Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alberto Esquinca, San Diego State University; Lidia Herrera-Rocha, University of Texas at El Paso

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Diversity

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Liberal Education/Engineering & Society

teams to solve aproblem. Our study uses an identity lens to understand Latinx persistence in engineering.Theoretical Framework and Literature Review We draw from a sociocultural theory of identity [5] - [7] to understand how Latinxengineering students see their trajectory through engineering studies and how they decide onnext steps, whether it be entering the engineering workforce or pursuing graduate school. Briefly,this perspective argues that identities are situated in social and cultural worlds that are populatedby social types that members of those worlds recognize as meaningful, i.e., their actions and theiruse of cultural artifacts such as words, images or texts [8]. Literature over the past decade indicates that developing

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maggie Swartz, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene D. Walter, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

Paper ID #25934Is Sociotechnical Thinking Important in Engineering Education?: SurveyPerceptions of Male and Female UndergraduatesMaggie Swartz, Colorado School of Mines Maggie Swartz is a graduating senior in Chemical Engineering with a minor in Public Affairs through the McBride Honors Program at the Colorado School of Mines. As a member of the McBride Honors Program for the past three and a half years, she is passionate about sociotechnical interfaces and human impacts in engineering. Her involvement with the Society of Women Engineers increased her awareness of the challenges facing female engineering students, both

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

itself and not merely the summationof individuals’ behavior or will. In addition to our personal investments in PDI, we sought tointerview students from the program because it is the first and still one of only a handful ofundergraduate design programs housed within a social science department and coupled withstandard engineering curricula. We interpret the inclusion of social science in the PDI curriculumas an opportunity sample to explore issues of engineering and violence, given that social justiceand equity are already central to students’ studio experiences.While PDI is not officially an engineering program it is designed with the intent to couple withtraditional engineering curricula and is posited as a model for engineering education

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

accreditation philosophy based on assessments of student learning and continuous improvement principles. Today, according to the accumulated evidence in Engineering Change, engineering education in the United States has changed dramatically. Engineering programs and faculty members have reengineered their curricula, teaching methods, professional development practices, program assessment and decision making, and, to some extent, their hiring, promotion, and tenure criteria. Perhaps most important, graduates in 2004 were measurably better prepared than their counterparts of a decade ago in all of the nine learning areas assessed. The greatest increases were in understanding of societal and global

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Thomas A. De Pree, Rensselaer Polytechnic Institute

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Diversity

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Liberal Education/Engineering & Society

faculty member at Oklahoma State University working on terahertz frequencies and engineering educa- tion. While at Oklahoma State, he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Founda- tion, he took a chair position in electrical engineering at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.Dr. Jennifer Karlin, Minnesota State University, Mankato Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial

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

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Diversity

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Liberal Education/Engineering & Society

charter schools easier. As a result, charterschool boards aren’t composed of parents, teachers or community members, thus eliminatingimportant stakeholder input in the decision-making process and operation of the public charterschools.In November, a special session of the Louisiana legislature convened to create Act 35 whichaltered the criteria upon which state authorities could intervene at the local school district level.The new act redefined how school performance was deemed failing or not. The language statedthat an entire school district would be considered “Academically in Crisis” if 30 or more schoolsin the district had a failing rating and/or if 50% or more of the students in the district wereenrolled in failing schools. This new

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Mirabelli, University of Illinois at Urbana-Champaign; Allyson Jo Barlow, University of Nevada, Reno; Evan Ko, University of Illinois at Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

at UIUC, Joseph earned an MS degree in Physics from Indiana University in Bloomington and a BS in Engineering Physics at UIUC.Ms. Allyson Jo Barlow, University of Nevada, Reno Ally Barlow graduated with her Doctoral Degree in Civil Engineering from Oregon State University, where she fused her technical background with her passion for education; her doctoral research focused on the exploration of student engagement from multiple methodological standpoints. Now she works as a Postdoctoral Scholar at University of Nevada Reno, expanding her knowledge of the field through work on faculty-faculty mentorship modes. Her research interests include student cognitive engagement and teacher best practices for in-class and

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

-enrolling students into the course on their behalf, we were side-stepping their ownautonomy to select their courses, resulting in some students feeling that they were duped ordisrespected. This paper examines multiple ways in which the instructional team exerted powerover students, and presents data to illustrate the resulting consequences on student attitudes,motivations, and beliefs about the course.However, we also wonder how starting up any new course initiative within an established systemof curricular flowcharts and requirements can be done without leveraging some amount of powerto get students enrolled. Our analysis explores the implicit trust of students in an institution toknow what’s best for their educational preparation for engineering

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

such a high stakes venture, sheincreases attention to the importance of WOV skills. The instructor also allows for a questionand answer session, whereby other groups can interrogate their choices and justification.Therefore, by the second week of their college career, these students have created and given theirfirst formal proposal presentation, an early entry into professional engineering practices. In semester II, the faculty member allows for a different experience in professionalcommunication practices: a board-meeting style consensus exercise. In this scenario, studentsdetermine, through the same research process, their individual nominees for texts (one perstudent), present and justify their nomination, listen to other proposals

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

engineering. Perhaps one way to characterize the role of LEES faculty in engineeringeducation is that we are brought in to compensate for that mismatch. Graham and Porterfield’s“Preparing Today’s Engineering Graduate: An Empirical Study of Professional Skills Requiredby Employers” compared the language used by ABET to describe non-technical skills with thatused in advertisements for engineering jobs and found many inconsistencies in the categories andterminology used. As the faculty responsible for helping students develop non-technical skillsand competencies, we may have an important role to play in establishing more consistency.Session 534A: Communicating Across Cultural and Epistemological Boundaries raised thelongest list of issues and potential

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

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

, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating

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

directly from a source other than the narrative provided (for example, from an emailor personal notes).In the collaborative narrative, we bold the barriers and opportunities that emerged from ourresearch. We also list these findings in Table 2 for easy reference.Creating the AssignmentIn summer 2018, four faculty members of our research group (three of the intervention courseinstructors (Professors A, B, and C) and the project lead (Professor D)) and an undergraduateresearcher (Student B) met for a half-day workshop to craft the first assignment that would beimplemented across our three courses.Table 2: Barriers and opportunities for sociotechnical integration. Barrier Opportunity Diverse

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

are acceptable, etc.” [16] But given the dominant, privileged and isolatedposition of the ES, engineering students and faculty in those courses do not feel the need to takethese negotiations seriously, as the ES supposedly live in the abstract.ESJ criteriaYet, as far as we know, engineers have no framework to guide them through these interactions.Grounded on the above definition of SJ, we have proposed criteria aimed at guiding engineers torecognize and map human and non-human, engineering and non-engineering elements involvedin problem definition and solution with social justice at the core. Although each criterion byitself is important, as we explore below, the criteria are interconnected. The six SJ criteriainclude 1. listening

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

social justice could vary by community context.In general, the survey responses on the definition of social justice did provide evidence of thestudents’ prior exposure to social justice elements (RQ1). The range of conceptualunderstandings about social justice from the student survey resembles a range of understandingsamong those in the engineering and social justice research community, even though theresearcher understandings tend to be more robust [1], [7], [15]. SQ2. Envisioning your own future career, what social justice concerns do you anticipate that you will need to consider as you design engineering solutions?In response to this question, many students identified an element of design decisions that protectfrom harm, with the object

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

. She teaches Properties of Reservoir Fluids, Mechanics of Petroleum Production, Petroleum Seminar, Field Session, Fossil Energy, Environmental Law and Sustainability, and Corporate Social Responsibility. In addition to teaching in the Petroleum Engineering program at Mines, Linda teaches courses in the Leadership in Social Respon- sibility, Humanitarian Engineering, Energy, and Midstream Minor programs and the Natural Resources and Energy Policy graduate program at Mines. Linda is an active member of the Society of Petroleum Engineers (SPE) Health, Safety, Security, Environment and Social Responsibility (HSSE-SR) Advisory Committee and is Chair of the Sustainable Development Technical Section. She is also a member

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Brent K Jesiek, Purdue University, West Lafayette; Jian Yuan, Beihang University

Tagged Divisions

Liberal Education/Engineering & Society

curricula.Another issue in borrowing the ABET criteria is that many of the associated concepts wereoriginally derived from the Western professionalism and liberal democracy. In both Confucianand Marxist tradition, it is difficult to find exact counterparts of these concepts. For instance, thecurrent ABET guidelines include eleven learning outcomes that must be met for students in anyengineering degree program. One of these, criterion 3.f, more specifically states that graduates Page 24.497.10must have “an understanding of professional and ethical responsibility.”24 Interestingly, theCEEAA’s general criteria include a list of required “graduate outcomes

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Materialscourse at Santa Clara University [31]. Nilsson set out to present course content through examplesthat students were familiar with in their everyday lives, rather than via applications that theymight have had very little personal experience with. She utilized E3 developed by otherresearchers through a National Science Foundation-funded research project, ENGAGE [32] [33].One of the most impactful E3 that Nilsson used was to illustrate axial loading and deformation ofcomposite members. When teaching this topic, faculty and textbooks often cite the example of aconcrete/steel composite column. Nilsson points out that most college sophomores typically havevery little personal experience with the construction and behavior of such columns. Instead

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

its focus on resources and purpose, is in an even closerrelationship to later-career, more open-ended engineering problem-solving than to early-careerengineering experiences. To ensure that an arts problem-solving experience could be beneficialto engineering students in the short term as well as the long term, we must, then, examine andcompare the roles problem-solving plays in both engineering and the arts. c. The Role of Problem-Solving in EngineeringProblem-solving has a central role in engineering because engineering, in the final analysis, isabout design under constraint. To appreciate why ‘problem-solving’ is central to engineeringdesign, consider the relationship between engineering and science.There is an outgroup-homogeneity

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of engineeringeducators and industry practitioners, as well as “talk alouds” with students. Going through thefirst

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

their writing decisions pushes students to think critically about how they approached theassignment and can deepen their engagement and understanding of their writing process.Example 3: Scaffolding the processes of writing a literature reviewOur third example describes how atmospheric sciences faculty member Nicole Riemer taughtwriting for the first time. When she began working with our project team, Dr. Riemer had been afaculty member for over ten years but had not explicitly taught writing in her courses. She didnot have any training in the teaching of writing prior to enrolling in Writing Across Engineering.After completing the workshop series, she requested and received mentoring for an advancedgraduate course in atmospheric sciences

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

origins ofthis separation, and where and how engineering-SJ connections actually took place (ProgressiveEra, New Deal, Counter-culture movement of 1970s, Counter-neoliberal movement at turn of21st century), and what conditions led to their separation (and seeming incommensurability)throughout the late 20th century. The grant gave us the legitimacy to develop, pilot and makepermanent our course Engineering and Social Justice, in an institutional setting that tends to beconservative and aligned with powerful corporate interests. The official course description statesthat it “offers students the opportunity to explore the relationships between engineering andsocial justice through personal reflection and historical and contemporary case studies

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

problems while being mentored by moresenior engineers, faculty or graduate students should take on roles as practicing engineer 13 14mentors. They could also take on roles as mock clients where actual clients are not available.This type of learning needs to move beyond the senior design seminar and become a greaterportion of learning throughout undergraduate education. Additionally, faculty members need to explicitly connect learning about propercommunication to engineering courses. There should not be an assumption that these skills willbe sufficiently learned in communications courses that are

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Donna M Riley, Purdue University at West Lafayette (COE); Rosalee A Clawson, Purdue University; Dragan Maksimovic, University of Colorado Boulder; Beth A. Myers, University of Colorado Boulder; Ivonne Santiago P.E., University of Texas at El Paso; Nick A. Stites, University of Colorado Boulder; Jennifer L. Taylor, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiential learning opportunities to both undergraduate and graduate students locally, regionally and internationally with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on fostering Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program and DoE’s Program YES SHE CAN. With support from the Center for Faculty Leadership and Development, she leads a Learning Community for Diversity and Inclusion for Innovation at UTEP. She is also a member of two advisory committees to UTEP’s President: The Diversity, Equity, and Inclusion committee and is chair of the Women’s Advisory Council. She is a member at large of the UTEP Council of

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering); Sean Eddington, Purdue University; Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

and navigational capital are less likely to know they should pursueprofessional opportunities or how to do so. FGC students often have less knowledge ofuniversity resources [15], and fewer mentors [22]. The lack of mentoring is a predictor of URMstudents’ decision not to pursue graduate work in STEM [23]. For students with the navigationaland academic capital that enables them to apply for these opportunities, the benefits multiply.From knowing to reach out and how to reach out, they develop relationships with faculty thatlead to letters of recommendation, referrals, or industry contacts. This knowledge can become a‘rich get richer’ effect, where students who did not know the importance of an opportunitydiscover it too late and do not develop

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

disciplinarities ofher own research and teaching. Her graduate training is in STS, and her research has analyzedinter- and transdisciplinary collaborations between engineers, artists, and scientists [19]. She ismotivated by the potential for interdisciplinary engagement to change engineers’ outlooks ontheir education and profession. Her experiences as an instructor of STS-based core courses forengineering and computer science students have helped to shape her outlook on teaching and herapproach to this paper.Lastly, Dr. Desen Ozkan’s graduate background is in engineering education, specifically inunderstanding how faculty developed and maintained interdisciplinarity amid universitystructures. She focused on interdisciplinary design courses that used human

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jodi F. Prosise, St. Ambrose University; Hank Yochum, Sweet Briar College

Tagged Divisions

Liberal Education/Engineering & Society

institution offers an ABET accredited engineering degree (Engineering Scienceand Industrial Engineering) and each graduates ~7-12 engineers per year. Sharing expertise,capabilities, and faculty time are important considerations in developing the program because ofthe very small size of each school’s departments.The mission of the program is to allow students to practice engineering skills while they developstrong communication and teamwork skills, gain global perspective, and learn socialresponsibility through projects for persons with disabilities that otherwise could not affordassistance, both locally and globally. At each institution the program is incorporated intorequired sophomore and junior-level design-intensive courses. The course is offered

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

student the Department of English at Old Dominion University. She teaches composition, scientific, digital, and technical writing, and her research interests include professional and technical writing, as well as sound studies, games, and simulation.Dr. Pilar Pazos, Old Dominion University Pilar Pazos is an Associate Professor and Graduate Program Director in the Engineering Management and Systems Engineering Department at Old Dominion University. Her areas of research include team-based work structures, collaborative learning, knowledge management and decision making.Dr. Daniel Richards, Old Dominion University Daniel Richards, Ph.D. is assistant professor of technical and professional writing in the Department of

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold R Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

the advantage of doing so in thecontext of a global service learning program has been addressed by Shuman, Besterfield-Sacre & McGourty.6 Recent publications have reported on studies of portfolios used byundergraduate engineering students with regard to making personal sense of anddeveloping a professional identity for engineering as a career (Eliot & Turns7), whatconcepts students reveal about engineering as indicated by their written reflective entries(Dunsmore, Turns & Yellin8), and the development of self-awareness related to life-longlearning (Sattler, Kilgore & Turns9). Eris has proposed the portfolio as a way ofexternalizing the learning process of an engineering student, with the potential to promotedivergent inquiry

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

’ problemsolving and decision making skills (CRLT, n.d.). The curricula in business, law and medicalschools have been based for decades on the analysis of real world cases; however, this has notbeen the case in engineering. We believe that what-if case studies of social and societal issueshave the potential to not only bring URM and women students into the engineering fold, butalso to make our mainstream engineering students more involved and intellectually morecurious about social issues.We need to provide a ready-to-use platform for such explorations at the university level. Itshould help nudge engineering faculty members and students to become more open tocollaboration with colleagues in liberal arts. This ‘platform’ at our university has been a multi

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

otherindividuals. These assignments and assessments were developed to not only help students betterexplore possible career and course options, but to help them discover how they can find thisinformation and expand their network.While this initial “What is Engineering?” module helped students to explore courses, engineeringprofessions, and get advice on their future, it lacked a deeper, more contextual understanding ofengineering practice. Thus, the engineering faculty utilized the strong liberal arts foundation atWFU to begin a mutual partnership with the Department of History, noting that several studiesdemonstrate that history and engineering are a good match for interdisciplinary pedagogy [4,6].Dr. Monique O’Connell, a historian specializing in