Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jay Patrick McCormack, Rose-Hulman Institute of Technology; Steven W. Beyerlein, University of Idaho, Moscow; Ashley Ater Kranov, Washington State University; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Liberal Education/Engineering & Society

and Scoring Sheet Development for Engineering Professional Skill AssessmentAbstractThe Engineering Professional Skill Assessment (EPSA) was created as a direct method foreliciting and measuring ABET professional skills as described in criterion 3 student outcomes.EPSA is a performance assessment consisting of: 1) a 1-2 page scenario about a contemporary,interdisciplinary engineering problem intended to prompt discussion among a group of 5-6students; 2) a 45- minute discussion period where students are asked to address a series ofgeneric questions about the scenario; 3) an analytical rubric; and 4) a set of scenario-specificnotes about what constitutes exemplary performance. This method and assessment tool can beused

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William E. Genereux, Kansas State University, Salina

Tagged Divisions

Liberal Education/Engineering & Society

their findings in a video format.IntroductionCollege students are enthusiastic users of mobile and social media technologies in their privatelives, but are not often invited to make use of these in the classroom. Educators often assume thatthe ease with which students use certain digital technologies translates into having fluency withusing all digital technologies; that students are “digital natives”. 1 However, using technology tosocialize with friends or for entertainment is not equivalent to using technology for learning bydeveloping critical thinking or communications skills. Anthropologist and digital ethnographerMichael Wesch observes: “The surprising-to-most-people-fact is that students would prefer less technology in the

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

Case Study in Course Design and AssessmentStudy abroad is widely perceived as a transformational but elusive experience for engineeringstudents: transformational because of its potential to combine experiential and intellectualunderstanding of engineering in global and social context, elusive because the highly structuredcharacter of engineering curricula means that students can rarely study abroad without fallingbehind in completion of their degree requirements.1, 2, 3, 4 For accreditation purposes, however,the outcomes of study abroad matter more than the motivations for it, and engineering educatorsmust provide evidence to demonstrate student learning. Given the logistical demands ofdesigning and implementing courses taught abroad, it is

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zhihui Zhang, Chinese Academy of Sciences; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

transformations. Teachers and students putup posters with such promises. On April 1, Liu Xianzhou led a group of 14 professorsand teachers in makinga pledge to “a transformation into both red and expert.”10Overall, starting in the 1950s, Tsinghua University had been pursuing a Soviet-style“technology supremacy.” In that training program of higher education, humanities andnatural sciences were demarcated strictly. In engineering education, except for theideological and political education, students were cut off from any education in thehumanities. In fact, scientific disciplines could not exist independently whenseparated from the whole science system. The long-time separation betweenhumanities, science, and engineering education created defective ways of

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Caroline Carvill, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jessica Livingston, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

increasedcollaboration between faculty in both disciplines. In survey research conducted in the earlyyears of ABET Engineering Criteria implementation, House et al (2007) gathered responsesfrom engineering faculty in a variety of institutional settings and academic disciplines regardingtheir willingness to incorporate communication into their technical courses. They were generallyinterested in such a curricular change (or in some cases, were already engaged in these changes),but many lacked good models for such incorporation.1 Subsequent research along similar linesreflected increasing practices among engineers that blended technical communication andengineering.2-4 Dyke and Riley, for example, provide insight into the strategies engineeringfaculty use to blend

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

inSustainable Engineering (WPSE) Initiative and has five specific responses to the barriers above,as shown in Figure 1 and discussed below. WPSE is administered nationally but individualclasses are offered through separate institutions at their discretion and within the disciplinaryinterests of local faculty and students. Page 24.1257.4 Figure 1: WPSE Initiative Responses to Instructional BarriersWPSE follows an annual cycle as depicted in Figure 2. Representatives from participatinginstitutions meet during the spring to identify an annual wicked problem (or subsection) as thefocus for the fall course projects. The summer provides

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

, I am now firmly on the other side of the looking glass dividing student from teacher.Yet as I have worked to develop and deliver learning experiences for students that introducethem to the sociocultural dimensions of engineering education and practice, I find myselfgrappling with some of the same problems of curricular demarcation that I first encountered asan undergraduate student. Part of the irony of this situation centers on what happened during theintervening two decades, which included introduction of ABET’s Engineering Criteria 2000(EC2000) accreditation framework.1 In principle, this reform opened up new space fortransformative change in engineering education, including enhanced integration of the field’stechnical core with other

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

studentsplanning to join the faculty should begin learning about each of these elements of the academicprofession”3, p. v.This problem has also been noted in engineering education: many graduate programs focus onspecializing in a research area, often at the expense of training future educators for teaching. AsJamieson and Lohmann assert in their 2009 ASEE report, Creating a Culture for Scholarly andSystematic Innovation in Engineering Education, “we must strengthen career-long professionaldevelopment in teaching and learning, starting with the doctoral programs that produce mostengineering faculty”4, p. 1. Even graduate students who plan for industry, government or non-profit careers should possess the skills of “knowing how to explain difficult concepts

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Purdue University; Kacey Beddoes, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

model, including problems that undermine the aims of organizers or authors, thus limitingefficacy of efforts to communicate with the public. Therefore, the aim of this paper is three-fold:1) to introduce the deficit model to an engineering education audience, 2) to identify leadingcritiques that engineering educators and students should be aware of, and 3) to present aframework that can be used by engineering educators and taught to future practicing engineers tothink through important dimensions of communication.The paper begins with an introduction to the deficit model. We explain the concept, identify itsmajor limitations, and briefly discuss alternative communication models. Following that is adiscussion of three dimensions of science and

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas, Tyler; Luke Niiler, University of Alabama; Beth Todd, University of Alabama; Marcus Brown, University of Alabama; Garry W. Warren, University of Alabama

Tagged Divisions

Liberal Education/Engineering & Society

engineering curriculum.1 The immediate genesis of The Coach can be tracedto the Engineering Writing Initiative (EWI), a four-year (2004-2008) longitudinal study ofthe development of writing skills of a cohort of engineering students at UT-Tyler. Reports ofwork-in-progress and a summary report were made to the Annual Conference of ASEE. 2-4EWI, in its turn, was conceived as a response to curricular use of the Electrical EngineeringLaboratory Style Guide at UT-Tyler. 5 The chief deficiencies identified by EWI were in Page 23.1173.2rhetoric (awareness of audience, purpose, and message) and in graphical communication.Experience at UT-Tyler with the Style Guide

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

answering the questions that will be asked (from students oradministrators) of any instructor who implements a T-shaped course. Section 1: Practical BarriersCreating a T-shaped course comes with many practical hurdles; there is pressure frompost-graduate needs, ABET requirements, departmental and institutional requirements,and even the politics of faculty load allocation. But, in the spirit of engineering design,constraints are always present and can in fact aid in the development of a T-shapedcourse. As examples, I will provide details on two courses that were offered in atBucknell University in Fall 2012: a required signals and systems course, driven by thedesign of biomusical instruments; and a technical elective co

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

Tagged Divisions

Liberal Education/Engineering & Society

experiences inengineering. Despite this variation, their experiences resonate with ways that the ideology ofdepoliticization has been theorized elsewhere.7 LGBT equality issues are understood as“political” and tangential in engineering departments and workplaces. Instead, engineers areexpected to “keep things professional.” The implicit heteronormativity of the deployment of thisideology shows itself in the hypocritical manner with which discussion about heterosexualrelationships and families are expected and encouraged.1 In other words, depoliticizationappears be deployed selectively in defense of norms such as heteronormativity within the cultureof engineering.Furthermore, these interviews illustrated two processes through which depoliticization

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Robinson, University of South Carolina; Sarah C. Baxter, University of South Carolina

Tagged Divisions

Liberal Education/Engineering & Society

in science and engineering. The second half, or two-thirds of each class is individual work Page 23.1271.4on the series of projects. The projects allow students a degree of self-discovery andinternalization with respect to the concepts. At the conclusion of each project students can beencouraged to find examples that show how/where the concept is evident in existing artwork andaesthetics, or in science and engineering.FORM: The first 5 topics emphasize form and the analytic components of visualization.1. Shape and ScaleAn understanding of shape implies recognition  of visual variety. Scale helps describe  interactions

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold R Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

capstone course by extending the time period over which such credited treatmentoccurs, while offering additional benefits. Among the added benefits is increased projectcontinuity, as senior students pass on knowledge, expertise and progress to juniorstudents, sustaining project work in service of the client over multiple academic cycles.While clients and faculty enjoy project continuity and longevity, the multi-year projectplan benefits students by increased opportunities for management and leadership, makingthe educational experience a more complete and realistic one. Coyle, et al. has presentedthe EPICS model for a multi-year engineering project program with multidisciplinary andservice-oriented emphases, as implemented at a large university.1

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College; Victoria Henry, Smith College; Lucia C Leighton, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7059What makes faculty adopt or resist change in engineering education?Dr. Donna M Riley, Smith College Donna Riley is Associate Professor of Engineering at Smith College.Victoria Henry, Smith CollegeLucia C Leighton, Smith College Page 23.1367.1 c American Society for Engineering Education, 2013 What makes faculty adopt or resist change in engineering education?1 IntroductionCertain leaders in engineering education have signaled the reification of engineering education

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sherif Elmeligy Abdelhamid, Virginia Tech; Chris J. Kuhlman, Virginia Bioinformatics Institute; Madhav V. Marathe, Virginia Tech; S. S. Ravi, University at Albany - SUNY; Kenneth Reid, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

counterfactuals.Finally, results from ABMs can inform experimental studies, including surveys andhuman-subjects testing. This is because ABMs can be exercised to identify which variables havethe most impact on outcomes. These are the variables that are most important to characterizethrough experiments. Hence, there is a feedback loop between experiments and modeling.ContributionsA summary of our major contributions follows.1. A synthetic population of 19,000 college undergraduates. A social network of the state ofVirginia was generated using the procedure in 25 and used as the starting point for our work. Thesocial network contains synthetic individuals whose traits match in distribution the attributes ofthe actual population. From this network, we extracted

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

the majority agreed that the format was effective in their learning.Additional results from comparing the two courses, as well as examples of student-generatedmaterials are presented and discussed in context of the overall research aim.Introduction: Engineering students face increasingly complex problems whose solutions often requireinterdisciplinary teams and significant interaction with diverse stakeholders [1-6]. Exploringcontemporary issues in society within engineering classrooms may help prepare students forthese challenges. One contemporary issue with significant engineering considerations is theadvancement and proliferation of hydraulic fractured oil/gas well stimulation, or “fracking” [7].Fracking has substantially increased

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bryan A. Jones, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Liberal Education/Engineering & Society

approximately 20% of the surveyed studentscould solve programming problems expected by their instructors. In addition, the importance ofprogramming continues to grow; not only are CS and ECE students expected to master the art ofprogramming, but student mastery of domain-specific languages such as MATLAB, R, Maple, andMathematica are now required to perform analysis across a number of engineering disciplines.// 161: Assert CE. _LATB12=1; // 162: Send address of temperature LSB // (0x01): // // .. image:: max31722_registers.png ioMasterSPI1(0x01); // 163: Read data u8_lsb=ioMasterSPI1(0); u8_msb=ioMasterSPI1(0); // 164: Deassert CE. _LATB12=0; // // I2C // === // Available I2C functions: void startI2C1(void); void rstartI2C1(void); void stopI2C1(void

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Sandra Ingram, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Liberal Education/Engineering & Society

the data for findingsrelated to student learning outcomes and engagement1,2. The second study was devised toinvestigate fourth year students’ perceptions of the CEAB Graduate Attribute competencies asdeveloped within their Engineering program3-5. All interview and focus group transcripts weremember-checked to substantiate the data for these previous studies20. Students in the Thermodynamics study were asked to speak about their experiences in thecourse; teaching strategies that facilitated their learning; their characteristics as a learner (i.e.,How do you learn best? What is your preferred style of learning? Do you prefer individual orgroup work?); and to reflect on any unexpected learning outcomes. One interview (n=1) and onefocus

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

and transgender (LGBT) individuals in U.S.workplaces often face disadvantages in pay, promotion, and workplace experiences.1-7 It is stilllegal in many states to fire LGBT persons due to sexual identity or gender expression.8 Recentscholarship on the experiences of LGBT students and professionals suggests that thesedisadvantages may be particularly pernicious within science and engineering-related fields, giventhe patterns of heteronormativity and heterosexism documented therein.9-12 LGBT faculty inscience, technology, engineering and math (STEM)-related departments face harassment anddiscrimination, marginalization, and chilly departmental and classroom climates.10 In a study oftwo NASA centers, furthermore, LGBT professionals encountered

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Laura E Sullivan-Green, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

education classes take a case study approach. This paper will describe the implementation of this hybrid GE/senior project course and will present the assessment of the first year of this program’s implementation. Introduction In January 2013, the California State University Board of Trustees mandated that, unless excepted, undergraduate degree programs, including engineering degrees, be limited to 120 units. Title 5 § 40508 [1] states that “[a]s of the fall term of the 2014-2015 academic year, no baccalaureate degree programs shall extend the unit requirement beyond 120 semester units…” This mandate and short timeline for implementation necessitated swift action for proposals to be submitted and approved via campus curriculum committees and

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California - Davis

Tagged Divisions

Liberal Education/Engineering & Society

outcomes from previoussections of ENL/LIN/UWP 106, I synthesized a set of common, top-level Course LearningOutcomes (CLOs) to serve as scaffolding for an experimental offering of 106 standard as 106STEM. Here are the six resulting top-level CLOs: • CLO #1: know the parts of speech (“noun,” “verb,” “adjective,” etc.) and basic sentence structures (“Subject – Verb Intransitive” and “Subject – Verb Transitive – Object,” etc.). • CLO #2: know advanced sentence structures, such as compound, complex, compound- complex, questions, passive vs. active structure. • CLO #3: know how to parse sentences into sentence constituents (individual words) that are ordered, arranged, and labeled using tree diagrams

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Princeton University. Her current research interests include 1) clarifying the effectiveness of video distribution and the use of exit tickets in oral communication instruction for engineers, 2) identifying the mental models engineering students use when creating graphical representations, and 3) learning the trends and themes represented in the communication-related papers across various divisions of ASEE. As part of this effort, Norback is working with Kay Neeley of U of VA to start an ASEE Communication across Divisions Community, now numbering 80 people. c American Society for Engineering Education, 2016   Communication across Divisions

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

colleges and programs to understand their views on LGBTQ-inclusivepractices and policies. In particular, our paper describes (1) deans’ assessment of the climate intheir college for LGBTQ students and faculty, (2) deans’ personal support for LGBTQ equalityand inclusion measures (e.g. faculty-wide Safe Zone training, hiring initiatives, inclusion ofLGBTQ status in non-discrimination statements in job advertisements) and (3) deans’ perceptionof support among their faculty and students for LGBTQ inclusion measures. These findingsprovide important insights into the cultural and policy landscapes in engineering education forLGBTQ individuals and the (un)supportiveness of this key group of stakeholders of thepromotion of LGBTQ equality

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

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

Initiative (WPSI). The acronym was changed from“WPSE” to WPSI. We dropped the “E” as our intent was never to be exclusive to non-engineering students or faculty members. At ASEE 2014, we presented preliminary results fromthe first WPSI iteration. Following the 2014 conference, we identified the need for a valid,reliable, and easily replicable assessment measure that could be used both within and outside ofWPSI to measure the attainment of a series of sustainability-related learning objectivesthroughout the engineering education research community.1 In this paper, we present the ongoingdevelopment and refinement of this measure, the Sustainability Skills and Dispositions Scale(SSDS). This instrument evaluates students’ attainment of learning

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; William A. Kitch, California State Polytechnic University, Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tori Rhoulac Smith, Howard University; John V. Tocco J.D., Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

teaching materials thatcan be integrated into existing civil engineering courses. With collaboration among engineeringpractitioners, applied linguists, and engineering faculty at four universities, the project draws onmultiple perspectives to analyze writing and develop teaching materials. Phase 1 of the projectinvestigated differences between practitioner and student writing in a large collection of textsand identified the most serious student weaknesses. Phase 2 of the project, currently underway,develops materials to address those weaknesses and evaluates their effectiveness. Studentwriting after the use of the materials is assessed with multiple measures, including linguisticanalysis of specific language features and holistic evaluation of

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

pedagogical approaches and curriculum designs are most effective to cultivate these twocritical skills and prepare students for their academic and professional careers. In thisinterdisciplinary study, the researchers selected three tablet courses (i.e. Construction Graphics,Green Building Design and Delivery, and Administration of Personnel) from engineering andbusiness management curricula. Project-based learning and flipped classroom pedagogies wereadopted in all three courses. Direct and indirect measures, along with associated rubrics weredeveloped to assess the targeted student learning outcomes: (1) oral/written/graphicalcommunication, and (2) critical thinking, in a tablet-enhanced learning environment with anemphasis on active and

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

they are designed to serve, locally and globally. Thus, engineers must developcritical thinking skills concerning the broader social impacts of their activities and anunderstanding of social justice implications. Since many engineers end their formal educationafter a bachelor’s degree, such skills should be cultivated as early as possible, preferably inundergraduate education.Social justice in engineering relates to the recognition and consideration of the impacts of Page 26.1378.2engineering decisions on a broad range of communities. Elements that are commonly referencedas contributing to social justice are displayed in Figure 1. As a concept

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

students and collecting survey data from multiple institutions.IntroductionWriting is an important skill for engineers, but it is not necessarily thought about or taught as an“engineering skill.” Because of this, and despite ABET accreditation criteria directly related towriting,1 the inclusion of writing in engineering programs varies widely from program toprogram and course to course. While writing in engineering practice varies in scope frominformal emails and memos to large scope reports and proposals, writing in engineering coursesis often limited to formal laboratory or project reports, if it is included at all. This often causes adisconnect, leaving engineering graduates lacking in writing knowledge and skills, including asrelated to