Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Liberal Education/Engineering & Society

enrolledincluding 6 engineering majors, 1 technology major, 4 political science majors, 1 communicationmajor, 3 mathematics majors, and 10 business majors. In order to ensure that research projectswere diversified, the students selected groups using a fantasy sports-style draft. The studentsdrew out of a cup slips of paper with the numbers 1-25 written on them. The numbers 1-6 werecaptains of the draft and responsible for picking the other members of the team. Teams wereconstrained in that each team was required to have an engineering major and at least one majorfrom the College of Business. The captains took turns picking their next team member until theentire roster was filled with 5 teams of 4 and one team of 5 students.Choice ActivitiesIn addition to

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

them have beento a seminar before.For most students, the course Swedish Society, Culture and Industry in a HistoricalPerspective (SweSoc) is one of the first they attend at KTH and also serves as aninvitation to understanding the society they now live and study in during their time asan exchange student. SweSoc was inspired by similar curriculum offered to exchangestudents at Massachusetts Institute of Technology (MIT) to better contextualize MITand American society in the 20th century. Furthermore, SweSocaims to introduceengineering students to analytical and critical thinking as used within thesocialsciences and humanities[1].This paper outlines the means by which engineering students at a technical universityin Sweden are trained

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan A. Jones, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Amy K. Barton, Mississippi State University; Donna Reese, Mississippi State University; Hejia Pan, Mississippi State University

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

introductory computer science courses (CS1).1. From writing-to-learn (WTL) to writing-to-learn-to-program (WTLTP)WTL strategies arose from the writing across the curriculum (WAC) movement, which can betraced back to the 19th century in the U.S. It describes programs that emphasize the connectionbetween writing and learning, but the term also refers to the pedagogical theories that supportthis connection. In the following sections, the history and influence of WTL are discussed as thefoundation for WTLTP.1.1. History of WTL Page 26.1779.2David Russell’s history7 of the WAC movement traced the cultural changes in the U.S. that ena-bled the movement’s

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

decisions about accreditation standards to ABET itself, each constituency of ABET hasto be able to read these implications through a better understanding of the process.While this detailed understanding of process is the major objective of the study that we have yet to amassdata for, we can at least demonstrate the consequence of a difference in process by comparing the twoversions of the proposed changes that we have seen so far. An initial reading of TF-3’s original “1-6”Criterion 3 student learning outcomes that the task force put forward as an alternative to “a-k” reveals thefollowing commitments:11  A strong linear model of applied science  A tendency to view engineering as an experimental, laboratory-based discipline.  The

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

role of reflection in engineering education based on the number of researchpublications, the limited number does suggest opportunities for more investigation of the issue.”The analysis presented in this paper seeks to explore the extent to which engineering educationscholarship has highlighted reflection by seeking to answer the question: how much explicit,named attention has reflection received in engineering education scholarship and how do weinterpret these results? Our systematic literature review seeks to answer that question by (1)identifying the number of papers in the ASEE conference proceedings that mention reflection inengineering, and (2) determining the extent to which reflection is mentioned (the scope ofreflection) and

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

as theirAmerican counterparts,” Grasso questioned whether it is wiser to close all the expensiveengineering colleges in the U.S. and “simply import all the engineering we need.”1 As a lifetimeengineering professor and administrator, Grasso was certainly not proposing laying off thousandsof American engineering educators. Instead, he urged his colleagues in the U.S. to pursue “afresh start” and to educate “[a] growing and increasingly diverse number of domestically trainedengineers—equipped with the broad insight and critical thinking skills the world needs” through“[the] study of the human condition, the human experience, [and] the human record.” Doing so,Grasso suggests, would give the engineers educated in the U.S. “a competitive advantage

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

decades (or longer) to help performers develop their skills. This training canembody a range of formats, many resembling schoolyard games4; but nearly all successfulimprov training activities are united by a common thread of providing a scaffolded opportunityfor creative, interactive and unscripted performance within a safe and supportive environment(figure 1). Figure 1: “Yes, And”, a classic improv activity There are many variations to this game, but the essential rules are that one player starts a story or scene: “There was a giant slug outside our house.” The other players must add another sentence to the story, beginning with “Yes, and”: “Yes, and it was bigger than the man who was holding its leash!” “Yes, and the man

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

environment [1-9]. While theseoutcomes and their importance are widely articulated, there is less discussion about themechanisms by which these benefits actually develop. In other words, because the positiveoutcomes of a liberal education are often observed and articulated in retrospect, the pedagogicalconstructs and cognitive models that scaffold these later behaviours are often unexplored. Amore comprehensive understanding of how and why these skills develop can be gained byobserving the student behaviours and instructional practices that govern some studentexperiences in the liberal arts.Representing Science on Stage, a theatre elective for engineers at the University of Torontoprovides one space in which these interactions can be observed. In

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Jonathan Grunert, Virginia Tech; Yousef Jalali, Virginia Tech; Stephanie G. Adams, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

to adopt the term anddeliberately problematize it, teaching notions of critical citizenship that delink the word fromnationalist and xenophobic notions, reclaiming it for a broader notion of personhood. 22-24Course DescriptionIn order to obtain approval for the course to meet requirements for the Curriculum on LiberalEducation, the wording of our learning objectives matched the requirements for the CLE. It wassomething of a surprise to us that the course was not considered appropriate to meet either thescience or social science areas but was instead considered appropriate for art and design becauseof its focus on the latter. Thus the learning objectives for the course were finalized as follows: 1. Explore the interaction of engineering

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mania Orand, University of Washington ; Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Lauren D. Thomas, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

and HCI practitioners.IntroductionNumerous studies have identified reflection as an essential element in learning, development ofexpertise, and supporting motivation.[1,2,3,4] As Rodgers put it “reflection is identified as astandard toward which all teachers and students must strive” and “the cry for accomplishment insystematic, reflective thinking is clear”.[5] While reflection is generally understood as animportant part of learning, it is emerging as a critical area of scholarship in engineeringeducation.[1] Operationalizing the concept of reflection in classrooms in order to help engineeringstudents engage in reflection has been a challenge and educators are seeking ways to best addressthis issue.[6,7,8]Similar to educators in engineering

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University; Jonathan Edward Pang, Stanford University; Sarah Salameh, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sanitation crisisAbstract:According to the WHO, 2.5 billion people lack access to proper sanitation resources.1 Integral tothis alarming statistic is the absence of sanitation technology. Current engineering initiativeshave responded to this challenge with toilet fairs and competitions showcasing cutting-edgetechnologies in the sanitation sector. That is, engineers have often approached this sanitationcrisis as well as other world problems from a technocentric perspective―the philosophy thatconsiders technology as capable of solving human problems.2 Technocentrism speaks to thecurrent outlook of engineering education. We as engineering students are trained to design andbuild technical solutions for world problems. Furthermore, this focus within

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

addressing itsproblems of social inequality.1-4 Riley, Slaton, and Pawley5 argue that we have framed theproblem poorly and failed to examine structural forces at work that maintain color lines andgender gaps in engineering. There is a need to look beyond the discipline of engineering (orengineering education) to develop a deeper understanding of these structural forces and effectivestrategies for resisting or dismantling them.On the occasion of ASEE’s meeting in New Orleans, where long term social inequalities wereexacerbated in the wake of Hurricane Katrina, it seems appropriate to examine the efforts torebuild New Orleans and what it can tell us about engineering and engineering education. Wechose to focus on the case of rebuilding the public

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

Page 26.616.2more as a metaphor for conveying students’ experience of disappointment than to insinuatemalicious intent.(i)In K-12 engineering programs, the overwhelming curricular emphasis is on engaging, design-based classroom activities: open-ended, hands-on projects requiring creative synthesis acrossmultiple domains of knowledge on the part of the student.1 In university engineering programs,students confront an educational philosophy that can be characterized as exclusionary and builtupon a “fundamentals first” approach to learning:2 analytically rigorous, rote learning of basicprinciples in math and science (e.g., calculus, chemistry, physics) followed by engineeringsciences (e.g. statics, fluid dynamics) followed by engineering analysis

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

thecomplimentary studies requirements of Canada’s CEAB criteria, while responding to the uniquechallenges of delivering Humanities instruction to engineers. These in-house Humanitieselectives work to accommodate engineering timetables, address differences in typical courseinstruction and delivery that may challenge our students, and relieve the self-consciousness ofengineering students in an unfamiliar discipline. A more complete discussion of these motivatingfactors and the University of Toronto’s response can be found in Chong, Tihanyi andWilkinson[1].While Representing Science on Stage demands that students step out of their comfort zone totake risks in an unfamiliar discipline, it does so in an environment that is familiar: an engineeringclassroom

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

elaboration of standards. Weconclude with a discussion motivating social justice as a value that all engineers can adopt.IntroductionSocial justice is an aspirational value conceptualized in contrast to injustice, and is best definedby those most closely experiencing that injustice. 1 Notions of social justice vary by time and byaffected population. Studying previous social justice movements can provide some examples ofkey principles such as ending systems of oppression like racism, colonialism, classism, ableism,sexism, heterosexism, gender normativities, xenophobia, ageism, and others; resisting thesystematic silencing or discrediting of local knowledges and scientific counter-knowledges thatchallenge dominant ways of thinking, knowing and doing

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, Page 26.1286.2and how student resistance to topics perceived as “not engineering” can be a positive learningopportunity.IntroductionSustainability has emerged as an acceptable theme in many engineering education contexts overthe past two decades, with an earlier history dating back to the 1960s.1 While environmentalengineering was the logical home for sustainability and has driven a great deal of the movementfor sustainability education in engineering, disciplines like chemical engineering and mechanicalengineering have also risen to the challenge to incorporate sustainability considerations inteaching their discipline to undergraduates.However, definitions of sustainability in engineering have been more technical in nature thandefinitions

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

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

LEAP report, recognizing similar challenges ofglobalization and responding with a similar vision: We are committed to the liberal arts and sciences as a basis for intellectual and personal growth. The University endeavors to prepare women and men for lives of personal and professional service and leadership. The University is aware of the challenges of living in an international community and therefore adopts a global view in its programs and its vision.The University of Evansville seeks to fulfill this mission through its general education program,Enduring Foundations, which is composed of 11 student outcomes: 1. Critical reading and thinking 2. Engagement with imaginative expressions of the human

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

written, distributable articulation of suchpriorities is also felt to be required. But if we are interested in the social relations associatedwith engineering codes of ethics, we must ask: Why precisely is such an articulation felt to benecessary? After all, many features of many professional operations never find such formalexpression; although Codes of Ethics for History professors exist, they are rarely invoked inpractice or passed along for graduate students, for example. Moreover, although developing acode of ethics is commonly viewed as having been an essential part of engineering’sprofessionalization in the United States,1 the question of how codes of ethics actually shape dailyengineering practice is a, huge realm for study. To delve into

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Prashant Rajan, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Society for Engineering Education, 2015 1 Not engineering to help but learning to (un)learn: Integrating research and teaching on epistemologies of technology design at the margins  Abstract  Locating engineering education projects in sites occupied by marginalizedcommunities and populations serves primarily to reinforce themisapprehension that the inhabitants of such sites are illiterate, inept,incapable and therefore in need of aid or assistance from researchers, facultyand students. Drawing on the emerging literature on engineering educationand social justice, I examine the stated objectives, content, duration, andoutcomes of exemplar projects

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

communication skills among students in C-I courses. Results from C-Icourse completion questionnaires showed that we still had some room to improve our students’perception of the value of the communication assignments they completed (see Figure 1).However, results also indicated that students realized that improving their communication skillswas essential for careers in engineering (see Figure 2). 180 160 140 120 100 Fall 2007 80 Spring 2008 60 40 20 0 Very Little Little Somewhat Much Very MuchFigure 1: Student responses to question, “How much did the

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

Appendix A.Faculty Ulysses Contract SurveyTo gain more targeted insights, the following questions were asked of the Fall 2014 Neural Sig-nals and System class and Biomedical Signals and Systems classes as part of their end-of-courseevaluations. 1. What aspects of the project structure/assignments helped the most? 2. What was the most difficult/frustrating part of the project? 3. In what ways did you find yourself coping with the instructor’s lack of knowledge about the specifics of your project? 4. What was most rewarding aspect of this approach? 5. Did it help or hurt that the project was team-based? 6. What suggestions do you have for the future

Conference Session

Panel Discussion: Global Engineering - What Does That Mean?

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robyn Sandekian, University of Colorado Boulder; Bernard Amadei, University of Colorado, Boulder; Aaron Brown, Metropolitan State University of Denver; Brent K Jesiek, Purdue University, West Lafayette; Stephen Y. Lu, University of Southern California; Sylvanus N. Wosu, University of Pittsburgh; John W Via III P.E., Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

Liberal Education/Engineering & Society

panelists 10 minute Break into small groups for activities/discussion < 2 minutes Group activity #1: How do YOU define global engineering? 7 minutes to write;  What should be included in a proposed body of knowledge? 8 mins for report out  Participants write their ideas on large sheet of paper  Representative at each table collates list of thoughts, and then someone from each table reports out  Was there consensus within groups/across groups? Group activity #2: What does YOUR institution do to promote global 7 minutes to write; engineering

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

increasingly felt, mirroring a general societal trend.This is not a mechanism to impugn any singular decision or gainsay specific individuals involvedin the ensuing events following Katrina. Instead, this is a conduit to a dialogue about theteleology of engineering education. Moreover, the paper is an opportunity to examine howplacement within the confines and suasion of a neoliberal system is affecting engineeringeducation.As a work of history, social scientific analysis and personal narrative, the following accountattains objectivity through situated knowledges.1 The author was a freshman in college at thetime of the storm, scheduled to partake in orientation week events when Katrina made landfall.The personal narrative offers insight into the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

afirst-year course. We believe that the pedagogical process used in this course is transferable toother educational contexts.References: 1. Allen, D., Allenby, B., Bridges, M., Crittenden, J., Davidson, C., Hendrickson, C., Matthews, S., Murphy, C., and Pijawka, D. (2008), Benchmarking sustainable engineering education: Final report. EPA Grant X3-83235101-0. 2. Wiggins, J., McCormick, M., Bielefeldt, A., Swan, C., and Paterson, K. (2011), “Students and sustainability: Assessing students’ understanding of sustainability from service learning experiences”, paper presented at the 2011 Annual American Society of Engineering Educators (ASEE) Conference and Exposition, 26-29 June 2011, Vancouver, Canada

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

1: List of B.Eng. Degree Programs Offered by Aarhus implement these changes, Aarhus University resorted to University (Formerly IHA) reorganization. The original merger in 2007 simply allowed the former IHA and the new School of Architectural Engineering Engineering at Aarhus to operate as separate entities. Bioprocess Engineering However, the precise articulation agreement necessary Chemistry Engineering to produce a coherent education required more closeCivil and Structural Engineering coordination. As carried out as part of a broader, Electrical Power Engineering university-wide reorganization, the faculty