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

; Mazzurco,2014; also see National Research Council, 1999).A small group of faculty and staff at the University of Colorado Boulder (CU Boulder) hasadopted a functional rather than an essentialist definition. For them, a global engineer is someonewho practices engineering in the following way: 1. with forethought of its far-reaching consequences, both physical and social; 2. with an appreciation of international colleagues and/or in international offices; and 3. with cultural sensitivity, so that personal interactions are both pleasant and effective.People who practice this kind of engineering must have tremendous personal and intellectualflexibility. In order to consider (1) the far-reaching consequences of their actions, they must stepout of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

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

 cannot achieve these goals, unless their implementation is fully supported by all stakeholders which includes, citizens, civil society, private sector, and academia—just to name a few.  SDG 6 is to ensure Clean Water and Sanitation (https://sustainabledevelopment.un.org/sdg6) . It is estimated that nearly three‐quarters of one billion people do not have access to clean water, and this number is projected to substantially increase in the future. Partly spurred by the MDG, more than 2 billion people have been provided access to improved water and sanitation since  1  1990; however, the quality of the drinking water does not typically meet minimum standards2. For example, in Pakistan, access to

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Katie Snyder, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society

audiences evaluating work using analytic rubrics have been found toscore holistically, based on their overall impressions of the work (Rezaei & Lovorn, 2010)--andwe wanted the expectations of our course to map more effectively onto this reality.Our Alternative Holistic Rubric SystemOur solution was to collaboratively develop a single holistic rubric (see Figure 1 below) thatwould be used for all grading of the major project deliverables (reports and presentations), aswell as for the communication portion of all smaller individual and group assignments. (Thetechnical grading for non-project-deliverable assignments is done by a student grader, andstudent graders aren’t allowed to apply open-ended rubrics; therefore, for these assignments

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

acknowledged the need for engineers of the 21st century to havea broader skillset than in the past. For example, ASCE’s Civil Engineering Body of Knowledgeoutlines a vision for the profession that expands into areas such as sustainability, public policy,teamwork, and globalization [1]. ABET has also addressed this need by incorporating similarconcepts in student outcomes such as “knowledge of contemporary issues” and ability to“understand the impact of engineering solutions in a global, economic, environmental, andsocietal context.” [2].Diverse ResponsesEngineering educators have responded to these new demands with co-curricular and curricularinitiatives. For example, many students have gained exposure to global issues in engineeringthrough

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Vinson, Northwestern University; Pryce Davis, University of Nottingham; Reed Stevens, Northwestern University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene Erickson, Colorado School of Mines; Alyssa Miranda Boll, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

to illustrate how sociotechnical factors impact problem framing andsolution processes ([1]-[4]). Thus, engineering curricula reinforce the notion that technicalproblem-solving processes can be separated from the social context in which the problememerged—and in which the solution will reside. In contrast, practicing engineers acknowledgethe importance of social contexts and diverse perspectives in their work ([5]-[9]). Students withinsuch traditional curricula often incorrectly expect engineering and social problems to be separatefrom each other based on their experiences in the classroom, leaving them ill-equipped to thinkcritically about the ambiguity of sociotechnical problems that they will encounter in theworkforce [7].This misalignment

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Kirk St.Amant, Louisiana Tech University

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

communication and management acumen (e.g., technicalwriting, technical presentations, and project management). Such an approach is essential topreparing future engineers for the workplace [1]. The challenge becomes providing studentswith effective exposure to both kinds of skills within engineering programs.Traditionally, the development of such skills has been a matter of content-specific courseworkintegrated into a school’s engineering program(s). (A classic example is the technical writingcourse often offer by English or communication departments and required of engineeringundergraduates.) As institutional resources shrink and student demand increases, the need tofind alternative methods for offering training in these “soft-skill” areas grows

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 Education, 2019 Stuck on the Verge or in the Midst of a Sea Change? What Papers from the 2018 Annual Conference Tell Us About Liberal Education for Engineers Full fathom five thy father lies; Of his bones are coral made: Those are pearls that were his eyes: Nothing of him that doth fade, But doth suffer a sea-change Into something rich and strange --Shakespeare, The Tempest (1611), Act 1, Scene 2In their editors’ preface, “A Sea Change in Engineering Education,” Ollis, Neeley, andLuegenbiehl (2004) argued that ABET had “freed undergraduate curricula from their disciplinaryfetters” and faculty from “our

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

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, Multidisciplinary Engineering

both the institutionand specific programs. The paper also presents its institution-specific implementation, andcurrent student success markers. Finally, this paper makes recommendations for embeddingleader development opportunities within instructional design and peer assessment for thecollective benefit of other students.IntroductionIndustry has recognized the need for engineers with multidisciplinary backgrounds, blurring thelines between discipline specific boundaries. Machines, materials, and processes constantly growin complexity due to their purpose and flexibility as well as customer expectations. However,there is growing emphasis on engineers with “professional skills” as well. The NationalAcademy of Engineering (NAE) in two reports [1

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Barillas, Rowan University; Stephen Fernandez, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

ethical decisionmaking:​“... consider the impact of engineering solutions in global, economic, environmental,and societal contexts” [​ 1]In some engineering programs, ethics is studied as a unit within a course that is otherwisefocused on engineering while, in other cases, separate courses in ethics have been offered. Somestudies have found that engineering ethics, offered in this manner, have not resulted in studentsbeing able to apply ethics in actual engineering practice. With respect to ethics units offered asseparate entities within engineering classes, Newberry argued that making them separate, ratherthan integrating ethics throughout the curriculum makes ethics seem unimportant and illegitimate[2]. Similarly, Leyden & Lucena found that

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

“a common set of values, beliefs, norms, and behaviors”shared by “members of a bounded community” [1, p. 5]. Instead, they have proposed a newframework for understanding cultures and individuals. Their framework for cultural studiesdescribes culture as a context in which “individuals living and working in a particular spatial andtemporal location are challenged by dominant images” and these dominant images “createexpectations about how individuals in that location are expected to act or behave” [1, p. 5].Individuals connected to a specific culture may respond to the same image differently and theymay resist, adapt, or accept such image in various ways. However, dominant images of a cultureare meaningful to the people who live in that culture

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

contextualized engineering problem-framing and solvingprocesses within a broader sociotechnical context. Finally, we explore ways in which the resultsopen up multiple directions for future research.IntroductionMost U.S. engineering curricula continue to privilege the technical over the social dimensions ofproblems, and to deprive students of the opportunity to develop crucial problem framing skillsvia focusing largely (but not exclusively) on closed-ended, decontextualized problems [1]–[4].This trend continues despite professional engineers accentuating the importance of understandingsocial contexts, of how to work with non-engineers, and of how to incorporate diverseperspectives into their work [5]–[9]. To bridge this gap, it has been suggested that

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

suggests that that the divide between socialjustice (SJ) concerns and technical knowledge in engineering curricula is an important reasonthat students with SJ concerns leave engineering [1, 2]. In their recent book, Engineering Justice,Leydens and Lucena [3] present criteria they hope “can be used to guide educators [to render] SJvisible within the engineering sciences without compromising valuable course content.” Oneapproach is the so-called “Problem Re-write Assignment”: students write a context for atraditional “decontextualized” engineering science problem. We undertook this pilot study tounderstand how students frame their thinking about “contextualized/decontextualized”(Con/Decon) problems and what resources they would use to write a social

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Stephen James Kmiotek P.E., Worcester Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

enhanced by ensuring a scaffolded and recursive process forePortfolio creation that incorporates ongoing dialogue with mentors and peers.Introduction We learn by doing, if we reflect on what we have done. — John DeweyAuthentic experiences combined with reflection and continual integration acrosstime and contexts are essential for deep, transferable learning, development ofexpertise, and ethical development. Ambrose [1] identifies these elements as coreprinciples from the learning sciences that should be foundations for high qualityundergraduate engineering education. A well-designed curriculum, among otherthings, has "authentic experiential learning opportunities to

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

trigonometry,vectors, derivatives, integrals, and differential equations—are actually used by engineers. Asadministrators and instructors of the WSM course pilot at the University of Colorado Boulder(CU), we are interested in understanding and analyzing the change processes wherein the WSMbecomes legitimized and integrated into the official course pathways of our large publicengineering college.At CU, the status of the WSM pilot class changed from optional in Year 1 to mandatory in Year2 for all students entering the engineering college at a Pre-Calculus level. This change fromoptional to mandatory resulted in a significant increase to the size of the class and a fundamentalchange in the ways students were informed of and enrolled in the class. In

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

challenging in the first place.IntroductionAmerican engineers are frequently educated in a depoliticized, decontextualized environmentthat prioritizes the technical foundation required by the profession. Devoid of the social contextand full spectrum of sociotechnical considerations required for true engineering work, thispractice is both poor pedagogy and an inaccurate portrayal of how engineering occurs in theworld beyond the classroom [1], [2].Engineering educators and researchers are increasingly interested in bridging this falsesociotechnical divide (also referred to here and in prior work as sociotechnical dualism) andfinding mechanisms for the authentic integration of sociotechnical work in the engineeringclassroom. Evidence for this need

Conference Session

Understanding Students' Narratives of Grand Challenges Scholars Program as a Nexus Between Liberal and STEM Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Abigail M Fry, Olin College of Engineering; Holly Nguyen; Gretchen Rice, Olin College; Sydney Ross, Lawrence Technological University; Sebastien Zenzo Selarque, Rochester Institute of Technology (CET); Bridgit Spies; Margarite Vaccaro; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David I. Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

GCSPs enables Scholars to interrogate their personal selves and lead the way inengineering education by engaging in the hard work of thinking about what it means to behuman.IntroductionIn 2008, the National Academy of Engineering (NAE), in collaboration with leadinginternational technological scholars, produced a report with a radically new vision forengineering in the 21st century [1]. Calling for “continuation of life on the planet, making ourworld more sustainable, secure, healthy, and joyful,” this document inspired a global movementurging interdisciplinary thinkers, policymakers, and the general public around the world to cometogether to address challenges facing humanity now and for the foreseeable future [1].As a part of this global

Conference Session

Targeted Harassment in Engineering Education: What It Looks Like, Why Now, and What Is at Stake

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin A. Cech, University of Michigan; Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

including YouTube, Twitter, and even her exercise app. Thesocial media of her department and other departments and the Dean of Engineering’s office atPurdue were also targeted. Riley’s accounts have been made private, ultimately limiting theimpact and reach of her research activity as well as connectedness to others in her personal socialnetworks.The American Association of University Professors (AAUP) has identified the targetedharassment of faculty, including contingent faculty, as a threat to the core of academic freedom.The professional standard of academic freedom was developed by AAUP in 1940 [1]. It asserts,among other things, that teachers are entitled to full freedom in their research and publication ofresults, as well as full freedom in

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Ghaly P.E., Union College

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

engineering program. It will use real worldexamples to show how such a program could alter the way students look at findingsolutions that make a difference in people’s lives. The program’s main objective is toinspire students to become agents to advance humanity toward an optimistic and abrighter tomorrow.Keywords: Peace engineering, humanity, science, engineering, policy1. IntroductionEngineer Aarne Vesilind and Robert Textor [1] have come up with the term “PeaceEngineering” as a label for ideals such as global environmental management, sustainabledevelopment, and seeking greater economic justice. The Colorado School of Mines [2]has created a program in “Humanitarian Engineering,” which is devoted to research anddesign intended to improve the well

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Hampton, Virginia Tech; David Reeping, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-Prentice Hall and Introductory Engineering Mathematics for Momentum Press. His research interests include: model/method transferability, threshold concepts to inform curriculum development, information asymmetry in higher education processes (e.g., course articulation), and issues in first year engineering. c American Society for Engineering Education, 2019 Positionality: The Stories of Self that Impact OthersIntroductionThis initial work in progress paper explores a discussion of positionality from two doctoralcandidate researchers in engineering education. Initiated and guided by Culture, and ResearcherPositionality: Working Through Dangers Seen, Unseen, and Unforeseen [1], this

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitch Cieminski, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

+ students and its notablywelcoming attitude toward them. From examining student-run practices across technical theater,acting, directing, and organizational management, I find that the practices of identity negotiation,performance, and flexible democratic decision-making, situated in an alternative technical-socialspace, are sociotechnical practices with a queer inflection important to the site. These can helpengineering educators in three ways: 1) by simply providing a description of some meaningfulsociotechnical experiences of queer students; 2) by beginning to bridge the “diversity-oriented”and “technically oriented” streams in engineering education research through considering howqueer STEM students are innovative technologists in their own

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristine Horvat, University of New Haven; Judy Randi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

ability tocommunicate effectively with a range of audiences has been emphasized as a critical skill forengineering professionals [1]. Given this emphasis, different approaches to building students’professional communication skills have been implemented but with mixed results. For example,when engineering students take technical communication courses, they tend to rememberinformation about format, but fail to apply knowledge about audience and purpose when theywrite engineering reports [2]. Some research has pointed out short comings in technicalcommunication textbooks, which neglect important engineering communication skills such asdata visualization and emphasize stylistic features used in the humanities [3]. Other research hasfound some

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Second, a literature review identifiedhow engineering-specific research on the LGBTQIA+ student experience aligned with thesethemes. We identified several themes in the first phase of the literature review: (1) Climate, (2)LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineeringeducation literature demonstrated similar themes, although this body of work was unique in theexploration of LGBTQIA+ coping strategies and the use of the technical/social dualismframework. Overall, the engineering education literature on LGBTQIA+ student experiencesseemed relatively underdeveloped.Keywords – LGBTQIA+, Inclusion & Diversity, Literature Review, Interdisciplinary HigherEducation ResearchIntroductionResearch on the

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

courses and programs inmultiple settings. This paper addresses persons interested in education, engineering,architecture, and liberal arts.Attitudes Towards Integrating the Two CulturesPhysicist and novelist Snow [1] provided a stark and controversial portrayal of a polarityoccurring in the mid-20th century British higher education system. The polarity was theseparation and imbalance between the two cultures of the humanities and the sciences. Heclaimed that the educational system was favoring the humanities over the sciences through anantiquated notion of romanticism. He professed that this disparity would inhibit solvingproblems on a global scale in the modern technological world. Snow recognized the U.S.education system as a successful

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. c American Society for Engineering Education, 2020An emancipatory teaching practice in a technical course: A layered account of designing circuits laboratory instructions for a diversity of learnersAbstractThis paper is about the liberal education goal of emancipation in the domain of thought.Specifically, liberal education’s aim is, as stated by Ewert, “to achieve freedom from self-imposed constraints, reified social forces and institutions, and conditions of distortedcommunication” [1, p.354]. As middle-aged female engineering faculty, the

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Foster, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

of movement organizing toward achievingtwo goals: (1) changing rewards structures so that they value engineering education researchcontributions; and (2) enacting radical structural change that enhances diversity, inclusion, andequity. The first part of the work for this project involved relational interviews through whichparticipants who wanted to take part in the campaign shared their issues and hopes for changewithin engineering education. A deeper analysis of these relational interviews can be found in apaper previously presented at ASEE [1]. The results of that research pointed to a need for changein reward structures, the need for social infrastructure that provides support systems for thosecritically engaged in engineering education

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

University and a Masters and PhD from Princeton University. Her current research interests include 1) clarifying the effectiveness of video distribution and the use of exit tickets in oral communication instruction for engineers, 2) identifying the mental models engineering students use when creating graphical representations, and 3) learning the trends and themes represented in the communication-related papers across various divisions of ASEE. As part of this effort, Norback is working with Kay Neeley of U of VA to start an ASEE Communication across Divisions Community, now numbering 80 people.Mr. Charlie Bennett, Georgia Tech Charlie Bennett is the Public Engagement Librarian for Georgia Tech, working with Georgia Tech

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

significant andvaluable, but otherwise absent in their engineering education. This paper serves as a call toengineering education community to engage with contemplative practices as a way of creatingmore inclusive learning environments for all of our students.1. IntroductionThis Work-in-Progress paper describes a collaboration that aims to integrate art, teaching,learning, research and activist work through the union of four instructors, three undergraduateteaching assistants, and their seven unique ways of knowing that are grounded in our differences- ethnicity, cultures of origin, first language, education, artistic craft, age, class, gender, wisdomtraditions. This project brought together our differences to co-create a new educational paradigmfor

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan H. Koontz, South Dakota School of Mines and Technology; Daniel F. Dolan, South Dakota School of Mines and Technology; Kimberly Karen Osberg, South Dakota School of Mines and Technology

Tagged Divisions

Liberal Education/Engineering & Society

next step of thedesign process. Even though many educators encourage their students to formulate three to fivesolutions before moving forward with the process, this research and other compelling studies [1],[2], [3], reveals that most engineering students construct fewer than two possible solutions (~1.3)before selecting one and completing the design with that solution.Although students are taught that the brainstorming step, the creative process whereby severalpossible solutions are determined before proceeding, is an essential aspect of engineering design,they are failing to spend adequate time and energy on this part of the process. Instead ofbrainstorming several solutions when given an open-ended design problem, they simply proceedin

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #29134Counteracting the social responsibility slump? Assessing changes instudent knowledge and attitudes in mining, petroleum, and electricalengineeringDr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Director, Humanitarian Engineering Graduate Programs and Research. She is an an- thropologist with two major research areas: 1) the sociocultural dynamics of extractive and energy indus- tries, with a focus on corporate social responsibility, social justice, labor, and gender and 2) engineering