Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #18804Exploring Students’ Perceptions of Complex Problems and StakeholdersIrene B. Mena, University of Pittsburgh Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. Her research interests include first-year engineering and graduate student professional development.Dr. Alexander T. Dale, Engineers for a Sustainable World Alexander Dale is a AAAS Science & Technology Policy Fellow hosted at the US EPA, and Board Mem- ber at Engineers for a Sustainable World (ESW). His career has included time in academia, nonprofits, and federal policy, focusing on energy, water

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maryellen Meny Overbaugh; Michael Alley, Pennsylvania State University, University Park; Christine Haas, Engineering Ambassadors Network

Tagged Divisions

Liberal Education/Engineering & Society

and provideexplanations of those results.Literature Review Various universities and institutions have posted model presentations by engineeringstudents as a means to accelerate the development of other engineering students as speakers. Thissection discusses those attempts with the following criteria in mind: (1) strengths of the models,(2) limitations of the models, and (3) quality of the films. Table 1 summarizes the student modelsin this review.Table 1: Summary of Relevant Literature on Student Model Presentations Source of Models Student Population Analysis of Models Affected British Columbia Speaking contest that + 40 students in initial contestant pool; question

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

—asignificant source of anxiety for many educators, particularly those in engineering or STEM ingeneral 1,11. Loss of classroom control weighs heavily on the minds of instructors making atransition from lecture to active learning. Yet somewhat ironically, opening the door for a bit ofspontaneity in a STEM classroom can be one of the easiest ways for an educator to test thewaters of classroom improvisation. When we asked Dr. Susan Walsh about ways to adapt improvmethods and activities to traditional STEM classrooms, she suggested an activity that she doesfrequently in large-lecture biology classes: she pauses her lecture to prompt her class to stand upand act out the motion of a given bit of lesson content along with her. “I take these abstractconcepts

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

. Poetry writing for those interested individuals has provided an avenue forcommunication.When an earlier paper began with the following quotation, “Variety's the spice of life, that givesit its flavor,” it echoed a feeling that stifling the creativity of any group of individuals is notproductive. Allowing these individuals to range across various types of communication is notonly good for engineers expressing themselves but for the production they produce in theirengineering activities. These lines in "The Task, I" by William Cowper (English poet 1731-1800) still reflect an attitude over two hundred later that must he fostered in the minds ofengineers. No man is an island, and no field of study can divorce itself from the activities,interests

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

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Claudio da Rocha Brito, Science and Education Research Council; Melany M. Ciampi, Safety, Health and Environment Research Organization; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Luis Alfredo Martins Amaral P.E., University of Minho; Henrique Dinis Santos, University of Minho; Victor F. A, Barros, Science and Education Research Council

Tagged Divisions

Liberal Education/Engineering & Society

effect in students who can see the value of solidknowledge in basic sciences as a start point for their formation and the importance of these asvaluable tools.It is important to remind the students that education is not an abstract term. It is established incultural economic, individual, philosophical, scientific and social advancement. In other words,education is the mean for developing the mind for the betterment of the individual and society.Advances in science and technology mean that the world will continue to change rapidly, so thatthe knowledge learned by students in specific careers will have a short lifespan. In contrast, thosewho achieve a general engineering education will develop adaptive skills, which will serve themwhile their

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Nuclear Science and Engineering. Each individual research project is overseenby a faculty member within their lab, often with direct mentorship from a graduate student orpost-doctoral fellow. Several communication deliverables - a proposal, a conference poster, ajournal article and an oral presentation - are required throughout the year, based on eachstudent’s research.We have two principal challenges. First, our students’ numerous and varied engineeringdisciplines each possess their own underlying and often tacit reasoning patterns, habits of mind,and foundational assumptions2, see also 3-6 - all of which must be taken into account as studentscommunicate their research. Second, the tacit quality of these assumptions and mental processescreates

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

and real-world, philosophical and practical, etc.Our program aims to prevent this disconnect by contextualizing engineering through the lens ofsocietal and global challenges.As an alternative to content-driven curricula, Baillie et al. propose that adopting a ​thresholdcapability​ focus. This curriculum approach cultivates students’ ways of thinking and being andcan help develop more independent and critically thoughtful engineers.​10​ To design such acurriculum, the first step is to define overall program goals. With these in mind, specific coursegoals, learning experiences, and then teaching plans are developed. By focusing on graduates’abilities, this approach to curricular design provides a framework seemingly built forphilosophical

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

parentheticalcitation in the paragraph is from the student’s paper and does not refer to the references listed atthe end of this paper): In the mid 1980s, the field of tissue engineering was established as the next major biological breakthrough. As these technologies developed, it became plausible that these engineered tissues could replace organs and other living cells that had been damaged or lost. Successful regeneration showed exceptional promise with the use of biocompatible materials that function as connectors across an injured area. (Li 65) These “biological bridges” allow for cell proliferation and thus reattachment and organ growth. With this goal in mind, increased funds and research have been invested to

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Liberal Education/Engineering & Society

were instructed to write these top values on the provided worksheet, as shown in Figure1, and then add a verb to make their values actionable. For instance, Act with mindfulness wasthe example action provided for the value Mindfulness, as presented to students. Lastly, studentsresponded open-endedly to the reflection question: “Do my values align with how I imaginemyself as an engineer?” Students were encouraged to take photos of their responses to keep forthemselves but were required to submit their anonymous activity slips. Figure 1: Example of an anonymous student response on the provided activity worksheetData analysisFor all 71 activity slips collected, student responses were scanned, numbered, and transcribedinto a spreadsheet for data

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lydia Wilkinson, University of Toronto; Deborah Tihanyi, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

back to when we all started writing our first scene performances, everyone was stuck sitting in their groups and trying to systematically plan out the script and staging in their heads rather than getting up and trying it. It’s something that we aren’t taught a lot of in engineering. I can’t count how many times I’ve had a group report to write and we’ve sat there deliberating on how exactly we want to write it, when it would have been much easier to just start writing what ever comes to mind, and then editing later. I think that free “artistic” style of thinking (not saying that artists aren’t systematic in what they do) is something we can all learn from.6.2 Representations of Science and Technology in the Popular

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

’.Figure 1. Plot Diagram[12]Significantly, the climax of the story at this point is identified as ‘girl taken away’ (the child wasoriginally supposed to be female). The diagram worked to visually elucidate a problem with thisconfiguration as half of the scene would be spent on story resolution, and the team felt theylacked sufficient time to establish the emotional depth needed to make this fallout resonant. Inthis way the diagram effectively utilized a technical approach to visualizing and understandingstory development. This visualization technique, a strategy borrowed from STEM education,allowed this like-minded group of engineers to converge on common ground.Team 3This team adapted our second studio activity to collectively create their story

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; David Adam Banks, University at Albany - SUNY

Tagged Divisions

Liberal Education/Engineering & Society

critically minded engineering educators. Next, we build on this literatureby inserting a question into the discussion: What do engineers need to know about the enactmentand resistance of violence in engineering? Here we pay specific attention to defining theintersections of interpersonal violence (intentional violence between people) and structuralviolence (the violence of social structures and institutions). Finally, we use interview data fromengineering undergraduates enrolled in Programs in Design and Innovation at the RensselaerPolytechnic Institute to make suggestions for curricular reform.Literature ReviewIn 2016, social scientists Diego Gambetta and Steffen Hertog published the controversial book,Engineers of Jihad: The Curious Connection

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

shedesigned advertisements for a local art school, edited a magazine to present scientific research topublic audience in more interactive styles, and co-founded the aeronautics club at Smith. Someof her classmates chose to expand their horizon by travelling to different parts of the world. P1spent a semester in an exchange program studying architecture in Denmark; she also made afield trip to Nepal with her teammates, gathering information for their Design Clinic project. P4pursued a minor in Portuguese. While she was studying in an exchange program in Brazil, anindependent study course attracted her to social sciences, after which she made her mind toswitch to engineering arts.When H4 first came to HMC, he didn’t have a good understanding of what a

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #22414From ’Empathic Design’ to ’Empathic Engineering’: Toward a Genealogy ofEmpathy in Engineering EducationDr. Xiaofeng Tang, Ohio State University Xiaofeng Tang is an Assistant Professor of Practice in the Department of Engineering Education at the Ohio State University. He worked as a postdoctoral fellow in engineering ethics at Penn State University. He received his Ph.D. in Science and Technology Studies from Rensselaer Polytechnic Institute. c American Society for Engineering Education, 2018 From “Empathic Design” to “Empathic Engineering”: Toward a Genealogy of

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

profession and its educationalinstitutions, along with the public, not mutually benefit from a view of the public that honored itsknowledge in regards to engineering?With the questions above in mind, I have written the following paper to challenge the dominantbelief in the engineering educational and professional community that the public’s view ofengineering is somehow deficient. I have termed this belief as “dominant,” not just because two ofthe most influential engineering-related agencies, the National Academy of Engineering (NAE)and the National Science Foundation (NSF), have both claimed that the lack of publicunderstanding of engineering was having a negative effect on the engineering field and society ingeneral. 1 (p. 7) I have termed the

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

blaming the crisis on a recent change of the water sourcefrom Detroit’s water system to the Flint River, the timing of which coincides with the elevatedlead levels. Reading about the revelations in Michigan brings to our minds the discovery andattempted cover-up of lead in the Washington D.C. water supply, which Drs. Donna Riley andYanna Lambrinidou wrote about in their 2015 ASEE paper, “Canons against Cannons? SocialJustice and the Engineering Ethics Imaginary” [5]. Similar to in Washington D.C., Flint Stateofficials are being accused of failing to act soon enough and in the best interests of the citizens.Both of these cases highlight the inherent socio-technical nature of engineered systems – afeature of engineering which, we and many others

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

construction and implementation of engineering designs at scale.Some students went as far as to state that a lack of foresight about the consequences is simple,“bad practice” and thus directly hints at irresponsible innovation. “…it is incredibly important to consider in order to understand past, present, and future implications of technologies’ applications.” Student 14 “[Engineers]…in the design or production stages must keep in mind that their solution may have unintended consequences.” Student 23 “At the same time people solving these problems using engineering techniques must take into account the social implications. As many solutions can have consequences beyond what was initially intended.” Student 26

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #24028Engineering/Design Frictions: Exploring Competing Knowledge Systems viaEfforts to Integrate Design Principles into Engineering EducationDr. Dean Nieusma, Rensselaer Polytechnic Institute Dean Nieusma is Associate Dean for Curricular Transitions, Associate Professor in Science and Technol- ogy Studies, and Director of the Programs in Design and Innovation at Rensselaer. c American Society for Engineering Education, 2018 Engineering/Design Frictions: Exploring Competing Knowledge Systems via Efforts to Integrate Design Principles into Engineering EducationIntroductionHuman-centered design

Conference Session

Liberal Education/Engineering & Society (LEES) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Haas, Worcester Polytechnic Institute; Lynn S. McElholm, Worcester Polytechnic Institute; Sonya M Renfro, University of Connecticut; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute ; Melissa Marshall, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

to be conducted in order to substantiate the results.Program Goals Moving ForwardEven though Rensselaer’s Engineering Ambassador program aims to promote engineering to anunderrepresented audience, the Ambassador role models currently do not depict the audience weare attempting to attract. Going forward, Rensselaer plans to address this, in addition toincorporating representation from all engineering majors. With these goals in mind, Rensselaer’sAmbassador recruitment efforts have become targeted to help encourage a diverse population ofEngineering Ambassadors. Expanding industry connections will also help to strengthen thesustainability of the program within Rensselaer’s School of Engineering culture and community.The university partnership

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ron D Dempsey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

Page 23.1.15the ET school, while the ET folks are told to mind our own business if we don't like something E is doing.” Now the larger engineering reality has infiltrated the smaller reality and the powerdifferential associated with the larger engineering reality begins to emerge as the means ofdemarcation. Carlile writes, “Even when actors have equal ability to use a common knowledgeto effectively share and access each other’s domain specific knowledge, power is still beingexpressed.”57 Carlile was speaking about actors sharing knowledge and expertise informationacross boundaries, but here we have a case where the boundaries are equivalent, the knowledgeand expertise common knowledge are the same, the actors have equal ability to share

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, Experientially Focused Instructional Practices,” International Journal of Engineering Education, vol. 30, no. 2, pp. 400–411, 2014.[14] C. G. P. Berdanier, X. Tang, and M. F. Cox, “Ethics and Sustainability in Global Contexts: Studying Engineering Student Perspectives Through Photoelicitation: Ethics and Sustainability in Global Contexts,” J. Eng. Educ., vol. 107, no. 2, pp. 238–262, Apr. 2018.[15] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2013, pp. 267–282.[16] G. Hofstede, M. Minkov, and G. J. Hofstede, Cultures and organizations: software of the mind : intercultural cooperation and its importance for

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

. Thomas. 2014. Understanding of Social Responsibility by First Year Engineering Students: Ethical Foundations and Courses. 2014 ASEE Annual Conference & Exposition, Indianapolis.25. Smith-Doerr, L., & Vardi, I. 2015. Mind the Gap Formal Ethics Policies and Chemical Scientists’ Everyday Practices in Academia and Industry. Science, Technology & Human Values, 40(2), 176–198.26. Sutkus, J., C. Finelli, D. Carpenter, T. Harding. 2009. An examination of student experiences related to engineering ethics: Initial findings. 2009 ASEE Annual Conference & Exposition.27. Tougaw, D. and D. Schroeder. 2005. Collaborative teaching of a course in technology, society and the

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, University of Michigan; David B. Knight, Pennsylvania State University, University Park; Inger M. Bergom, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society

,researchers, and policy makers in a variety of fields. Perhaps most notably, since the shift to anoutcomes-based accreditation criteria, ABET promoted the development of related skills andhabits of mind. Criterion 3.d requires that all undergraduate engineers have the ability to workon multidisciplinary teams, and Criterion 3.h indicates that those same graduates mustunderstand the impact of engineering solutions in a global, economic, environmental, andsocietal context1.These same contexts are acknowledged in the National Academy of Engineering’s Engineer of2020 report2 which contends that developing solutions that account for this enlarged problemspace requires engineers to access, understand, evaluate, synthesize, and apply information

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette; Thomas A. De Pree, Bucknell University; Rafael Julián Burgos-Mirabal, University of Massachusetts- Amherst

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #30045The Modalities of Governance in Engineering EducationDr. Atsushi Akera, Rensselaer Polytechnic Institute Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He is a the current Chair of the ASEE Ad Hoc Committee on Interdivisional Cooperation; Chair of the International Network for

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

international example to follow.U.S. higher education has had a long history of pursuing engineering expansion. “Every studyof engineering education in this century, beginning with the Wickenden report in the 1920s,directed attention to broadening the engineering curriculum [3, p. 120].” The broadeningincluded the humanities. The president of the National Academy of Engineering wrote, “Don’tbe tempered to crowd the humanities, arts, and social sciences out of the curriculum. Theintegral role of these subjects in U.S. engineering education differentiates us from much of therest of the world. I believe the humanities, arts, and social sciences are essential to the creative,explorative, open-minded environment and spirit necessary to educate the engineer

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

of a mind toward citizens,non engineers and non experts. More of a willingness to cooperate with them directly on anylocal projects that directly affect them.”In observing the course, we found that students were most uncomfortable with the topics ofethics and participatory action research. Though through the interviews students revealed someunderstanding of these topics, their engagement was superficial at best. To be clear, studentsunderstood broadly the ethical responsibilities of engineers (“They have a moral obligation to tryand help out the general public”), but the responses did not get any more complex. Students alsosaw participatory action research as something engineers could do, though not necessarily intheir roles as engineers

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

satisfaction, diversity,and learning31.Course contentDeveloping the course content involved keeping both aspects of our mission in mind: teachingengineering design as a way of knowing, a broadly relevant method for problem discovery,definition and solution; and also developing students’ professional preparation. The vocabularyof design used in the course was drawn from the IDEO/Stanford d.school version of the designprocess (Figure 1), and from the textbook developed at Harvey Mudd College32.Figure 1. Engineering design process, adapted from Stanford d.schoolCourse topics included: an introduction to the design process; case studies such as the evolutionof bridge design and the way the properties of available engineering materials informs the formand

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #21858Inner Engineering: A Convergent Mixed Methods Study Evaluating the Useof Contemplative Practices to Promote Resilience Among Freshman Engi-neering StudentsMr. Mark V. Huerta, Arizona State University Mark Huerta is a second year PhD student in the Engineering Education Systems & Design (EESD) pro- gram at Arizona State University. His primary research interest is integrating the ideas behind mindfulness among engineering students to promote resilience, self-regulated learning, and creativity. Mark is also the Chairman and Director of Programs of a non-profit called 33 Buckets, which empowers rural communi

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, CYS Structural Engineers Inc.; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

jobs. One participantresponded with the following: I came to this job with kind of an open mind. I didn't really know what exactly I wanted to do after college, so I pretty much took the mentality of I was up for anything, job-wise. And this was kind of the first and best option that came around to me so I took it. I didn't really know what to expect, but from what my professors told me, just [the] engineering professional world in general is that you have to, like communicating with people that aren't engineers is a big thing and, you know, it certainly is in my job. – Jeff, Data Set 2In this quote, Jeff talks about having not really known what to expect upon started his first jobpost-graduation and