Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Anahita Pakzad, Michigan Technological University; Renee Oats, Michigan Technological University

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

other classmates, and participate in live feedback sessions.Internet-based learning also bears in mind students with various learning styles andphysical disabilities. There are many positive implications of internet-based learning suchas a means to interactively present and disseminate curricula through courseworkmanagement tools such as Blackboard. It also promotes collaboration and continuingeducation for full time employees, i.e. “learning anywhere, anytime.” 1 Students areencouraged to expand their knowledge of the material being taught through media,images, animation and streaming audio/video.Internet-based engineering education is an accepted practice throughout the United Statesand abroad. There are interesting ethical and societal

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Rui Pan, Purdue University, West Lafayette; Carrie A. Wachter Morris, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering, the measurement and support of the change of ’engineering habits of mind’ particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.Dr. Rui Pan, Purdue University, West Lafayette Dr. Pan earned her B.S. in Electrical Engineering from Hefei University of Technology and received both her M.S. in Statistics and Ph.D in Engineering Education from Purdue University.Dr. Carrie A. Wachter Morris, Purdue University, West Lafayette

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

engineering 1curricula could greatly benefit from sociotechnical integration in undergraduate engineeringeducation to encourage the development of sociotechnical thinking and habits of mind [4].Sociotechnical thinking is defined as, “…the interplay between relevant social and technicalfactors in the problem to be solved” [4]. Within the term sociotechnical, the first part, social, isused as an umbrella term that covers multiple broad social dimensions of engineering problemsolving, including but not limited to economic, environmental, ethical, and health and safety-related dimensions. Since the meanings of these latter terms can sometimes involve both

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

Lafayette Amy S. Van Epps is an associate professor of Library Science and Engineering Librarian at Purdue Uni- versity. She has extensive experience providing instruction for engineering and technology students, including Purdue’s first-year engineering program. Her research interests include finding effective meth- ods for integrating information literacy knowledge into the undergraduate engineering curriculum. Prof. Van Epps has a BA in engineering science from Lafayette College, her MSLS from Catholic University of America, a M.Eng. in Industrial Engineering from Rensselaer Polytechnic Institute, and is currently working on her PhD in Engineering Education at Purdue.Dr. Michael Thomas SmithDr. Sorin Adam Matei

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

timesthroughout history and, more regrettably, it is still playing itself to this day in manyregions around the world. With this in mind, engineers as well as non-engineers have arole to play to ameliorate living conditions for humans everywhere to reduce thepossibility of war and conflict. The question humanity in general and engineers inparticular are faced with is how to engineer peace and employ various skills to build abetter future for all. The answer to this question starts with an attempt to combat thefactors that ultimately lead to conflict. Peace engineering is a branch of study in whichengineering and non-engineering students are trained to think critically across manydisciplines to use technical solutions involving science and engineering

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucy Elizabeth Hargis, University of Kentucky; Courtney Janaye Wright, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

mental health concerns. This raises the question as to whether experiences likeheightened stress or anxiety have become normalized in engineering disciplines such thatstudents are less likely to seek help from a mental health professional.The 2018-2019 Healthy Minds Study (HMS), from which the present study is based, involved asurvey of 60,000 U.S. college students from diverse backgrounds and majors. Comparativeanalyses across undergraduate majors revealed that only 32% of undergraduate engineers with 3significant anxiety or depression symptoms had sought professional help in the last year,compared to 45% of their non-engineering peers [2]. Among

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

of the sites of this inquiry that are themselves theoretically important: theinstitutions‟ (1) approach to engineering education and (2) commitment to gender parity. Inengineering education, the pedagogical debate revolves around the sequencing of “learning” and“doing” engineering and is succinctly articulated in MIT‟s emblematic motto: mens et manus,mind and hands.iv Pedagogical models focus on the sequence of training minds and hands.Engineering education at MIT and UMass begins with the premise that one must learn (science)before one can do (engineering), “learn then do.” Smith and Olin, by contrast, begin with thepremise that it is best to “do and learn” (science and engineering) at the same time.v Althoughboth MIT and UMass have long

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Shannon Davies Mancus, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

contribute to developingnuanced intellectual tools appropriate to a trend of ASEE scholarship identified by Neeley et al.in which engineering educators engage STS for projects related to “embedded sociotechnicalsystems thinking” undertaken by educators and scholars with diverse training [7].We hope thatour work in this paper will help us and other educators and scholars articulate goals for ourclassrooms and identify thoughtful strategies to achieve them.Many engineering educators may already be engaged in working through concepts that weoutline here, but they may not often reflect explicitly on how it includes and exceeds the scope ofwhat we might understand as “sociotechnical engineering”. With this in mind, this paper is notso much a critique of

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, University of Georgia; Tracie Costantino, University of Georgia; Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

AC 2011-2764: UNCOVERING THE ROLE OF EMOTION IN ENGINEER-ING EDUCATION WITHIN AN INTEGRATED CURRICULAR EXPERI-ENCENadia N. Kellam, University of Georgia Nadia Kellam is an Assistant Professor and engineering educational researcher in the Department of Biological and Agricultural Engineering at the University of Georgia. She is co-director of the CLUSTER research group. Her research interests include interdisciplinarity, creativity, identity formation, and the role of emotion in cognition.Tracie Costantino, University of GeorgiaJoachim Walther, University of Georgia Joachim is an assistant professor of engineering education research at the University of Georgia (UGA). He is one of the leaders of the Collaborative

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

- quantitative analysis used in design majors and non-majors and-societyWellesley Historical context of Students to understand “to engage critically with content related Technology Studies and apply engineering’s to engineering and technology” with the Program and its courses “big ideas,” engineers’ grounding principle of “engineering as a “habits of mind” humanitarian profession”Stony Two courses that satisfy How engineers Apply tools from any field to investigateBrook the general education think/analyze vs how relationship between sci/tech and “tech” requirement

Conference Session

Liberal Education/Engineering & Society (LEES) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

accomplished througha concerned engineering faculty speaking about communication, not preaching about it. Byinvolving students in the work that they themselves do, the faculty of every engineering departmentcan stimulate a massive movement in the production of improved engineering text. Along with thediscussion on the need for a greater awareness of how text is presented the assignments that aregiven by each instructor can allow the students to speak their minds through short one- minute writeups at the end of class, quick 1 or 2 sentences comments about previous lectures or assignments, ormemos. These short assignments combined with longer formal reports can provide the studentengineer with ample ground upon which to want to improve their

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

Paper ID #7845Embedding communication in an interdisciplinary project-based upper-levelengineering design courseMr. John C. Anderson, Northwestern University John C. Anderson is a lecturer in the Segal Design Institute, where he also serves as Instructional Technol- ogy Coordinator. He has taught courses in composition and engineering communication at Northwestern for more than fifteen years. He received his B.A. from the University of Michigan’s Residential College and his M.A. from Northwestern University.Dr. David W. Gatchell, Northwestern University Dr. David W. Gatchell is a clinical associate professor of

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

solution that conveys understanding. Asking ‘why’ instead of ‘how’ has resulted in a better understanding of the reasoning behind things, as well as an increased awareness of the methodology.” ● “Contextual understanding is the greatest strength a senior engineering studies (EGRS) major possesses and while other Engineers are trained to problem solve with their design goals in mind, EGRS majors are taught to go beyond the straight-forward analysis and consider other, non-technical factors. EGRS [majors] look towards social, economic, and political factors (among others) to fully comprehend the problem at hand. In doing so, EGRS majors are

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Mona Ghali, University of Toronto; Mike Klassen, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

study were able to secure a full-time employment with their co-opplacements.was only remotely relevant to his current job, which was partly due to the nature of the work: “Wespec products. All the heavy engineering … the calculations, the circuits … is done by the vendor ormanufacturer … [I] take disparate pieces and put them together.” He also criticized his courses fortheir emphasis on linear, simple problems that failed to prepare him for dealing with the complex,open-ended, multiple-solution technical problems he has encountered on the job: “In school, everymath problem has one answer. Here, there are no right answers … the right answer is what youdesign … you design [something] but then the client changes their mind. It is constantly a

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #9397Billy Vaughn Koen and the Personalized System of Instruction in Engineer-ing EducationDr. Atsushi Akera, Rensselaer Polytechnic Institute Atsushi Akera is Associate Professor in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Sci- ence, University of Pennsylvania, and currently serves as the Chair Elect of ASEE’s Liberal Education / Engineering and Society Division; an elected member of Society for the History of Technology’s Ex- ecutive Council; as Associate Editor of the international journal

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

Paper ID #12743Pushing the Boundaries of Mass and Energy: Sustainability and Social Jus-tice Integration in Core Engineering Science CoursesDr. Donna M Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech Page 26.1286.1 c American Society for Engineering Education, 2015Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice Integration in Core Engineering Science CoursesAbstractMy presentation, part of a special session panel discussion on integrating social

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

textured examples of content found inthermodynamics courses, which elicit engineering students to engage, analyze, and reflect on acertain engineering science topic, drawing on scientific, personal, and social-scientific evidence.However, such resources that guide an instructor to integrate technical content with a complexsocial reality are certainly an exception rather than a norm.Reflective Practice versus “Best” PracticeWith this background in mind, we return to the question that began the former section: Whyattempt to humanize signals and systems? Or in other words, why attempt to guide students inlearning well-established technical concepts as integrated with a complex, value-rich, socialreality? These are questions that the reader might have

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

was veryimportant to the engineering program. A stand-alone History of Engineering course, similar towhat has been instituted at other institutions [4,7], was not something that was viable for thegoals and vision of the WFU Engineering curriculum.With this in mind, we began to incorporate a deeper intersection of history and engineeringwithin the “What is Engineering?” module, with an emphasis on global and societal contexts.While students completed their professional development tasks, we developed and included alecture series called “Engineering before Engineers” to encourage students to consider how thehistorical context of engineering may help them better understand current engineering practice.The development of this series is described

Conference Session

Difference, Disability, and (De)Politicization: The Invisible Axes of Diversity

Collection

2013 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

socially constructed andsubject to political constraint.11 The experience of being queer and the experience of beingdisabled are both lived through bodies and can be theorized using sociologies of embodiment.Heterosexism, homophobia, and ableism are political forces that construct bodies in particularways and thus these isms are enacted upon -- and experienced within – bodies, as is heterosexualand able-bodied privilege. Engineering, in its adoption of mind-body dualisms as part of itsconstruction of objectivity, is able to ignore these experiences or render them unrecognizable.Theories of embodiment in Queer and Disability Studies can confront this disembodiment anduncover how it supports heteronormative able-bodiedness.To understand how

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Bryn Seabrook, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

development of increasingly sophisticatedtools to assess how students’ perceptions and approaches are or are not changed over time as aresult of their encounters with applied STS. Some notable papers in this regard are “MeasuringChange Over Time in Sociotechnical Thinking: A Survey/Validation Model for SociotechnicalHabits of Mind” [12], “Refining Concept Maps as a Method to Assess Learning OutcomesAmong Engineering Students” [13], and “The Whole as the Sum of More Than the Parts:   11  Developing Qualitative Assessment Tools to Track the Contribution of the Humanities andSocial Sciences to an Engineering Curriculum” [14].This group of papers

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Indiana University - Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, otherscholars recognize utilizing empathy requires not only empathic competence, but also awillingness to employ empathy8. With this in mind, more work needs to be done to betterunderstand how engineering students conceptualize empathy and view its role in engineeringpractice. Such understanding can further enhance efforts to promote the development of moreempathic engineers. To fill this gap in the literature, we investigated the ways that engineeringstudents described empathy and its application in their engineering work at a large publicMidwestern University. As such, this study was guided by the following research questions: 1. How do engineering students describe their experiences with empathy? 2. From the perspective of engineering students

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

arts organizations.Dr. Nassif E. Rayess, University of Detroit Mercy Nassif Rayess is Professor and Chair of Mechanical Engineering at University of Detroit Mercy. He was part of the efforts to introduce entrepreneurially minded learning to the University as part of the KEEN Network and Engineering Unleashed. He is also directly involved in the curricular elements of the co- op program at the University, and teaches the professional development courses that bookends the co-op semesters. He received his Ph.D. from Wayne State University and joined Detroit Mercy in 2001. American c Society for Engineering Education, 2021Embedding Technical Writing into a

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #34514A Provisional History of the Idea of ”Soft” vs. ”Hard” Skills inEngineering EducationDr. Kathryn A. Neeley, University of Virginia Kathryn Neeley is Associate Professor of Science, Technology, and Society in the Engineering and Society Department of the School of Engineering and Applied Science at the University of Virginia. She has served twice as chair of the Liberal Education/Engineering and Society Division of ASEE and received that division’s Sterling Olmsted Award for outstanding contributions to liberal education for engineers. American c

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #29285Work in Progress: Identifying Factors that Impact Student Experience ofEngineering Stress CultureMr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering Education. His work focuses on mentorship, mental health, and retention in STEM students and faculty. He was awarded the NAGAP Graduate Education Research Grant award to study engineering faculty perceptions of graduate student well-being and attrition. Before study- ing education at UIUC, Joseph

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott A. Morris, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16303Don’t Look at Your Shoes! Getting Engineers and Scientists to Engage withAudiencesDr. Scott A. Morris, University of Illinois, Urbana-Champaign Dr. Scott A. Morris received his PhD in Agricultural Engineering in1992 from Michigan State University and has worked in industry both directly and as a consultant on a wide range of projects. Based at the University of Illinois since 1992, Dr. Morris developed a nationally-recognized research and teaching program, and was one of the first faculty members to offer asynchronous computer-based online content. Dr. Morris teaches engineering courses both on the Urbana

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

, become inherently about social justice.Interestingly, this separation of institutional locations where engineering science and research areallowed to live (and not to live) is reflected in NSF’s Research Experiences for Undergraduates(REU) program. Of the 640 REU sites currently listed, only 4 include community colleges(nsf.gov).The processes and people involved in this definition also influenced what went in theengineering curriculum and what stayed out. For example, Rolston and Cox argue that by takingthe “mind out of the shop” and into the university, engineering educators throughout the 20thcentury recreated a class division with significant social justice dimensions: “The shift in focus of engineering training from the job

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #32377”A New Way of Seeing”: Engagement With Women’s and Gender StudiesFosters Engineering Identity FormationDr. Jenn Stroud Rossmann, Lafayette College Jenn Stroud Rossmann is Professor of Mechanical Engineering and Co-Director of the Hanson Center for Inclusive STEM Education at Lafayette College. She earned her BS in mechanical engineering and the PhD in applied physics from the University of California, Berkeley. Prior to joining Lafayette, she was a faculty member at Harvey Mudd College. Her scholarly interests include the fluid dynamics of blood in vessels affected by atherosclerosis and aneurysm, the cultural

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

Paper ID #29097A Partnership Model for Integrating Technical Communication Habitsthroughout Undergraduate Engineering CoursesDr. Kristine Horvat, University of New Haven Dr. Kristine Horvat earned a Bachelor’s degree in Chemical and Molecular Engineering and a Masters & PhD in Materials Science and Engineering from Stony Brook University. While in graduate school, she performed research at Brookhaven National Laboratory to investigate gas hydrates as an alternative energy source. Currently, Dr. Horvat is an Assistant Professor of Chemical Engineering at the University of New Haven, where she teaches laboratory

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

within my college.Of course, I expect to encounter worldviews very different from my own and don’t assume thatmine are more valid. But I am wondering whether the story the administrator is telling alsoallows for other versions of becoming an engineer. The story doesn’t demand outright that Iconform but there is a tacit hostility in the way other points of view are unacknowledged andexcluded, like the feeling of dismissal when somebody doesn’t take the trouble to learn yourname.After telling us about our importance to the economy, the administrator then tells us how exactlywe are important: “The role of technology, and the infusion of technology in our society, has just become limitless, right?”To my mind, these comments even seem to

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

specific genres is considering audience [25];often, students think only of the teacher or instructor as the audience because they have not beenasked to write for an authentic audience in schools settings. This is especially true for technicalreport writing in engineering laboratory assignments, where students tend to not perceivesituations in which an audience might exist [26]. Instead, they tend to write as a means to justifythat they followed their laboratory and technical processes accurately, with an audience (i.e., aninstructor) in mind who has sufficient expertise to judge this.Although a common place to focus on writing in engineering has been short and long reports inlaboratory courses [20, 23, 26-30], others argue for a broader