for the course asked the students to synthesize first-hand observationwith research to provide a coherent view of some particular aspect of French engineering,commerce, and aesthetics. Specific topics addressed by students included the function andregulation of public space; strikes and demonstrations; work, leisure, and the pace of life; wineas a business that exemplifies what the student called the

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

Paper ID #34670Visual Thinking Strategies (VTS) for Promoting Reflection in EngineeringEducation: Graduate Student PerceptionsDr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Dr. Campbell is now a Postdoctoral Research Associate at Texas Tech Uni- versity. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering educa- tion, art in engineering, social justice

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in this article.Dr. Marie Stettler Kleine’s research on humanitarian and integrated engineering programsinspired her reflection on how different forms of contextualization and the vocabulary used todescribe them signal different ways to best teach engineers. Her graduate training in science andtechnology studies and human-centered design prepared her to see that these forms ofcontextualization are much more nuanced than using particular language, but this varyinglanguage fundamentally changes the engineering pedagogy in practice. She continues tointerrogate why and how engineering educators learn from other disciplines to explicitlyprioritize contextualization.For Dr. Kari Zacharias, this project has been an opportunity to reflect on the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

–12. In an even broader context, engineering has a culture of militarismand a focus on industries and companies. Defense contractors that work with the governmentseem to be the largest employers of engineers and a large amount of research funds are pouredinto engineering and defense related projects 18. Militarism is also deeply entrenched inengineering education, making a strong presence in classroom culture (rigidity of assignmentdeadlines, marginalization of women, extremely intense time-constrained exams, etc.) and inengineering education content in the form of military examples in textbooks for example 18,29.More importantly to our point, this military culture can manifest in students emotionallydistancing themselves from the technology

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering); Sean Eddington, Purdue University; Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership.Mr. Sean Eddington, Purdue University Sean Eddington (Ph.D., Purdue University) will be an assistant professor of Communication

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

choose not to undertakean engineering project in that time or place).While we might count it a victory for some of the non-canonical canons to move, in time, intothe accepted professional society codes, that is the not the primary purpose of creating thisalternative stream of ideals in engineering ethics. Rather we hope to illuminate the politicalnature of the process, the ways insider-outsider dynamics play out in professional societies, andthe contestation of what counts and does not count as engineering.IntroductionWhat are the processes by which professional societies develop Codes of Ethics, and how doesinstitutional power shape both processes and outcomes? Who counts as a moral agent? Who issubject to the code? Does the existence of a code

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

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

M.S. degrees are in ma- terials science and engineering from Stanford University and her B.S. degree in metallurgical engineering from the Michigan Technological University.Dr. Lizabeth T Schlemer P.E., California Polytechnic State University, San Luis Obispo Lizabeth is currently a visiting professor in engineering education at Cal State LA. She is also a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 26 years and has a track record of using innovative pedagogy such as project based, flipped classroom and competency grading to support students success. Currently her research is in the area of social justice in Engineering Education.Dr. Yevgeniya V. Zastavker

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of California, Davis; Jiahui Tan, University of California, Davis; Michael Raymond Gonzalez, University of California, Davis; Amanda Modell, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

communication education, engineering student identity and learning motivation, narrative structure in technical communication, and the improvisatory skills of educators.Jiahui Tan, University of California, DavisMichael Raymond Gonzalez, University of California, Davis Michael works as a research assistant at UC Davis’s Center for Educational Effectiveness (CEE), focusing on projects involving engineering students’ motivations around writing. To support this work, Michael applies and utilizes the skills he learned through his time as an English tutor, and his BA coursework in English, with an emphasis in literature, criticism, and theory. In addition to the work he does at CEE, Michael’s passion for education, pedagogy and

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Thomas A. De Pree, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

ideal typical professions(Friedson, 1994; Child and Fulk, 1982; Abbott, 1988, 1989). They are, if anything, ideal atypicalprofessions that continue to haunt the conduct of other professions. Thus, although we draw onMagali Larson’s (1977) notion of “professional project” to document how and when engineeringeducators act to bolster their professional image, it is as important to this study that we alsoemploy a basic understanding of the distinct professional configuration of engineering, and howthis configuration shapes the profession’s educational reform practices. In this respect, the earlystudies of the engineering profession remain an important point of departure (Layton 1971;McMahon 1984; Sinclair 1980; Reynolds 1983; also Noble 1977

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Center for Engineering Learning and Teaching (CELT); Cibele V. Falkenberg, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

theatre. If we reframe day-to-dayinteractions as offers, it’s easy to spot effortless ungenerous offers and their effects. We all knowthe feeling of being asked, “How was your day?” and reluctantly trying to create and edit asatisfying narrative of our day for another’s entertainment and edification; our return offer ismost frequently an uninspired “fine”.When we reframe ours’ and our students’ interactions together as offers, a litany of activelearning stumbling blocks take on new clarity. An excellent example of this was shared by Dr.Raquell Holmes, who led a group of four students to write a book on cell modeling over multiplesemesters. Intentionally, this project required a lot of stretching on the part of the undergraduategroups. They were

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Janice L. Hall, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Project Lead theWay, engineering education in K-12 is mostly not public, and the role of teachers in developingthese experiences has to date been limited. In this paper we seek to show why this is a problem,particularly for creating pathways to engineering for students of low socioeconomic status andstudents of color. As the Next Generation Science Standards come online, and as more and morestates adopt engineering standards for K-12 education, how can engineering education bedelivered as part of public education, involving teachers and unions fully in the process? Whatkinds of redirection are needed to reverse the privatization that has already occurred?IntroductionEngineering, along with most other STEM disciplines, has made scarce progress in

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

economics, and public policy. Dr. Cowell previously worked as an Assistant Regional Economist for the Buffalo Branch of the Federal Reserve Bank of New York. She was previously a member of the John D. and Catherine T. MacArthur Foundation-funded re- search project, ”Building Resilient Regions” and also part of a team of researchers assessing southwestern Virginia’s entrepreneurial ecosystem for the Kauffman Foundation. She is currently a faculty member and co-Faculty Lead for Virginia Tech’s National Science Foundation Research Traineeship (NRT) program on Disaster Resilience and Risk Management. Dr. Cowell’s research has been funded by the National Sci- ence Foundation, MacArthur Foundation, Kauffman Foundation

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Brent K Jesiek, Purdue University, West Lafayette; Jian Yuan, Beihang University

Tagged Divisions

Liberal Education/Engineering & Society

have a pragmatic way of projecting to external stakeholders that accreditationactivities are somehow “independent.” Yet domestically, accreditation activities are organized bythe CEEAA, which was initiated by and located in the Ministry of Education. Figure 1. The Governing Bodies of EEA in ChinaFurther, both CAST and CEEAA are GONGOs (government organized non-governmentalorganizations). Through such a complicated but pragmatic design of the accreditation agency, theChinese government is able to reach two seemingly contradictory ends. In theory and forinternational purview, China has what looks like an “independent” and “non-governmental

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra A. Yost, University of Detroit Mercy; Laurie A. Britt-Smith, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

other external accreditation bodies are often more mature than those inprograms that are not separately accredited, so a model of collaboration across disciplines hasbeen adopted as a way forward in developing assessment expertise among colleagues who deliverthe liberal education component of the undergraduate engineering curricula.The goals of this project were (a) to assess the existing capacity for core curriculum assessment,and (b) to design and implement an intervention aimed at increasing this capacity in academicdepartments not previously required by external bodies to engage in outcomes-based assessment.This remarkable effort is a largely faculty-driven process which enjoys the enthusiastic support ofuniversity administration. It also

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

their compatriots at university? Page 22.776.7It is against this cultural/historical background that the Ministry of Education detailed itsrecommendations in circular 323 under the following headings: (a) The inclusion of additional subjects in programmes. (b) The broadening of the treatment of technical and scientific subjects. (c) Increased use of the college library, of seminars, of discussion groups, directed study periods, and projects; and in general the fostering of a tutorial relationship between teaching staff and students on the lines of that used in universities. (d) The encouragement of corporate life in

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

cells, new materials and experimental cells, and the theoretical efficiency ofnanocrystal-based systems. Apart from these imagined theoretical data, the report does notexplain the net-gains of each solar energy project, the overall costs per unit energy generationand delivery, or the political landscape that shapes America’s renewables energy policy (e.g.,Obama Administration support for renewables on the affirmative side and fossil-fuel lobbyists onthe negative).As we question the sensibility and viability of limiting understandings of engineering to thenarrowly technical, we do not also question the sensibility or viability of narrowly technicalexpertise within engineering. To the contrary, we believe traditional technical skills are