Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

the engineering curriculum?Compared to all the elements of the engineering curriculum, the ES is the most distant andinaccessible to partnerships and collaborations between ES instructors and everyone elsecommitted to engineering education—such as design faculty and HSS faculty within engineeringeducation contexts. Interdisciplinary collaborations are becoming more common in Intro classes,design courses, and HSS [2]. Even the basic math and science courses have become sites ofinnovative pedagogical interventions [3]. But for the most part, the ES remain closed to theseinterdisciplinary collaborations and integrations. Why is that?An obvious response is that the ES tend to be among the most technical components of anengineering education. But

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University

Tagged Divisions

Liberal Education/Engineering & Society

ofsociotechnical thinking into the course curriculum, Professor B did not have the same interactionwith other faculty members because it was the only section of the course taught each semester.Although this was not a direct insight but rather an indirect one, it seemed to have addedadditional challenges to Professor B, which may contribute to faculty burnout and an increase inimposter syndrome. The other key difference in both faculty reflection logs includedsociotechnical integration teaching techniques, where Professor A had a more project-basedtechnique, while Professor B’s teaching technique included more prompts/anchors to theirtechnique. It should be noted that although both techniques were different, both seemed to haveresonated on some level with

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

limit [2]. With the financial crisis that struck the country in 2008, efforts to manage the fiscal crisis replaced those to reduce the curriculum of the approximately 19% of degrees that remained above the 120-unit limit within the 23 campus system. The CSU Board of Trustees presented a proposal in September 2012 to achieve the unit reduction, in part, by eliminating all advanced GE requirements. This proposal was prepared with no faculty input, in direct contradiction to the deeply engrained shared governance culture within the CSU system. Faculty and campus outcry was immediate and aggressive. The Academic Senate at SJSU, in response to a mandate from the SJSU president, developed an alternative proposal that

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Colin M. Gray, Purdue University; Denise McAllister Wilder NCIDQ, Purdue University; Terri S. Krause, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #19305Systematically Integrating Liberal Education in a Transdisciplinary DesignStudio EnvironmentDr. Marisa Exter, Purdue University Marisa Exter is an Assistant Professor of Learning Design and Technology in the College of Education at Purdue University. Dr. Exter’s research aims to provide recommendations to improve or enhance university-level design and technology programs (such as Instructional Design, Computer Science, and Engineering). Some of her previous research has focused on software designers’ formal and non-formal educational experiences and use of precedent materials, and experienced instructional

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

wider exploration of global climate change. Taken as a whole, the ethics assignments andreflective engagement of students produced gains in critical thinking and reflective action, alongwith resistance from some students policing disciplinary boundaries of the course, opening spacefor motivating conversations about the syllabus in the context of the larger engineering program.The presentation concludes with some lessons learned related to design of assignments,motivation of social justice topics, scaffolding for specific social justice concepts andterminology that may be new to students, challenges of transforming an over packed curriculum

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

. Page 26.866.1 c American Society for Engineering Education, 2015 Humanizing Signals and Systems: A Reflective AccountAbstract:In this paper, I authentically and reflectively depict my journey as an engineering educatordelving in the challenge of integrating technical content of a continuous-time signals and systemsclass with the social, value-laden realities that encompass such concepts. I refer to this particularchallenge as humanizing the technical content of signals and systems. Specifically, I describe thesignals and systems course and how I structured content and assessment plans to create space forhuman values. Additionally, I critically examine how some barriers that worked against myefforts

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown; Lea Campbell, University of Houston, Downtown

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

internal team leadership needed toresolve common behaviors within dysfunctional teams. While no new theoretical results onteamwork are presented, the authors have focused instead on applying their experience asmanagers of teams in major corporations and institutions of higher education to explore what aneffective teaming curriculum might include and to develop related assessment tools. This paperoutlines a strategy for integrating deliberate teaming instruction into senior-level engineeringcapstone or project courses. The curriculum focuses on building team leadership skills andtechniques for addressing challenges such as planning and execution, social loafing, andprocrastination. Models for assessing students‟ teaming skills and for providing

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

resistance may be student perceptionof writing as an audience-driven performance rather than perceiving writing as part of criticalthinking and creation of social action4. In data- and content-focused fields and disciplines, suchas those in STEM, it is difficult to integrate different forms and genres of writing into upper-levelundergraduate courses due to time constraints and concerns about coverage. Writing is seen as aseparate intellectual process because there are a limited number of courses taken as corerequirements from Humanities and Social Sciences, and many courses and writing programs donot demonstrate overt connections to STEM epistemologies. Although practicing STEM facultystress the importance of writing as part of their own careers

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

position of my new course as an elective that still lives on the edges of the curriculum.Discussing efforts to bring a broader range of skills into engineering curriculum – like design,teamwork, interdisciplinary, and global competencies – Miller even goes so far as to argue that“developing independent new courses in these topics that are separate from the technical coresubjects in engineering is not likely to provide an effective mechanism of integration. Instead, ifthe new subjects are not viewed by students (and faculty) as an integral part of learning tobecome an engineer, they are not likely to be taken as seriously.”17 Following a similar line ofreasoning, Downey adds: “Elective courses supporting the international education of engineersfall

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Cyber Innovation Center; Galen E. Turner III, Louisiana Tech University

Tagged Divisions

Liberal Education/Engineering & Society

developed byLouisiana Tech University. The course consists of discussion sessions, hands on labs,cryptographic problems, film sessions, and a final cyber challenge each of which integrate thehistory, ethical issues, applications, and theory behind cyberspace, security, and cryptography.Developing a cyber curriculum that is truly interdisciplinary in focus – cutting across both thesciences and the liberal arts – demonstrates a national model for implementing similar programsat other institutions. This integrated approach to teaching strives to educate new scholars whounderstand not only the science, technology, engineering, and mathematics but also the political,social, historical, ethical, and legal aspects of this evolving discipline.Results of

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Balakrishnan, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Priya Subra Mani

Tagged Divisions

Liberal Education/Engineering & Society

Faculty of Education in the area of Counselling Psy- chology through the University of Manitoba. c American Society for Engineering Education, 2020 Integrating Career Development Supports into a Biosystems Engineering Program: Study DesignAbstractCareer development is an important area of growth for post-secondary students, includingengineering students who are learning about who they are and what they want in their careers.Career development support may be particularly useful for students in less known areas ofengineering, such as biosystems engineering, who may benefit from support in understandingtheir career possibilities and learning to articulate their skills to employers. This

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

historian or philosopher or writer thinks, are reserved forhistory and philosophy and literature majors in their more advanced classes. In the generaleducation curriculum, integrative learning is little more than a fantasy. For the engineeringstudent, this approach often leads to compartmentalized learning, where students do not connecttheir general education courses to their engineering courses.  When it comes to integrating engineering and humanities within a single course, the prospectsare more promising but the effort much more daunting. Engineering and the humanities are sofar removed from one another —sometimes quite literally situated on opposite ends of largecampuses, in separate colleges and institutional environments that make it

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

their junior or senior years are, likewise,critical to successful undergraduate engineering education. These projects emulate the work ofengineers in industry in that they involve trade-offs, cost constraints, interdisciplinarity,ambiguity (open-ended descriptions and practical specs), and multiple solutions requiringflexibility on the part of designers. As such, they typically entail teamwork, rely on clear andeffective communication (with a sponsoring company in addition to within the student teamitself), and require the ability to apply a variety of material from across the curriculum. The starkdifference between such a design experience and the well-structured nature of textbook problemsthat students spend an appreciable portion of their

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

. Page 23.776.1 c American Society for Engineering Education, 2013 Integrating Liberal Studies at the Assignment Level – A Case StudyAbstract:The definition of liberal arts has evolved from its Roman origins, and its renaissance expansion.While there are many modern interpretations of what constitutes a liberal arts curriculum, onedistinction has remained throughout; a focus on and value of intellectual rather than vocationalskills. This paper demonstrates an approach to integrating those intellectual skills to enhancevocational ones.As a result of industry feedback, a community college adopted four Workforce Skills to beintegrated into the entire curriculum

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

to determine which of the MSAs have solutions that are working and emulate themelsewhere where a change is warranted. From an engineering perspective, some of the solutionsthat can be considered are: better body camera data streaming; integration of audio signalprocessing; mobile app development useful to police officers and minority youth, communityblogs for interaction between the two groups, and enhanced transparency among all thesubgroups involved.Discussion:The current status: We have completed one case-study and expect to develop two more case-studies by the end of this year. We will offer concurrent courses in spring ’18 and add the top 3to 4 case-studies from the course to our case-study portfolio. We will also monitor our studentsas

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Mary Roth, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

nationally with an award for excellence in promoting professionalism, ethics, and licensure in the curriculum; • Our program leading to the Bachelor of Arts in Engineering Studies has, since 1970, prepared its graduates to be “technological integrators;” many work as engineers, and many others work in public policy, business, education, medicine, and law. Required coursework includes some fundamental engineering courses, some translational courses in engineering economics and engineering policy, and a sequence of courses in engineering studies – typically seminar-style, discussion- and writing-intensive courses that ask students to consider the history of technology, interrogate the

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Kingsley A. Reeves Jr., University of South Florida

Tagged Divisions

Liberal Education/Engineering & Society

and engineering: A multi-year study,” in 2001 ASEE Annual Conference & Exposition Proceedings, Albuquerque, NM, June 24-27, 2001, pp. 6.182.1 – 6.182.8[6] P R. W. Hendricks, & E. C. Pappas, “Advanced engineering communication: An integrated writing and communication program for materials engineers,” Journal of Engineering Education, vol. 85, pp. 343 – 352, 1996[7] G. G. Lowry, “An integrated physics-chemistry curriculum for science majors,” Journal of Chemical Education, Vol. 46, pp. 393-395, June 1969.[8] F. J. Buckley, Team teaching : What, why, and how? Thousand Oaks, CA: Sage Publications, 2000.[9] D. C. S. Summers, and G. A. Bohlen, “Team teaching an interdisciplinary course: Lessons

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

- Page 26.787.3professionalism, 3.1.9 - ethics and equity, and 3.1.12 - life-long learning1. These new objectivesresulted in the inclusion of the discourse on sustainability and social learning and an in-depthdiscussion of integrative skills (a.k.a. “soft” skills).The New First-Year CourseLater we developed a first-year course with a theme of sustainability, APSC 176: EngineeringCommunication. Its objectives are to provide students with research, critical thinking andadvanced communication skills necessary for success in the study and practice of globalengineering.We believe that a first-year communication course is uniquely positioned for integratingeducation on sustainability (ESD) with graduate attributes. APSC 176: EngineeringCommunication

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

-analysis and reflection. Emig describes the simple act ofreading one’s own writing as a valuable learning moment in which “information from the pro-cess is immediately and visibly available as that portion of the product already written.” Review-ing a set of writings collected over time, then, creates an opportunity to extend the learning pro-cess. Both instructors and students benefit from the act of collecting artifacts because they repre-sent the changes and growth that accompany learning. When integrated in a purposeful way ap-propriate to a given discipline, WTL deepens student understanding, improves student engage-ment, increases retention, and makes students active participants in the learning process10,11.1.2 WTL and computational

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

Paper ID #14759Integrating Literature and Problem-Based Learning in a First-Year Engi-neering AcademyDr. Susan McGrade, Indiana Institute of Technology Dr. McGrade is a Professor of English at Indiana Institute of Technology, where she teaches a range of classes from First-Year Composition to African American Literature. She often works closely with the College of Engineering, and has developed both an integrated model for English instruction within a Software Engineering program, and a problem-based learning curriculum for a First-Year Engineering Academy. She is also the current NSBE Chapter Advisor

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

an educative technique to aidstudents in assigning meaning to experiences. Educators have the unique opportunity to take anactive role in helping to facilitate reflection through many activities. Activities that support Page 26.1196.2reflection are diverse in nature and purpose in the classroom, but can be achieved by usingassorted methods including portfolios, reflective essays, journals, and other activities.5Many fields have investigated reflection as an integral part of their approaches to both their workand educative practices such as health sciences and human-computer interaction (HCI).6,7 Morerecently in engineering education

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

, in other words, to see the full picture of what it means to develop andembody empathy in engineering. The being dimension thus indicates that in order toconceptually define and pedagogically support empathy in engineering, engineering educatorsneed to critically and reflexively engage with larger ethical commitments and moral principles.Integration of empathy modules in a project-based engineering and society courseBased on the theoretical model described above, we designed and implemented a series ofempathy modules into a sophomore engineering and society course that is part of the above-described, new, mechanical engineering curriculum at the University of Georgia. The goals ofthe project were to: (i) achieve a substantive integration of

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

April A. Kedrowicz, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

from school to workplace. TheAccreditation Board for Engineering and Technology’s (ABET) Engineering Criteria 2000revised the criteria for evaluation to include (among other outcomes) an ability to function onmultidisciplinary teams and an ability to communicate effectively.1 In order to prepareengineering students for their future as professionals, several approaches to teaching have beenemployed. These include requiring completion of a technical writing course, participation in Page 22.14.2writing/speaking across the curriculum programs, integrated communication/engineeringcourses, and integrated communication/engineering programs.2 In

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

Paper ID #15537Making the Invisible Visible: Integrating Engineering-for-Social-Justice Cri-teria in Humanities and Social Science CoursesDr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is an associate professor in the Division of Liberal Arts and International Studies at the Colorado School of Mines, USA, where he has been since 1997. Research and teaching interests include communication, social justice, and engineering education. Dr. Leydens is co-author of Engineering and Sustainable Community Development (Morgan and Claypool, 2010) and editor of Sociotechnical Com- munication in Engineering (Routledge, 2014

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Bryn Seabrook, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

desirable features of an engineer in the 21st century. However, thisgroup of authors points out that these skills are not currently integrated effectively in engineeringeducation. Creating well-rounded engineers requires greater inclusion of courses that are framedaround ethics education and application. To accomplish this goal, these authors emphasize theinterconnectedness of science, technology, and society. One paper [7] uses a module designedfor an STS course and tests this curriculum in the field of environmental science and economicseducation to verify the transferability of the content, a tactic proven successful by this team ofresearchers. By using general applications of STS concepts, many authors demonstrate theimportance, effectiveness

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Zelinka, University of Colorado, Boulder; Bernard Amadei, University of Colorado, Boulder

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

Paper ID #18668A Methodology to Model the Integrated Nature of the Sustainable Develop-ment Goals: Importance for Engineering EducationMr. David Zelinka, University of Colorado, Boulder David Zelinka was part of the first official graduating class from Purdue University’s Environmental and Ecological Engineering Program. In his final year, he passed his FE exam focusing in environmental engineering. Following, he completed his MS in Civil Engineering at the University of Colorado Denver in the Environmental and Sustainability Engineering program with his thesis focusing on an environmental impact assessment of the

Conference Session

The Value of Interpersonal Skills Training in Engineering Education: An Interactive Panel Discussion with the Tau Beta Pi Engineering Futures Program

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

Collaboration Award from ASEE, and is offered free of charge to students across thecountry by a network of volunteer facilitators.This interactive panel discussion will feature the Director of the Engineering Futures program,Dr. Katy Luchini Colbry (Michigan State University), and several experienced EF Facilitators,including Dr. Matthew Ohland (Purdue University) and J.P. Blackford (George WashingtonUniversity). The panel will provide a brief introduction to the EF curriculum and offer specificinformation for faculty or employers who are interested in integrating communications and “softskills” training into their own organizations. The goal of this interactive session is forparticipants to leave with some specific tools that they can use with their

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

. • Professional – Included for all E majors and covers topics common to disciplines. Currently, ET programs do not have a professional component. • Capstone – An integrating experience of 3 to 6 semester credits and taken in the final year of study in which the student completes an unscripted design project. • Other – A technical communication course sequence focused on written and oral skills taken by all ET majors.Broader Educational ContextThe changes being mandated by NEASC are part of a much larger policy initiative that isnational in scope. Most, if not all regional accreditation boards are undertaking similar efforts intheir respective areas of authority. Over the last decade, concern over the quality of highereducation

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

c American Society for Engineering Education, 2011 Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary TeamsAbstract: Teamwork, and interdisciplinary teamwork in particular, are increasingly recognizedas an important part of engineering education. Engineering educators have therefore taken aninterest in employing and studying teamwork in their curriculum. Yet much of their scholarshiphas focused on documenting student and faculty experiences of teamwork and describingprograms and courses only. Examinations of the actual practices and artifacts, that studentscreate and use to manage interdisciplinary team collaborations are an underexplored researcharea. However, such studies

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

Educational experiences that integrate liberal education content into theengineering curriculum have expanded as the role of an engineer in the workplace and in societyis reexamined. 4,5 Indeed, as argued by Grasso in 2002, it is engineering faculty’s responsibility tocomplement technical curriculum with a humanistic approach to meet the needs of society. 6 Thiscontent can take many forms such as enhanced discussion of ethics or service learningopportunities. Other examples include integration of curriculum modules covering social justicedirectly into technical coursework, thus forcing students to examine technical concepts moreholistically and blurring the traditional disciplinary boundaries. 7Often these approaches are suggested as a means to