Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

published learning objectives of engineering departmentsdirect students to "develop a sense of responsibility and appreciation for the continuous wellbeing" of the student's program,15 and the role of enculturation in engineering education is ofcourse one of tremendous historical significance, especially regarding matters of equity in race,gender, sexual identity, physical ability and age.16, 17, 18 But more subtle, perhaps, are invocationsof "professional" attainment or conduct in descriptions of engineering coursework. These mayexert a fearful influence on students. Such invocations make existing curricula or coursematerials appear to students to be the only legitimate ones, and sweepingly associate existingcurricula with life goals such as

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering students with an outreach mission to high school students. Her area of expertise is turbine cooling and using additive manufacturing to develop innovative cooling technologies. She has published over 220 archival papers and advised 70 dissertations and theses. Dr. Thole has provided service leadership to numerous organizations including being a member of ASME’s Board of Governors. She has also served as the Chair of the Board of Directors for the ASME’s International Gas Turbine Institute in which she led a number of initiatives to promote communities of women engineers and students. In her roles as an educator, researcher, and mentor, Dr. Thole has received numerous awards. The most notable awards include

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Stephen Campbell Rea, Colorado School of Mines; Qin Zhu, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

and productive effects for engineering students. The dose model wedescribe in this paper has developed in light of certain very real challenges and needs. However,we also consider it worthwhile to confront the challenges involved in engaging engineeringstudents with ethical curricula. Drawing on and extending the medical metaphor here to considerside effects helps us outline critiques of the way engineering educators approach dosing studentswith ethics. Table 2: Advantages and Challenges Associated with Dosing Students with Ethics Dose Type Advantage in Engineering Ethics Challenges in Engineering Ethics Micro Integrate with other coursework; take up Requires modifying course planning; little

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Toluwalogo Odumosu, University of Virginia; Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia; Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Sharon Tsai-hsuan Ku, University of Virginia; Rosalyn W. Berne, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the project, and concluded that it would be good to try in the long term. Hethanked Will for the idea, saying “good question.” Thus an undergraduate proposed a novel wayto address an engineering problem. He derived this suggestion from his broad education inengineering and his hobby of reading about innovative technologies. In Wylie’s observations,undergraduates tend to excel at this open-mindedness and ability to make novel connections. Inaddition, the PI took Will’s suggestion seriously because Will understood the lab’s specificproblem and matched his suggestion to it. Graduate students and PIs of course are also capableof open-minded, interdisciplinary thinking, but undergraduates’ current experience of wide-ranging coursework and their

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

earn a Master of Science in Engineering in Environmental and Water Resources Engineering and a Ph.D. in Civil Engineering from The University of Texas at Austin, while working with the Austin chapter of Engineers Without Borders as a volunteer and project lead for a project in Peru. She has published and presented on incentivizing decentralized sanitation and wastewater treatment, on sustainability of coastal community water and sanitation service options, as well as on integrating liberal arts and STEM education, currently through the vehicle of the Grand Challenges Scholars Program. She has co-designed workshops oriented toward educational change for Olin’s Summer Institute and the joint Olin College-Emerson

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

identities and paths.In previous work, the authors have documented the history of the program, its current status, itscore curriculum, and the impacts on students in terms of sociotechnical thinking and diversity. Itis clear from this work that students approaching graduation do view themselves associotechnical thinkers. This analysis also shows that graduates are more diverse in terms ofgender than those in other engineering programs on our campus, and more racially/ethnicallydiverse than both students in other engineering programs and students as a whole at ourinstitution.This paper considers more deeply why the program is successful in developing sociotechnicalthinking and in attracting such a diverse group of students to the major and classes

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean M. Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Rucha Joshi, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the Brian Lamb School of Communication and the School of Engineering Education (courtesy) at Purdue University. Editor of three books and author of over 150 articles and chapters, her research centers on the intersections of career, gender communication, lead- ership, and resilience. Fellow and past president of the International Communication Association, she has received numerous awards for her research, teaching/mentoring, and engagement. She is working on Purdue-ADVANCE initiatives for institutional change, the Transforming Lives Building Global Commu- nities (TLBGC) team in Ghana through EPICS, and individual engineering ethical development and team ethical climate scales as well as everyday negotiations of

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

, 66]. Whilestudents may hold and develop many identities (e.g., as college students, young adults,engineering students, athletes, etc.), this double-sided characterization draws attention to the rolethe institution might play in the professional formation of engineers. For instance, a departmentcan identify students as engineering majors, and the students themselves identify as futureengineers more strongly once admitted [67]. But when considering what it means to be aprofessional engineer and do the work of engineering, unless students have other sources of first-hand knowledge (e.g., through a parent who is an engineer, or through an internship), they mustrely on their engineering coursework to show them the way. Students seldom connect

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

 Epistemological  Boundaries   M534:  Who’s  in  the  Driver’s  Seat  of  Engineering  Education?  (Interdivisional  Town  Hall   Meeting)   W134:  Seeking  Resilience  and  Learning  to  Thrive  Through  Engineering   Figure 2. Sessions, Panels, Workshops, and Distinguished Lectures By Category. U=Sunday, M=Monday, T=Tuesday, W=Wednesday.  The sections that follow develop the five themes listed above and provide some examples ofparticular sessions or papers that exemplify the theme. The treatments of each theme arenecessarily selective and provide only a glimpse of the richness and nuance of the workpresented in our division. At a minimum, however, they form a rough draft of the

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Courtney Paige Stanton; Carrie J. McClelland P.E., Colorado School of Mines; Emily Sarver; Linda A. Battalora, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Susan K. Peterson, Marietta College; Nicole M. Smith, Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

International Studies, Anthropology and Latin American Studies from Macalester College.Dr. Greg Rulifson P.E., Colorado School of Mines Greg is currently a AAAS Fellow at USAID. Greg earned his bachelor’s degree in Civil Engineering with a minor in Global Poverty and Practice from UC Berkeley where he acquired a passion for using engineering to facilitate developing communities’ capacity for success. He earned his master’s degree in Structural Engineering and Risk Analysis from Stanford University. His PhD work at CU Boulder focused on how student’s connections of social responsibility and engineering change throughout college as well as how engineering service is valued in employment and supported in the workplace.Courtney

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. She is Professor Emeritus in the Department of Engineering Professional Development and Wendt Commons: Teaching and Learning Services. Her area of research is engineering education including assessment of student learning. She taught technical communication courses to undergraduate engineering students and currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW-Madison.Mitchell J. Nathan, University of Wisconsin-Madison Mitchell J. Nathan, BSEE, PhD, is professor of Educational Psychology, with affiliate appointments in Curriculum & Instruction and Psychology at the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

Communication Quarterly, vol. 17, no. 4, pp. 381–412, 2008.[16] P. R. Polak and M. W. Kirby, “A Model to Replace Psychiatric Hospitals,” Journal ofNervous and Mental Disease, vol. 162, no. 1, pp. 13-22, 1976.[17] H.W. Rittel & M.M. Webber, “Dilemmas in the General Theory of Planning,” PolicySciences, vol. 4, no. 2, 1973.[18] R. Buchanan, “Wicked Problems in Design Thinking,” Kepes, vol. 8, no. 6, pp. 7–35, 2010.[19] L. Light and L. Mitchell, “Increasing Student Empathy Through Immersive StakeholderEngagement Experiences in First Year Design Education,” American Society for EngineeringEducation, Seattle, WA, June 2015.[20] W. Faulkner, “‘Nuts and Bolts and People’: Gender-troubled Engineering Identities,” SocialStudies of Science, vol. 37, no. 3, pp

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Campbell Rea, Colorado School of Mines; Kylee Shiekh, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

students’ ethical awareness. Both of thesepapers emphasized how instructors play a crucial role in communicating the relevance of ethicsto professional engineering identity, either by encouraging students to develop their own ethicalcode as a fundamental part of professional development or by leading them to believe that ethicsare ancillary to day-to-day engineering work (and thereby, as well, to engineering identity). Inthis respect, the current state of ethics education in engineering programs appears to be as much,if not more so, the result of HC as of formalized curricular content.One important outlier among our research set bears special mention for its alignment with ourgoals in the present analysis. The publication, which we classified as

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder

Tagged Divisions

Liberal Education/Engineering & Society

official course pathways of a large public engineeringcollege. While prior research investigating change models in engineering education hasdiscussed the importance of developing a shared vision, utilizing the power of stories,implementing change through just and fair processes, and viewing curricular change as thecreation of alternative educational scales ​[4]–[7]​, we acknowledge that these change strategieswere neither explicitly adopted nor employed prior to making a significant policy changebetween Year 1 and Year 2 of pilot course implementation. Specifically, the status of the WSMclass at our institution changed from optional in Year 1 to mandatory in Year 2 for all studentsentering the engineering college classified as not ready for single

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

Engineering Through a Humanistic Lens” in Engineering Studies 2015 and ”A Game-Based Approach to Information Literacy and Engi- neering in Context” (with Laura Hanlan) in Proceedings of the Frontiers in Education Conference 2015. A classroom game she developed with students and colleagues at WPI, ”Humanitarian Engineering Past and Present: Worcester’s Sewage Problem at the Turn of the Twentieth Century” was chosen by the Na- tional Academy of Engineering as an ”Exemplary Engineering Ethics Activity” that prepares students for ”ethical practice, research, or leadership in engineering.”Ms. Laura A. Robinson, Worcester Polytechnic Institute Lead Research & Instruction LibrarianProf. John M. Sullivan Jr, Worcester

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leland Giovannelli, University of Colorado, Boulder; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

encounters with the Other. (This is most obvious in her latest new course, A Global State of Mind.) Whatever the subject, her courses are grounded in accountability–to the text, to oneself, and to one’s fellows.Ms. Robyn Sandekian, University of Colorado, Boulder Robyn Sandekian is the Managing Director of the Mortenson Center in Engineering for Developing Com- munities (MCEDC) at the University of Colorado Boulder (CU Boulder). She joined the Engineering for Developing Communities Program (now known as the Mortenson Center) in spring 2004, just as the first EDC graduate track was approved. With MCEDC, her main duties have included student advising and academic program development. Recently, she co-developed the

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

by required coursework in both engineering and thetraditional liberal arts, this core course sequence in Engineering Studies gives students aninterdisciplinary mindset and identity as “sociotechnical engineers.”In this paper, we describe the development, evolution, and assessment of our core three-coursesequence in Engineering Studies. Degree programs like Lafayette’s AB in Engineering Studiesprovide a mechanism for achieving the interdisciplinary, sociotechnical goals articulated by theNAE [1] and others, and for broadening participation in engineering education [2-3, e.g.]. As inour previous paper on the history of this program [4], we will consider both the transferability ofour approach to other institutional contexts and its

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

through a worksheet. This personality assessment connects individualinterests to related occupations, provides a vocabulary for students to discuss their careerinterests, and suggests relevant occupations based on the individual’s “type” [36]. Educationalopportunities beyond their current program were discussed, including education that can proceedafter their biosystems engineering degree, such as prosthetist training, medical school, orgraduate study in engineering [37]. Through this career development support, we explored theinterdisciplinary nature of biosystems engineering and the broad options for graduates of theprogram both within and beyond engineering, building on the course content covered by theprofessors of the course, and supporting

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

thorough knowledge of reading, writing and mathematics, plus a thorough groundwork in basic engineering principles. A good working knowledge of the English language and of the history of our country and at least a general understanding of the history of the world is also essential.7McKee’s commentary also referenced many other kinds of attributes and experiences importantfor success working abroad, but made it clear that these were to be developed after graduation. Page 24.1265.3Others argued that undergraduate engineering education should play a more prominent role. Forinstance, Cornell Professor of Civil Engineering N. A

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Cohen, Lafayette College; Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford Bernhardt, Lafayette College

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

identity asengineering majors is crafted through their course selection across the sciences, social sciences,humanities, and engineering; through daily interaction in those courses and as part of the generalcampus community (curricular or otherwise) where interdisciplinary interaction is de rigueur;and by virtue of the interdisciplinary content of some engineering coursework, especially for Page 24.807.4majors in the Engineering Studies program. It is within that traffic of disciplinary interaction that“ES 101: The Introduction to Engineering” sits.Engineering as a liberal artA motivating factor in the course design has been the view that

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

primarily tasked with the education of undergraduate engineers. In her courses, she employs active learning techniques and project-based learning. Her previous education research, also at Stanford, focused on the role of cultural capital in science education. Her current interests include en- gineering students’ development of social responsibility and the impact of students’ backgrounds in their formation as engineers.Dr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups

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

. Becausethe team aimed for interdisciplinarity, it was trying to develop its own community of practice buthad not yet achieved this because the students’ backgrounds and training (e.g. core coursework)were more aligned to traditional disciplines than the project at hand.Participants included six doctoral students, two post-doctoral research assistants who recentlygraduated from the same PhD program, and two faculty members who also held administrativepositions in the interdisciplinary unit. The six doctoral students (three men and three women) hadbackgrounds and were located in departments of engineering, computer science, media arts andsciences, and music. They were in their first, second, third, and fourth years of graduate school atthe University

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

adding context, especially asit improves professional skills, student understanding of engineering identity and the meaning ofengineering, understanding of real world applications, and even skills related to empathy. Wecould build on these desires to develop curriculum that focuses on context. However, we alsoidentified significant challenges to adapting curriculum to include contextualized problems. Forinstance, there is a danger to relating contextualized problems to professional development, asone student sees it: I think decontextualized questions are lacking in purpose because they fail to address the real life situation that is requiring the question to be solved. This causes many college graduates to have

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Liberal Education/Engineering & Society

(F.RSA) and a Fellow of the Royal Society for Public Health (F.RSPH). c American Society for Engineering Education, 2018 Science, Technology, Engineering, Art, and Math (STEAM) Diplomacy: Preliminary Results from an Initial Pilot CourseAbstractA new course, “Science, Technology, Engineering, Art, and Math (STEAM) Diplomacy,” hasbeen developed at the Missouri University of Science and Technology to introduce engineeringstudents to the field of foreign relations and the tripartite objectives of: 1) science in diplomacy;2) science for diplomacy; and 3) diplomacy for science. The course employs an availablescholarly monograph as a text and integrates materials created by the Center for