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

as a matter of convenience rather than as a matter of intent. This observation issupported by Lichtenstein, et. al., [1] who conclude that engineering majors show the least benefitfrom their general education as compared to all other majors. These authors suggest that thereason for this lack of benefit is based on time management. Engineering students tend to placea higher time priority on classes they view as favoring the acquisition of highly marketable skillsover educationally enriching experiences. Because of this perspective, engineering studentssometimes need encouragement to help them see how their lives and their careers may bepositively impacted by their general studies.A history of the efforts to build and develop courses that

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Alley, The Pennsylvania State University; Lori B. Miraldi, The Pennsylvania State University; Joanna K. Garner, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #12419Memory Maps: Helping Engineering Students Fashion Words on the Spot inTheir Technical PresentationsMr. Michael Alley, Pennsylvania State University, University Park Michael Alley is an associate professor of engineering communication at Pennsylvania State University. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2013) and founder of the web- site Writing Guidelines for Engineering and Science (writing.engr.psu.edu), which receives more than 1 million page downloads each year.Lori B Miraldi, The Pennsylvania State UniversityDr. Joanna K. Garner, Old Dominion University

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

understand the individualexperience and trajectory of each focal engineer and then look for patterns across our sample.This paper highlights the experiences of three focal engineers, who are introduced below.The data for this work in progress come from 30 interviews with 15 engineers and 1 engineeringstudent (sample data are displayed in table 1). The engineering student is included in the samplefor this paper because he was observed in the workplace and participated in multiple interviewsdescribing both his career aspirations and current work experiences. His case serves as importantevidence of patterns noted retrospectively by the other engineers, namely that access to everydayengineering work shifts the engineer’s images of work from hopeful to

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

theory), and in that it borrows concepts from disciplines, making it dependent onknowledge that is transportable. However, not all knowledge is transportable and borrowing isnot always successful.10Data Point 1: The 2006 Engineering Education Research AgendaAs mentioned above, a group of leaders in the engineering education community developed aresearch agenda for the field in 2006. Engineering epistemologies was one of five research areasprioritized. Engineering epistemologies was defined as “research on what constitutes engineeringthinking and knowledge within social contexts now and into the future.”11 Within that area, fourspecific lines of inquiry were further identified: 1) What knowledge, skills, processes, values, and attitudes

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

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

disparatematerial across disciplines into a cohesive and fully interdisciplinary sequence, we are just nowin a position to redefine our learning outcomes for the HERE Program. Our most recent list oflearning outcomes (Figure 1) is informed by the learning outcomes of the ACPA (AmericanCollege Personnel Association) (Figure 2) and by the revised established learning objectives ofthe courses we teach.Our revised list puts ethics, actions and values and emotions in the top three positions. Engaged Page 26.1696.4learning is a primary goal of any critical pedagogy, especially in education for sustainability, andespecially in a living-learning community

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

John W. Brocato, Mississippi State University; Amy Barton, Mississippi State University; Kelly Agee, Mississippi State University; Ed Dechert, Mississippi State University; Greg Carlisle, Morehead State University

Tagged Divisions

Liberal Education/Engineering & Society

cause of this engagement problem is not complicated; public speaking has been a top fear ofpeople in the United States for years, often anecdotally but also in a more documented sense,most recently in Chapman University’s “Survey on American Fears,” where public speakingplaced fifth (9.1%) just behind “Being [a] victim of mass/random shooting” (also 9.1%)1.Another persistent problem is lack of experience. As much as any other ability, effective publicspeaking requires repeated practice at delivering talks before audiences and, more importantly,reflection after a talk on what went poorly and the willingness to do it again, better. Assessingthe presentation experiences of, e.g., the general public or U.S. college students is beyond thescope of

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Jacksonville University; Sandra Soto-Cabán, Muskingum University

Tagged Divisions

Liberal Education/Engineering & Society

actuators toaccomplish this task. Also, in traditional RGMs majority of the steps can be designed by onlytaking the outcome of the previous step into consideration. However, in advanced RGM designs,students must take all the steps into consideration as a whole and design the machine completelybefore they start building it since the machine is required to reset back to its initial conditions. Asample RGM project and student work are shown in Figures 1 and 2. Figure 1. Sample Rube Goldberg project from 2014. Preliminary design sketch (top left), the CAD model (top right), the group working on it (bottom left), and the finished project (bottom right). Figure 2. Sample student work. Electrical diagrams

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan McGrade, Indiana Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

, students were placed in a cohort that was limited to 15 students; in efforts to createa supportive atmosphere, they were enrolled in the same math and English class sections. Inaddition to their regular course time in trigonometry, they were required, as part of their courseschedule, to attend two math recitations per week (led by a full-time faculty member). Toaccommodate this design, the English instructor was tasked with two challenges: 1) acceptstudents into the composition class regardless of English placement (so they could enter thecohort according to their math placement), and 2) create something special for Engineeringstudents (in order that they might begin to identify as engineers). Students who may have placedlower than entry-level

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

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

to State transferability requirements). These learning outcomes were used to define thebadges for the Digital Narratives seminar learning experience. For our Digital Narratives course weproduced 8 badges: 4 for English, 3 for Fundamentals of Speech, and 1 for Information Literacy. In eachbadge there were 3-5 challenges, totaling 29 challenges across the 8 badges. The parallel construction ofthe badges to the more traditional classes and credit hour system also facilitated the broaderunderstanding at the university where our learning experiences can map to classes for use on transcripts.In addition, this ability to map to the existing structure enables transferring into and out of the programmore easily.The 8 badges also represented credit

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Tandon School of Engineering ; Lindsay Anderberg, New York University Tandon School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

teaching paradigm, is a progression fromabstraction to idealization to mathematical modeling to simulation to performance evaluation to,finally, relating to reality.1 First-year students learn mathematical and engineering concepts andthen progress through courses involving design testing and assessment. Ultimately, engineeringprograms should produce graduates who can successfully apply engineering concepts to realworld problems. The Accreditation Board for Engineering and Technology (ABET) sets thecriteria that colleges and universities should follow in order to produce engineeringprofessionals. ABET Criterion 3: Student Outcomes, originally published 20 years ago, has beenrevised over the years, but has always included an emphasis on student

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

design, however, presentsengineering programs with two major challenges: placing limits on the “breadth” of eachoutcome; and clarifying the inherent vagueness in each outcome (or, defining the “specificity” ofeach outcome).1 ABET intentionally writes their student outcomes with a degree of vagueness toavoid engineering programs from adopting prescriptive curricular design and to allowengineering programs to have flexibility and freedom of interpretation. However, this vaguenessmay confuse engineering programs about how to address each outcome effectively.1 To addressthese types of issues, McGourty, Besterfield-Sacre, and Shuman called for operationaldescriptions of each outcome; although, they admitted that determining the specificity would bea

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

professional identity.1. Previous Research on Class SizeAs Johnson1 observes, there is not much agreement among researchers about what constitutes asmall and a large class: the number of students that comprises a small class varies from 132 to653, and large classes range from 54 students4 to 3505. While the disagreement about thenumber of students that comprise a large class is significant, the estimation of a small class isrelatively consistent: a small class usually has no more than 30 students6, or perhaps just a fewmore (there are a few exceptions, however, who regard small classes as having 35-39students5,7,8). Both professors and students feel the effects of additional students more stronglyin smaller classes than they do in larger classes. In a

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the world’s wealthiest citizens. 1 In response, a moremodern vision for engineering education promotes “a world where all people have access to basicresources and knowledge to meet their self-identified engineering and economic developmentneeds.” 2 By providing students the opportunity to explore the engineering curriculum as it appliesto the challenges of globalization, population explosion, resource depletion, and so on, we arepromoting and contributing to a more socially aware and responsible profession: “Addressing theneeds of clean water, sanitation, energy, shelter, etc. is no longer an option for the engineeringprofession; it is an ethical obligation. Both engineering practice and engineering education needto be considered.” 3

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Michael A. Collura, University of New Haven; Jean Nocito-Gobel, University of New Haven; David J. Adams, Technical Communications Consultant; Amanda Simson, The University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

learningoutcomes. The evaluations were done with all five evaluators present. Student progress throughthe first three years of PITCH is quantified and the results demonstrate that student writingimproved significantly. The pedagogical and administrative lessons learned by developing andimplementing the program are also discussed. PITCH is supported by a grant from the Davis Educational Foundation.Background A key skill desired by employers of new engineering graduates and valued by alumni is theability to communicate technical content effectively.1-5 Engineering educators have recognizedthis need for many years and a variety of efforts have been undertaken at different universities toaddress it.6,7 An approach adopted by many engineering schools

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

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

, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering. These Engineering Ambassadors develop valuable leadership and communication skills, which they apply through engineering outreach to middle and high school students. Christine received her MBA in marketing and international business from Drexel University and her BA in English and film from Dickinson College.Mr. Michael Alley, Pennsylvania State University - University Park Michael Alley is an associate professor of engineering communication at Pennsylvania State University. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2013) and founder of the web- site Writing Guidelines for Engineering and Science (writing.engr.psu.edu), which receives more than 1 million page downloads

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

variety of fields, including counselling,psychology, moral philosophy, psychotherapy, neuropsychology, and engineering education. Insum, we describe five educational contexts and a myriad of techniques that we posit, when usedeffectively and spread across engineering curricula, will be effective means towards thedevelopment of empathy among engineering students.1. IntroductionIn recent years, scholars have paid increased attention to the phenomenon of empathy within thecontext of engineering. In 2011, Strobel et al. found approximately 20 engineering articles thatexplicitly “embedded the concept of empathy.”1 Yet, a January 2016 search of ASEE’sconference proceedings alone indicates that 69 articles explicitly used the term in 2015, 38 in2014, 23

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

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

action to address the problems. Should the engineers reach out to ahigher level of management and/or speak out publicly about the problems and hazards associatedwith the project? The answer to this question might seem obvious: Particularly because publicsafety is at issue, the engineers should continue reporting the problems up the chain until they areproperly addressed. Not to do so would be a violation of the codes of ethics of severalprofessional engineering societies.1 Cases similar to this one have been assigned to students innumerous engineering ethics classes over recent decades, and the appropriate response to theethical question is often guided by direct reference to professional ethics codes.The ethics case above draws on a real-world

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

comments and fewer in the less important categories. However, in all but onecategory, the differences between groups were not statistically significant. A follow-up surveywas used to gauge student perceptions on various dimensions related to the peer review process.Perceptions were generally more positive in the in-class instruction group, but again thedifferences were not statistically significant. These results indicate that the handout-only methodmay be adequate for teaching peer review to first-year electrical and computer engineeringstudents and indicate the need for further research in this area. Page 26.1482.2 1 Introduction

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Bernadette Longo, New Jersey Institute of Technology; Dave M. Kmiec, New Jersey Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

wereproduced as part the project from start to finish.One of the inherent difficulties of the use of workplace documents is clearly illustrated in Figures 1and 2. It would be possible to bring these documents to an engineering communication class, or asoftware engineering class, but without Dr. Mohan’s verbal narration, it is possible that neitherinstructor nor students would have an idea of the important context that surrounds the documents.For instance, Figure 1 shows the original email that initiated the software project. The purpose of thedocument is explicit in the first sentence: “to outline a small data acquisition project for Amadeus.”In his narration, however, Dr. Mohan reflects on the long-standing and positive relationship betweenhis

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

asked to prepare by bringing a draft of a figurethat they intended to use in their Capstone report, which is due at the end of spring quarter.Workshop design:Our workshop was 90 minutes in length. We presented three design principles for students to usetoward assessing and providing feedback to one another in small groups, and expected to spendapproximately twenty minutes on each principle (Figure 1). In order to give students anopportunity to apply design knowledge soon after constructing it, our workshop was designed tocontain a number of cycles of uncovering a principle, and then applying that principle towardpeer assessment and feedback.1. Discussion/uncovering of design principle. The workshop facilitator guided the class, as a whole, to

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

, fluid mechanics, homework problems, content analysis,textbooks, writing promptsIntroductionAs assessments of learning outcomes are increasingly emphasized through accreditationrequirements (e.g., via ABET) and other quality assurance initiatives, written communication isone area that engineering instructors often find challenging to incorporate and assess.1 This isparticularly true in large core courses at the sophomore and junior levels. Yet it has also beenfound that technical writing is best taught during the learning of technical material.2This study is part of a larger ongoing project to understand and expand the incorporation ofwriting in large-lecture engineering courses, including investigation of faculty perspectives andtextbook

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

26.740.3students could respond along a 5-point Likert scale where 1 was equal to “Does not describe mewell” and 5 was equal to “Describes me very well”.Our participants were from various engineering disciplines at a large Mid-Western University.The survey was disseminated to participants at the beginning of the Spring 2014 semester usingadministrative points of contacts through a number of engineering list-servs, some disciplinary(e.g. Mechanical, Civil) and some organizational (e.g. Society of Women Engineers, Engineersfor a Sustainable World). Participants were provided no monetary incentive for completing thesesurveys, although they had the opportunity to volunteer in a follow-up interview thatcompensated $10.As of February 21, 2014, 220 individuals

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

professionals, engineering has far fewer explicitconnections to SJ.1 Research suggests the exclusion of SJ is not merely related to engineeringbeing a “technical” profession. Instead, engineering ideologies2 and mindsets in engineering3perpetuate the invisibility of SJ inside engineering education. Of the three primary componentsof the engineering curriculum—courses in the engineering sciences, engineering design, andHumanities and Social Sciences (HSS)—the engineering sciences have been critiqued for theirexclusive, narrow technical focus,4 and engineering design for not making SJ more visible.5While the engineering sciences often exclude inherent social and SJ dimensions and focuslargely or exclusively on technical dimensions, HSS courses for

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

development.Introduction Times have changed. There is a new message emerging. The future of engineering, and some would say of society, depends on its delivery. The new message starts with the recognition that engineering design is a social and humanistic field, as well as a technical and scientific one; and that, like other professions, human impact is placed at the center of the process [1].This excerpt is taken from Diane Rover’s Journal of Engineering Education AcademicBookshelf review of the National Academy of Engineering’s (NAE) Changing the Conversationreport. The conclusion of Rover’s article, much like the report she reviews, is clear – “in an ageof ‘messaging’”, messages have the power to transform engineering education.A

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Shari E. Miller, University of Georgia; Nicola W. Sochacka, University of Georgia; Michael Alvin Brewer jr., University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

contemporary engineer – one who isnot only technically excellent but also innovative and aware of the inescapable humanisticaspects of working in complex socio-technical systems [1-4]. This vision of the “UGA engineer”has informed the curricula development for the College’s eight undergraduate programs. In theMechanical Engineering program, this vision led to the implementation of a design sequence thatincludes a compulsory, 3 credit hour, sophomore class that focuses on engineering and society(Engineered Systems in Society: MCHE 2990). In this paper, we describe the development of aset of four empathy modules that we have created as a core and integrated element of this courseand preliminary observations from their implementation in fall 2015. We

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Patricia Pyke, Boise State University; Sharon Paterson, Boise State University; R. Eric Landrum, Boise State University; Arthur Scarritt, Boise State University ; Jocelyn B. S. Cullers, Boise State University; Don L. Warner, Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

onunderrepresented and first generation students. With a multiplicity of programs from variousdisciplines, the SRC leadership team recognized a unique opportunity to enrich students’summer experiences, without increasing the workload on each of the faculty mentors. Wedesigned a summer program with two overarching goals: 1) Build interdisciplinary connectionsamong students and programs, and 2) increase students’ professional identity, knowledge, andskills related to research. As the program developed between 2011 and 2015, we fine-tuned theprogram and goals based on feedback, research, and evaluation.StructureOver the past six years, the 9-10 week Summer Research Community has brought togetherstudents across programs and included the following types of

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

towards more student-centered ends.Changes to the ABET Engineering CriteriaSince practically all engineering programs in the United States, and an increasing numberinternationally [1], are ABET accredited, program review processes have a strong impact on howengineering is constituted and enacted; i.e. what engineering ought to be. When any groupmakes a claim that things should be one way rather than another it is worthwhile to examinethose claims and the position from which they are made. Philosophy is one method of suchexamination. Philosophy has been defined as “truth estimation” where facts, experience,common sense, public opinion, and traditions form the data by which individuals develop a self-sustaining and coherent belief system [2]. The

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Engineering and Science (writing.engr.psu.edu), which receives more than 1 million page downloads each year.Ms. Christine Haas, Engineering Ambassadors Network Christine Haas brings ten years of experience working in marketing and communications with a focus on the science and engineering fields. She’s held positions as the director of marketing for Drexel’s College of Engineering and director of operations for Worcester Polytechnic Institute - Engineering. Now, as CEO of Christine Haas Consulting, LLC, Christine travels around the world teaching courses to scientists and engineers on presentations and technical writing. She has taught clients across gov- ernment, industry and higher education, including Texas Instruments

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; James W. Malazita, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

possibility of a whole new generation of students primed forscience, technology, engineering, and mathematics (STEM) education and careers. Makingpractices, facilities, and integrated makerspaces have been enthusiastically embraced withinengineering education programs at high school and university levels, and are proliferatingrapidly within diverse educational settings. Perhaps surprising to many within engineering andother STEM fields, making practices are also being embraced and adapted within thehumanities,1 particularly a branch of humanistic inquiry labeled “digital humanities.”2 Ashumanists organize research practices and supporting theoretical frameworks around making,new possibilities arise for using making practices to integrate technical