Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College; Tess Edmonds, Olin College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering students. Thesearchitectures are compatible with a wide range of course and informal learning settings. They arefocused on engaging in, observing, and reflecting-in-action on individual and group dynamics,especially in conversations that challenge personal views and comfort zones. After attending toeach architecture in turn, we discuss the collection of architectures as a toolset for facilitating thedevelopment of interpersonal skills in engineering students.IntroductionThe ability to engage with and facilitate conversations on complex topics is a crucial skill forengineering students preparing to thoughtfully encounter a world full of diversity, challengeassumptions, and work across disciplinary and cultural boundaries. This kind of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and

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

-yearintervention project designed to enhance writing in engineering and STEM. The examplesdescribe reflective, writing-to-learn activities for first-year orientation courses; scaffoldedapproaches for laboratory and problem-based-learning classes; and directed peer review andresponse to reviewer comments in middle- and upper-level courses. The paper concludes byaddressing the vital role STEM faculty play in socializing their students into ways of thinking,being, and writing in their disciplines and demonstrates how a process orientation to writinginstruction can help faculty achieve that goal.Section I: IntroductionThe Accreditation Board for Engineering and Technology (ABET) has identified effectivecommunication as a key criterion of engineering

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

contextualized curricula, spurring many technical programs to reform,for example by “humanizing” engineering, developing technical literacy in nonengineers, ortrying to produce more integrative socio-technologists.Several initiatives reflect the mid-to-late 1960s interest in educating “socio technologists” tobridge the gap between competing admiring and critical visions of technology; this period wasinformed by both the triumphs and the tragic consequences of WWII and Cold War technology.Wisnioski [7] calls this gap “a rift about the purposes of engineering and the nature oftechnology...sparked by a combination of changes in the organization, content, and scale ofengineering labor, and by a trenchant critique of technology from intellectuals, activists

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

among others.We analyzed students’ responses using critical discourse analysis to investigate how language, asa form of social practice, is used among engineering students to conceptualize purpose. We arguethat language in text used by students is descriptive of how they create meaning of differentsituations, and that those situations are reflective of the larger dominant discourse created bysociocultural practices in engineering. Preliminary results indicate that engineering Discoursesmay influence the conceptualizations of status, power, and solidarity in relationship to theirvalues and vocations.IntroductionThe concept of vocation is sometimes ignored by engineering students given that its connotationis traditionally related to religious

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

:  Pedagogical  Objectives  The pedagogical foundation for the 2D Design Activity rests in the Kolb learning model18, whichdescribes the complete progressive cycle of learning experiences. As shown in Figure 1, thismodel is based on four fundamental progressive experiences needed for learning: concreteexperience, reflective observation, abstract conceptualization and active experimentation. In theKolb model of learning, the goal for any course or teaching activity is to follow this progressionof student led learning, and to act as a facilitator in the natural inquisitive exploration that willoccur in this progression. Concrete

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7218Raze the Silos: Using Digital Portfolios to Increase Integrative ThinkingDr. Lisa DuPree McNair, Virginia Tech Dr. Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Suguru Ishizaki, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

of a single course. It’s a bit likeinvestigating dark matter; one can hypothesize without seeing it that it exists because of radiationsignals observed when particles collide, but not really understand what it’s composed of or howit holds galaxies in the universe together. Our goal in this project is to provide student writerswith a means to jumpstart their understanding of writing as compositional decision-making byequipping them with the means to quickly, and literally, “see” their composing decisions.To help students notice and reflect on composition decisions in their writing, our team of writingresearchers, educators, and statisticians is piloting use of a suite of computer-aided learning toolsfor corpus-based text analysis in core

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

Synchronistic presentations to other classCurrent ApproachWithin each course, the interdisciplinary approach included four parts: a brief introduction to theother field; science fiction reading assignments that include the theme of nanotechnology’simpact on society; a project that involves synchronistic interaction of the students from eachclass where the students teach the other students about principles from their class and writtenstudent reflections about their experience in presenting to the other class.Table 2. Key interdisciplinary activities included in the courses. Key Interdisciplinary Activities When Activity Activity Description (Week of 10 week course) Week 1-2 Brief • Nanotechnology professor

Conference Session

Communication and Engineering Careers: Motivating Our Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Anderson, Northwestern University; David W. Gatchell, Northwestern University; Barbara Shwom, Northwestern University; Stacy Benjamin, Segal Design Institute; John Andrew Lake, Segal Design Institute, Northwestern University

Tagged Divisions

Liberal Education/Engineering & Society

-making process?The team used this list of questions to help them consider the issues they needed to communicateabout their design options, with the intent of revising the paragraph to reflect their thinking.Using the answers to the questions above, the team evaluated the trade-offs of their two designoptions, and came to the conclusion that one option was clearly better suited to the project thanthe other. The revised text is both clearer and a better statement of the team’s design direction. The pressure tank will connect to the Shedd’s water supply to ensure the water parameters are adjustable to the animals living inside. Since the Shedd always has at least one tank optimized for any species of seahorse, no

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

criteria and process reflected severaldifferent communities’ aspirations for the “engineer of the 21st century.” Next, we introduce ourmethodology for analyzing the papers published in the ASEE proceedings as a way to study howthe engineering education community has thought about communication over the past 20 years.After identifying trends and themes in each of the 3 years analyzed in this study, we sketch apreliminary history of engineering communication pedagogy and research in ASEE from 2000-2020. In brief, our initial findings suggest that (1) interest in engineering communication grewin tandem with the implementation of EC2000; (2) momentum built gradually between 2000 and2010 and more rapidly between 2010 and 2020; (3) meaningful

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

thetwo courses in Spring 2016, including increased integration of readings, reading reflections, anddiscussion in Design Lab, and hands-on projects and introduction of tools that could be used toweigh trade-offs in Seminar. As one student expressed in a focus group, “Well, I got to say, it's alot more design in seminar and a lot more seminar in design.” Although some students indicatedsome sense of ambivalence regarding this change, all students in the other group agreed with onestudent’s explanation: It kind of feels like they've blurred the lines between our design lab and seminar. It's actually kind of nice because it makes it harder to differentiate between the two. I kind of liked the classes have somewhat blurred together

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

examples to illustrate those points, and including encouragement to balance thecriticism. Rubrics can also reflect this perspective by putting more emphasis on higher-levelskills such as rhetorical effectiveness (consideration of audience, purpose and context), logicalorganization, thoughtful selection and summarizing of references, appropriate tone and balance,effective use of language, and persuasive argument [33].Research on writing in the disciplines has documented the centrality and diversity of specificgenres [20], [34]–[37]. Genre is a concept that defies simple definition, but for the purposes ofthis paper, it can be considered a type of writing, encompassing the typical audiences, purposes,style conventions, writing practices, and

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

particular skill after taking theworkshop and to provide feedback about the workshops, the workshop instructors, and their skilldevelopment in their engineering projects course. The data in the surveys is analyzed alongsidequalitative data from individual student reflections and focus groups to determine theeffectiveness of the workshops and how students report subsequently using those skills. Thegoals of this study are to 1) identify if and how students are using the skills developed duringskill-building workshops, 2) determine if and how those skill-building workshops affect studentsself-efficacy levels in engineering, and 3) generate suggestions for improvement to theworkshops to make them more equitable experiences for all students.BackgroundThe

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

and Self-Objectives; examinations) Assessment andPresentations) Self-Reflection Items)In the set up to the Are students Are the students Is the teacherlesson or within the directed to actively assessed in a way presented withmaterials presented connect math and that allows them to materials in trainingduring the lesson, science concepts to demonstrate that wouldare math and science engineering connections of math explicitly connectconcepts explicitly concepts in their and science

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based

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

general, we interpreted student engagement with and case-study application of the E4SJcriteria as an indication students not only understood the criteria, but could also analyze andevaluate them well enough to argue for or against their inclusion/exclusion in the process ofdeciding which criteria were the most or least effectively engaged. Furthermore, student use andevaluation of the criteria to an actual engineering case study constitutes a form of sociotechnicalapplication, wherein students analyzed and reflected on the complex interplays of the social andthe technical. Overall, the E4SJ criteria evaluation process via case studies provided studentswith concrete, specific opportunities to evaluate the utility of the criteria and to understand

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Lynch, Australian National University; Jeremy Ingle Smith, Australian National University

Tagged Divisions

Liberal Education/Engineering & Society

for the field as a whole of this recent growth using the Australian case as anexample to reflect on the growth of the area and its current status. This is in order to encouragefurther discussion nationally and internationally, to further expand the capability and capacity ofthe engineering profession to respond to increasingly complex, large, and more frequenthumanitarian and human development challenges and responses in the 21st century.Humanitarian Engineering in AustraliaEmergenceThe first organisation in Australia to bring specialist engineering expertise to bear onhumanitarian and development challenges was RedR Australia, founded in 1992. Working underthe same model as RedR-UK, it maintained a register of experienced engineers who could

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

toundertake, evaluate, and communicate about our work as educators, and to imagine newpossibilities. Concluding, we reflect on the ethical “wellness” of a whole engineer–and, indeed,whole communities in which engineers live and work—to frame questions about what ethicseducation could mean if we approached it differently.IntroductionDeveloping effective ethics training for engineers is an important but challenging proposition.When engineering educators teach ethics, we hope we are doing so in ways that will havepowerful effects for our students: not just familiarizing them with tools they can use to navigateworkplace legal structures, but also changing how they perceive engineering as a field for ethicalaction. Indeed, while only ABET outcome 4 deals

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas, Tyler; Luke Niiler, University of Alabama; Beth Todd, University of Alabama; Marcus Brown, University of Alabama; Garry W. Warren, University of Alabama

Tagged Divisions

Liberal Education/Engineering & Society

: The writer demonstrates a command of professional language.Tables and Figures: The writer uses tables and figures appropriately.Organization: The writer's draft is properly organized.Detail: The writer uses an adequate level of detail.These criteria represent a version of the rubric used at UT-Tyler as part of the EngineeringWriting Initiative. Similar criteria have been used by engineering programs at the Universityof Arizona, the University of South Florida, and the University of Washington. 10, 11, 12Preliminary results: evaluation of laboratory reportsAt this writing, data analysis for the fall semester of 2012 is incomplete; data for UA havenot yet been compiled; the following results reflect the

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Polytechnic Institute and State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

these courses and programs.The EELE Project situates itself within the broader “technological literacy” space, that is,incorporating engineering content into liberal or general education initiatives. Rather than focuson how engineers come to experience a liberal education, the EELE initiative is focused on hownon-engineers do or ought to come to learn about engineering. Our analysis of these efforts,therefore, is focused on how engineering is presented and communicated to non-engineeringstudent communities. These case studies reflect decisions about what non-engineers need toknow about engineering, and how engineering relates to society in contemporary or historicalcontexts, which reveal much about how engineering and liberal education are

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

principlist framework opensspace for engineers to more richly explore the complexity of both direct and indirect socialimpacts resulting from their work. Thus, in this paper we argue that such a principle-basedapproach applied reflectively in the context of engineering design, is an important component ofa response to these challenges of communication competence. The specification and balancing ofthe four principles that is essential to this principlist approach requires thinking together inspecific contexts about the perspectives and potential social and ethical concerns of diversestakeholders, ranging from corporations to culturally-diverse individuals, to animals and theenvironment. Developing an answer to the question of appropriate pedagogy

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

frequently and explicitly refer to other FASEcourses and events. While our students may be evolving as performers, they are doing so againstthe familiar backdrop of their engineering degree and identities. This intersection of engineer andperformer has long been a part of the course experience and of particular interest to the courseinstructors, as we observe our students adapting techniques from both spheres as they developnew and innovative ways to tackle the challenges of theatrical development and performance.Intrigued by these moments of disciplinary transfer, we created a course assignment, thePerforming Engineer, to encourage our students to reflect upon the ways that they bring togetherand transfer skills between the engineering and theatre

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John A. Nestor, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

technology that led to a “virtuous cycle” of exponentialimprovement. Students engage in reading and discussion along with short lectures describing thedesign and manufacture of semiconductors. Hands-on experiences involving coding andintegrated circuit design are used to strengthen student understanding of basic concepts. Studentwriting assignments include reflections about their personal history experiencing technologicalimprovements, reactions to the hands-on experiences, and a book report in which they exploreone particular aspect of semiconductor technology and its societal impacts.Assessment of student writing assignments showed that students gained a qualitativeunderstanding of semiconductor design and manufacturing and an appreciation for the

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

know)? 2. Write a story about when you, or someone you know, or someone you can imagine, were personally impacted by bias in an engineering design.Student responses were collected and graded based on whether they had been submitted or not.The intent of the reflective questions was to motivate students to examine bias by giving them anopportunity to see how it had shaped their own lives. Students had already been exposed tostorytelling as a tool for communication via other initiatives in the department, so we includedsome reminders from those projects, such as “make it sticky,” “include a few compelling detailsto make the story specific [and] real,” and “help the reader see your story, like they are watchinga movie.”Intervention phase 1

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

learning and writing support long-term memory, pattern recognition, faster problemsolving and learner confidence. Writing, too, has been shown in cognitive research to aid inachieving learning outcomes when used in targeted ways, such as in self-reflective inquiry,wherein students are asked to reflect on knowledge gaps or invited to connect old informationand new. Industry stakeholders have also identified writing and communication as a key area forincreased instructional attention and improvement. These research findings and industry valuesare further institutionalized through ABET student learning outcomes, particularly (g):“[demonstrate] an ability to communicate effectively.” However, conventional technical writingcourses typically focus on

Conference Session

A Liberal Education Certified: A Panel on Integrating Liberal Education in a Large, Research-based Institution

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto; Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto; Robert Irish, University of Toronto; Ken Tallman, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Science on Stage, Science and Technology in the Popular Media, Language andPower, Engineering and Science in the Arts, Language and Meaning, and The Power of Story--aswell as the opportunity to earn a Certificate in Communication. Awarded to students whocomplete three of these courses, the Certificate reflects the FASE’s success in promoting andrewarding student engagement in educational opportunities outside the core curriculum.In this panel of the Associate Professors, Teaching Stream, and Lecturers who teach thesecourses, we explain our context at a top-flight research university, before discussing our coursesand assessing their success in providing a liberal education for our students. A discussion periodwill allow us to share insights into

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph M LeDoux, Georgia Institute of Technology; Jacquelyn E. Borinski, Georgia Institute of Technology; Kimberly Danielle Haight, Georgia Institute of Technology ; Elaine Catherine McCormick, Georgia Institute of Technology; Alisha A.W. Waller, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

decide on a set of learning objectives. Thisrequired balancing the different purposes of the course. What should the relative emphasis be ofchallenging the students to learn and practice one or more specific engineering ways of thinking,versus encouraging the students to grapple with, and reflect on, the central philosophicalquestion of whether there are, in fact, engineering ways of thinking, and if so, what are thoseways of thinking? Ultimately, the course was designed to pursue both these threads ofexploration, separately at first, but later entwined within the students’ final term projects.The following set of learning objectives were developed to balance the two threads of the course:A year or more after having taken this course, students

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael L. Jones, Faculty of Information, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

curiosity2. Accept the problem momentarily 2. Accept it seriously as one’s own project to be analyzed and solved.3. Work towards a final examination 3. Work realistically towards resolution of the project.4. Assume established professional 4. Professional structuring is connectedknowledge structuring practices as given with personal inclination, interest and curiosity. Reflection loop creates integrative knowledge.5. Finish with final examination. 5. Finish with ideas of how knowledge may be implemented in