Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

recognition, on the other hand, of a greater need for integration if engineering graduates are to effectively utilize their skills in engineering practice.  Related to this, a stronger articulation of engineering as a design process that begins with problem formulation; analysis and synthesis; and testing.  Likewise, a shift towards a more instrumental view of the humanities and social sciences, with a specific call for evaluating all so-called “soft skills” in the context of professional practice.  The elimination of other, especially “soft skills” deemed to be difficult to assess, or else their transfer to Criterion 5 (curriculum), thus exempting these skills from detailed student outcomes level

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16346We Assess What We Value: ”Evidence-based” Logic and the Abandonmentof ”Non-Assessable” Learning OutcomesDr. Donna M. Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech. c American Society for Engineering Education, 2016 We Assess What We Value: “Evidence-based” Logic and the Abandonment of “Non-assessable” Learning OutcomesAbstractThis paper seeks to analyze the recent proposed changes to ABET’s baccalaureate-levelprograms accreditation General Criteria 3 (Student Outcomes) and 5 (Curriculum) in light of

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Tandon School of Engineering ; Lindsay Anderberg, New York University Tandon School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

a humanities course, and the archivist fromNYU Libraries. This activity shows how liberal education can have a natural fit within theengineering curriculum. In particular, we wish to demonstrate how even a small-scale project,using available resources, will help to accomplish ABET Criterion 3: Student Outcomes.ABET’s Student Outcomes encourage engineering education to follow an active learning model,to discuss the social context and ethics of engineering solutions, and to develop skills of analysis,teamwork, and communication. Our archival interventions, though admittedly limited in scope,embody the principles ABET’s Student Outcomes. By working in groups with primary sourcematerials related to science and engineering, we encouraged

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beth Bateman Newborg, University of Pittsburgh; Teresa L. Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Liberal Education/Engineering & Society

curriculum development across disciplines and schools, Newborg has an abiding interest in how students and faculty approach and benefit from in- terdisciplinary initiatives and studies. In addition to teaching, curriculum development,and outreach at Pitt, Newborg is a published poet.Dr. Teresa L. Larkin, American UniversityDr. Dan Budny, University of Pittsburgh Dan Budny holds a joint appointment as Associate Professor in the School of Civil Engineering and the Director of the Freshmen Engineering program at the University of Pittsburgh. His research area is in the development of programs that assist entering freshmen students by providing counseling and cooperative learning environments for students in their first and

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sean Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Danielle Corple, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

University, West Lafayette Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelly J. Cross, University of Nevada, Reno; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

made mention of the fact that he was gay and I forget which term they used for him. I kind of bemoaned that on Facebook and then, one of my colleagues from [university], she [VCP leader] came in and offered me a position in the, the LVCP to kind of explore, you know, concepts of LGBTQ identity within STEM. And, I personally have been trying to engage in that space personally just as another way to, kind of, I guess, like, develop myself a little more and maybe hopefully, get a deeper appreciation of what it means to be an engineer.” “I'm not doing it all the time per se, but I've been able to integrate this [VCP and Safe

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

curriculum. This has direct implications for the diversity ofengineering students and workforces. Qualitative studies, for example, find that undergraduatewomen who place a high value on social responsibility leave engineering programs when theyencounter unsupportive environments, decontextualized technical courses, and curriculardifficulty.This paper builds on prior literature by sharing the results of research that integrated criticalsocial science perspectives on corporate social responsibility (CSR) into technical courses inpetroleum engineering, mining engineering, and electrical engineering – three fields routinelycharacterized as enrolling the least diverse student bodies in terms of gender. Our data consist ofthree years of pre- and post

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. DeBartolo, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Risa Robinson, Rochester Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

-3 Similarly, RIT students working as lab instructors on-campus or participating inteaching activities off-campus report that they viewed teaching experience as a valuable part oftheir college careers.4 However, in order to teach, we must first prepare our students tocommunicate their ideas clearly.Within the mechanical engineering curriculum at RIT there has been past work done tostrengthen the communication abilities of engineering students. Namely, a team-basedpresentation project has evolved within an advanced thermodynamics course as a way tointroduce upper-level engineering students to an engineering outreach opportunity while alsostrengthening communication skills and deepening engineering knowledge.5-6 Formativeassessment results

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Claudio Cesar Silva de Freitas, Purdue University, West Lafayette; Zachary James Beyer, Purdue University, West Lafayette; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

language-learning [10], and the adoption of CPthrough humanistic lenses [11] as a means of contributing to the development and well-being oflearners in these contexts [12]. Throughout this paper, we describe our experience building fromprior work and applying CP elements in the curriculum. We also describe student and courseoutcomes as a result of our integration of CP elements. As this is a classroom application study, we have broad objectives (not empirical researchquestions) that we address in this paper. The first objective is: (1) What aspects of theintroductory engineering course (intended outcomes, assessments, and activities) werecontextually aligned to opportunities and constraints in the Azraq refugee camp? The tworemaining

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn Waugaman, University of Colorado Boulder; Janet Y Tsai, University of Colorado, Boulder; Malinda S Zarske, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

the CU Teach Engineering program. Additionally, she mentors graduate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineering digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE). Her primary research interests include the impacts of project-based service-learning on student identity, pathways and retention to and through K-12 and undergraduate engineering, teacher education and curriculum development. c American Society for Engineering Education, 2018 Connecting with first-year engineering students

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

improving the practical effectiveness of engineering ethics that draws on theories in hermeneutics, practical philosophy, and discourse ethics has recently been awarded the ”Outstanding Dissertation Award” in Liaoning Province, China.Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Assistant Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an Associate Director of Purdue’s Global En- gineering Program, leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alison Wood , Olin College of Engineering; Selin Arslan, Lawrence Technological University; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology (COE); Andrew Mark Herbert, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

, such as participating as panelists andco-authors for ASEE in presenting their own narratives of transformative learning ​[49]​. Designof an assessment plan is underway to collect, among other data, evidence of students’transformational experiences.3.2 Lawrence Technological UniversityAs a small, private technological university historically represented by its College ofEngineering, Lawrence Technological University (LTU) discovered the transformative power ofthe GCSP in the integration of liberal arts perspectives and methodologies into engineeringresearch projects through its participation in this collaborative project. The NAE’s call forengineering curriculum to focus upon multiculturalism, multidisciplinarity, entrepreneurship, andsocial

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Shari E. Miller, University of Georgia ; Nadia N. Kellam, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

, 2011. 36(6): p. 521-535.6. Kellam, N., et al. Integrating the Environmental Engineering Curriculum through Crossdisciplinary Studios. in ASEE Annual Conference and Exposition. 2010. Louisville, KY: American Association for Engineering Education.7. Cottman, R.J., Total engineering quality management1993, Milwaukee: ASQC Quality Press; New York: M. Dekker. 134.8. Robbins, P.T., Policy Area - The Reflexive Engineer: Perceptions of Integrated Development. Journal of International Development, 2007. 19: p. 99-110.9. Winner, L., The whale and the reactor: a search for limits in an age of high technology1988: University of Chicago Press.10. Cullis, A. and A. Pacey, A development dialogue: rainwater

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education

Tagged Divisions

Liberal Education/Engineering & Society

are capable of truly integrating math, science, engineeringanalysis, and design into the classroom.The objectives of establishing this degree program include those that are directed toward ourstudents as well as the profession:• Assure graduates of a truly integrated education equipping them for success as engineers and/or educators, and• Work toward changing the K-12 paradigm: effectively introduce engineering into K-12 by influencing the teaching profession.One of the difficulties of establishing and completing a truly interdisciplinary engineering degreeis addressing requirements from programs, departments and colleges different than typicallyfound in engineering. For example, graduates must complete not only an engineering

Conference Session

Panel: Embedding Writing in Experiential Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Debbie Morrow, Grand Valley State University; Tracy Volz, Rice University; Ann Saterbak, Duke University; Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb, California State Polytechnic University, Pomona; William A. Kitch, Angelo State University

Tagged Divisions

Liberal Education/Engineering & Society

for institutions courses in Civil & professional practice California State Polytechnic Environmental (genres, language University – Pomona Engineering choices, grammar & Howard University mechanics) Lawrence Technological University Angelo State University Integrated across all Curriculum-wide within Writing for years the engineering program professional practiceTechnical Writing as a Component of Co-op Term: An

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

consider the opportunities and pitfalls of integrating CSR intoteaching and learning about social responsibility more generally.1. IntroductionCSR is a controversial concept, and interpretations of CSR are deeply informed by one’spersonal and political views [5]. Proponents of CSR, for example, view it as a vehicle fortransforming businesses to create shared economic, social and environmental value forthemselves and their stakeholders. In contrast, some skeptics from inside of the business worldview CSR as an intrusion on free market principles (see [6] for an early and famous example).And critics of capitalism in general argue that CSR allows corporations to capture and reframesocial problems “in such a way as to align with the agendas of

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean M. Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Rucha Joshi, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

observe their experiences from many perspectives” (p. 30).Similarly, Mezirow theorized that critical reflection of experiences can have a transformationaleffect in learners’ lives [8] [9]. Learning, in this vein, becomes a cyclical process in which newmeanings and perspectives are gained. There have been calls to integrate reflection within theengineering education curriculum, which implicate reflection as an essential skill for helping tocultivate a strong sense of professional identity, increase critical thinking, and deepen learningthroughout the engineering educational experience [10] [11] [12]; however, these calls have notdeveloped rich insights into how to design, embed, and create reflection activities that encouragedifferent perspectives

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

medieval and Renaissance Europe, wasinvited to serve as “Humanist in Residence” in the WFU Engineering program in the fall of2018. The position was funded through WFU’s Mellon grant, whose one goal was intended tobring a series of humanists into close collaboration with the new Engineering program. Dr.O’Connell attended engineering classes, attended curriculum retreats, and met with engineeringfaculty to learn about their curricular structure and the goals of each individual course. She thenproposed a series of modules across three different engineering courses, the most elaborate beingin EGR 111 and described herein. We wanted history to be an integral component of theengineering curriculum, as emphasized in [8], and thus an integrated approach

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

. Leydens won the James F. Lufkin Award for the best conference paper—on the intersections between professional communication research and social jus- tice— at the 2012 International Professional Communication Conference. In 2015, he won the Ronald S. Blicq Award for Distinction in Technical Communication Education from the Professional Communica- tion Society of the Institute for Electrical and Electronic Engineers (IEEE). His current research focuses on rendering visible and integrating the social justice dimensions inherent in three components of the engineering curriculum—in engineering sciences, engineering design, and humanities and social science courses. That research, conducted with co-author Juan C. Lucena

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Jacksonville University; Sandra Soto-Cabán, Muskingum University

Tagged Divisions

Liberal Education/Engineering & Society

enrolled in talent developmentprogram5, using web-based instructional materials to learn with Rube Goldberg projects in K-12classrooms6, using Rube Goldberg projects as a design based learning tool for freshmenengineering students7, providing early experience in multidisciplinary teaming and an earlyexposure to ethics in an interdisciplinary freshmen course8, integrating design andexperimentation to freshmen students with an electromechanical Rube Goldberg design project9,introducing design early in the curriculum to improve motivation and increase retention10,assessing engineering students’ understanding of design after a short workshop given precedingthe beginning of their first semester11.Besides K-12 and freshmen level, RGMs were also used in

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

isequivalent to one 50 minute lecture period or a 30 minute lab) shared between all complementarystudies. Our accreditation board acknowledges the need for interpretation and judgement whiledistributing these units across the range of topics covered by this category, noting: While considerable latitude is provided in the choice of suitable content for the complementary studies component of the curriculum, some areas of study are essential in the education of an engineer. Accordingly, the curriculum must include studies in the following: a. Engineering economics b. The impact of technology on society c. Subject matter that deals with central issues, methodologies, and thought

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

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

1961 a White Paper was to recommend increases in the time allowedfor English and General Studies [7] and with this and a pamphlet of the same name camea change of emphasis toward general education in these courses. However, althoughcontroversial, the terms liberal education and liberal studies continued to be applied tothat component of the curriculum in dip.tech courses. Although the circularrecommended a time allocation of between 15 and 20%, The NCTA had already Page 22.776.4stipulated an allocation of between 10 and 11% or roughly 3 hours of student contact timeper week, and according to Davies it remained at this level throughout the period of

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

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

educationshould be student-centered and problem-based—traditions familiar to many PK-12 engineeringeducators—with an increased focus on diversity and accessibility that is based in racial justiceand gender equity.32This paper will contribute to educational efforts that use peace and critical pedagogies tochallenge the neutrality problem. We believe that engineers and engineering educators will beable to deepen their engagement of the neutrality problem with students by drawing on morenuanced understandings of violence that are based in social justice perspectives. We will presenta typology of violence, followed by a discussion of research methods and findings, and finallysuggestions for integrating issues of violence into a college level

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

asCriterion 3 identifies that students attain "an ability to communicate effectively" as a requiredprogram outcome3. Additionally, the importance of communication skills to the practicingengineer is predicted to remain important in the future. The National Academy of Engineering2004 report, "The engineer of 2020: visions of engineering in the new century"4, whendescribing the attributes of engineers in 2020 states that, "As always, good engineering willrequire good communication."Because technical communication skills are so vital to engineers, many studies have beencompleted to investigate the effectiveness of technical communication pedagogical methodsimplemented in engineering curriculums. These studies generally focus on two areas oftechnical

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jens Kabo, Chalmers University of Technology; Xiaofeng Tang, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute; John Currie, University of Sydney; Hu Wenlong, Beihang University; Caroline Baillie, University of Western Australia

Tagged Divisions

Liberal Education/Engineering & Society

engineering in NorthAmerica and elsewhere, and this emphasis is now represented in many countries’ accreditationrequirements for engineering programs.2 However, discussions about the role and place of “thesocial” in engineering education are nothing new. According to Leydens and Schneider,throughout the last century in the United States, there has been an ongoing culture-versus-utilitydebate around the role of humanities and social science (H&SS) content in engineeringeducation, with engineering faculty generally coming down on the side of utility.3 Despite early Page 25.1463.2calls for better integration of H&SS and “engineering” content

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

curriculum redesign focused on incorporating content- based writing approaches. In the Department of English, Cat teaches in the Core Writing Program where her pedagogy incorporates creative writing workshops and collaborative writing.Prof. Eva Chi, University of New Mexico Eva Chi is an Associate Professor in the Department of Chemical and Biological Engineering Department at the University of New Mexico. The research in her lab is focused on understanding the dynamics and structures of macromolecular assemblies including proteins, polymers, and lipid membranes. Undergrad- uates, graduate students, and postdoctoral scholars are trained in a multidisciplinary environment, utilizing modern methodologies to address

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

changing the status quo of higher education.Project-Based Learning (PBL) offers promise for providing engineering students an avenue forbridging this “disconnect” by providing practice solving complex, open-ended problems withsocio-technical contexts. PBL is a pedagogy that centers curriculum around projects that involvestudents in design, problem solving, decision making, and other investigative activities. Studentsengaged in PBL typically work autonomously over extended periods of time to create realisticproducts or presentations4. These assignments provide opportunities for students to solvecomplex, open-ended, socio-technical problems, and to practice serving specific groups ofpeople in our society3-6. In addition, PBL enriches students