Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Mary Jane Szabo, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Summers earned her PhD in Rhetoric and Composition from Penn State University and joined the RHIT faculty in 2014. Her work focused on writing in the disciplines, particularly at the advanced undergraduate and graduate levels. She teaches courses in writing and engineering communication, in- cluding technical and professional communication, intercultural communication, digital writing, and grant writing.Mary Jane Szabo, Rose-Hulman Institute of Technology Mary Jane (Janie) Szabo is currently pursuing her PhD in Curriculum and Instruction with an emphasis in Educational Technology from Indiana State University. In her current role as an Instructional Designer at Rose-Hulman Institute of Technology, she collaborates with

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

. Creating new courses and adding modules toexisting ones can be extremely valuable interventions. However, making socio-technical thinkingan integral part of existing technical courses is also a necessary approach to reduce theperception that “social” issues are not equally valued in the engineering 1,2. The efficacy of suchefforts has not been widely tested. This paper builds on our analysis of an effort to incorporate socio-technical systemsthinking into a required civil and environmental engineering sophomore level course to testwhether such interventions effectively bridge the socio-technical divide in engineeringcurriculum 3. Our previous study found that class activities spurred more reflection on socialfactors that influence

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

, Brasilia, and its shining new university.13This vision was largely upheld by Kubitschek’s more conservative successor, Jânio Quadros. Onthe other hand, higher education remained an elite institution in Brazil. While more broadlyprogressive ideals animated the vision for the University of Brasilia, at other Brazilianuniversities the governing vision remained that of changes designed to add to Brazil’s reputationand national identity. Keller first received an invitation from the Dean of the Faculty (equivalentto Provost) at one of the established national universities, the University of Sao Paulo, to helpmodernize the university’s Psychology Department and curriculum. Unfortunately for Keller, bythe time he arrived the dean had been ousted as a

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

paper draws on a qualitative dataset of student responses to biweekly “reflection questions”integrated into routine course activity in a pilot implementation of a Wright State-likeEngineering Mathematics course. Alongside auto-ethnographic data from the course instructorand coordinator, this dataset illustrates the transformations involved in the scale-making process,and enables tracing the consequences of these transformations for the identities of people andsocial collectives involved in the course.IntroductionThis paper reports on the results of a study of an implementation of the Wright State Model forEngineering Mathematics at one university. Consistent with the LEES call for proposals, weadopt a human science theoretical approach to the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

(range 0 to 18), based on theirselections among the 19 options listed on the survey. Across the 22 institutions, this ranged froma median of two to seven ESI topics (see Appendix). Differences among the institutions were notstatistically significant (likely due to the wide variation among the respondents from eachinstitution). There was a moderate correlation among the percentage of the institutionalrespondents who took the curricular survey and the median number of ESI topics taught at theinstitution (correlation coefficient 0.42). This is not surprising as the invitations to the curricularsurvey were sent to individuals known to be active in engineering ethics education or groupswith an interest in ESI and therefore more likely to integrate an

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University

Tagged Divisions

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

. Initiallythe teaching methods included lectures, discussions, videos, exams, and written projects(Loendorf6, 2004). Over time the teaching methods have been expanded to include recreatedartifacts (Loendorf & Geyer9, 2008), demonstrations (Loendorf & Geyer10, 2009), othercollections of technologies (Loendorf & Geyer11, 2010), and innovative visual content(Loendorf8, 2011).An additional teaching method was incorporated right from the very beginnings of the course butwas so tightly integrated into the course that it was almost overlooked. That method wasstorytelling. Stories with a historical perspective as well as personal experiences abouttechnology are intertwined throughout the entire course. These stories, in many ways, help thestudent

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

to students that the material is directly relevant toengineering practice.The approach of integrating social and technical dimensions of engineering into a single courseis evident in many design initiatives, and we believe design offers a unique opportunity forscaling up efforts to bridge social and technical facets of engineering in the context of anengineering course. Teaching engineering students to solve real-world problems via designprojects may improve students’ awareness of an array of contextual factors, including user needs,social and environmental costs, and other concerns affecting the scope and nature of engineeringwork. 48 Interdisciplinary design projects also provide opportunities for developing enhancedcollaboration skills

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society

Results of a Spreadsheet Tool,” is the first recorded use of “empathy” in theDesign in Engineering Education Division (DEED) of ASEE [17]. Like many of itspredecessors, Eggert’s paper only mentions “empathy” once when describingprofessionals’ interpersonal style, which includes “empathy, tolerance, honesty, trust, andpersonal integrity” [17]. As part of a person’s “style,” empathy is considered apsychological trait, one that reflects an engineering designer’s personality. The concept “empathic design,” coined by Leonard and Rayport, had gainedprominence prior to its presence in engineering education [18]. The first reference to“empathic design” in DEED appeared in 2011. Titus and colleagues called empathicdesign “the ideal form” of human

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

presentation skills in an Introduction to TechnicalCommunication course. In this initial study, we aim to: (1) provide a set of curricular materialsthat engineering educators can use to integrate reflection in any presentation assignment and (2)discuss self-reported student data regarding development of presentation skills. Students reportedthat viewing their recorded presentation and reflecting on their performance helped them gainconfidence and improve their presentation skills for future use.Although effective communication skills are required for success in all engineering disciplines,many programs do not teach technical communication for a variety of reasons, including lack ofinstructor experience or buy-in regarding the value of teaching

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

writingknowledge transfer: a student who successfully completed freshman composition may still beunable to transfer skills, habits of mind, and approaches to writing from that setting toengineering because the rhetorical situations look drastically different [2].Yancey, Robertson,and Taczak define transfer as a “dynamic rather than a static process, a process of using,adapting, repurposing the old for success in the new,” and they argue that reflection—reflectionthat allows students to develop metacognition and a robust theory of writing—is integral totransfer [2]. In addition, for learning to take place and successful transfer to occur, students needto recognize what they don’t yet know [2].With an eye toward asking students to develop an engineering

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University

Tagged Divisions

Liberal Education/Engineering & Society

Page 23.657.4formal in-depth, semi-structured interview. The interview protocol questions provided space forcontextualizing each advisers professional background and position (e.g., average time spentadvising each week, placement within an academic unit or support program, and advising load),in addition to their perceptions of socioeconomic disadvantage. The interview protocol focusedon participants’ perceptions of students’ cultural capital and habitus (e.g., attitudes towardacademic advising, comfort level with faculty, level of academic preparedness, familiarity witheducational systems, senses of entitlement, schedule flexibility, and challenges with integration).Data Analysis & ValidationI transcribed the audio-taped interviews

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

and expectations of their discipline.However, with regards to professional training in engineering that was independent of thedisciplines, EC 2000’s architects defined a separate set of “student outcomes” that focusedprimarily on the professional skill sets--teamwork, communication, professional and ethicalresponsibility, designing systems that met social, political, and economic constraints, acommitment to lifelong learning, etc…--that were consistent with the “desired attributes” of anengineering graduate in the post-Cold War era. In its practical implementation, these becameCriterion 3 (student outcomes) and Criterion 4 (in the original version, now Criterion 5(curriculum)).This was an arrangement that recognized that the expansion in

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

an experimental, innovativegraduate curriculum that fosters engineering students’ capacities for reflection. Reflectivethinking is an increasingly necessary skill in the complex work of engineers, who need toconsider various contextual factors such as local, social issues, environmental impacts, andsustainable, long-term outcomes when addressing multifaceted problems of global significance.The training of engineers has traditionally focused on technical rationality at the expense ofpreparing students for the complexity of professional practice in the real-world (Schön, 1983,1987). Our premise, consistent with Eisner (1986) and Bertram (2019), is that incorporating thearts and humanities into the engineering curriculum will facilitate and

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

wenjuan wang, Beihang University ; Ming Li, Beihang University; Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Jian Yuan, Beihang University; Qing Lei, Beihang University

Tagged Divisions

Liberal Education/Engineering & Society

being “xunhuan xiangji yiweiyong” (“being integrated without any barriers”). Because engineering is comprehensive,involves complexity, and attempts to meet human needs, it seems potentially well-aligned withthis way of organizing knowledge, which promotes coherence and convergence betweenscientific and humanistic knowledge in engineering education. Yet based on establishment of “arational engineering curriculum system,” engineering students were required to take compulsorycourses related to specialized technical topics in order to avoid achieving breadth withoutsufficient depth.11 This approach was consistent with a traditional Chinese view that “naturalsciences cannot be isolated. And if it was separated from humanities, it would be looked

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Cornell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University at West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Board of Directors. Given the representative structure of thecommission and the ABET Board, this ensured that there would continue to be an emphasis onfundamentals versus specialization in all accredited engineering curricula. Figure 1. Engineering Criteria 2000, Criterion 4 (Effective for 1999-2000 Cycle) [7] Criterion 4. Professional Component The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

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

were able to be done remotely.Semester scheduleThe first week was online so students could get organized using MS Teams. The first week has alot of organization. EPICS allows students to take the course multiple semesters so somestudents are returning to their project and others are new to the team or to EPICS. The firstmeeting includes integrating the new students onto the project. Each division has a differentenrollment and different number of projects. A task for each team was to develop a schedulewhen students could physically be in the meeting room with the limited the meeting roomcapacities. The schedule was left to the individual instructors working with their team leaders.Some teams started with an overall meeting with some joining

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

interplay between the material affordances of Mindstorms, schoolschedules and spaces, curriculum demands, and structural inequities. Mindstorms could be usedfor free-form play that is based on students’ interests and desires, or structured in such a way thatsupports multiple builds. But, in the cases above, the interplay between these material andstructural forces constructed them as uniform, fitting in with the teachers’ expectations, goals,and time constraints. Regardless, the connections to these larger technocultures offeropportunities that are often missed; opportunities to encourage students’ critical reflection onwhat they—or perhaps their communities—want from robotics research and development. Whatmight an ethics of robotics for elementary

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Enrique D. Gomez, Pennsylvania State University, University Park; Esther Gomez, Pennsylvania State University, University Park; Angela D. Lueking, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

AC 2012-3009: USING STUDENT AMBASSADORS TO RELAY THEMESFROM CHANGING THE CONVERSATION IN ENGINEERING FIRST-YEAR SEMINARSDr. Sarah E. Zappe, Pennsylvania State University, University Park Sarah Zappe is the Director of Assessment and Instructional Support in the College of Engineering at Penn State University. In this role, she provides support to faculty in trying innovative ideas in the classroom. Her background is in educational psychology with an emphasis in applied testing and measurement. Her current research interests include integrating creativity into the engineering curriculum, developing in- struments to measure the engineering professional skills, and using qualitative data to enhance response process

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

AC 2012-3961: REVISITING A LIBERAL ACTIVITY IN A COLLEGE OFENGINEERING ENGINEERS AS POETS 10 YEARS LATERMr. Craig J. Gunn, Michigan State University Craig Gunn is the Director of the Communication Program in the Department of Mechanical Engineering at Michigan State University. His duties include the integration of communication skill activity into all courses within the mechanical engineering program, including overseas experiences. He works closely with the Cooperative Engineering Education Division of the College of Engineering to monitor the com- munication skills of students who co-op during their college years. He is currently the Editor of the CEED Newsbriefs and is co-author of a number of textbooks focusing

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zhihui Zhang, Chinese Academy of Sciences; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

in China” .“Red andExpert” as an educational objective was put forward by Mao Zedong. Being redmeans obeying the leadership of the Communist Party, unconditionally subscribing tothe communist ideology, and being loyal to all levels of party members and cadres.Under the party rule, the party’s wills were equivalent to the nation’s benefit; hence“red engineers” were considered as patriots. The cultivation of “experts” focused ontraining specialized senior personnel. The excessive emphasis on specializationseparated science education from engineering education; humanities education wasseen even less relevant and largely eliminated from engineering curriculum, exceptfor a few courses in political education. This idea was imported from

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

- 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 leadership.Mr. Sean Eddington, Purdue University Sean Eddington (Ph.D., Purdue University) will be an assistant professor of Communication

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

use concept maps toassess interdisciplinary knowledge integration in a graduate course that spans not onlyengineering and science, but also business and social science. To understand graduate studentgrowth from disciplinary to interdisciplinary scholars, we pose the research questions: RQ1: In what ways do graduate students’ understandings of DRRM change as a result of their introduction to an interdisciplinary graduate research program? RQ2: To what extent and in what ways do concept maps serve as a tool to capture interdisciplinary learning in this context?In addition to serving as an assessment tool, concept maps can help foster meaningful learningby encouraging students to connect their knowledge, thus offering

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

AC 2012-4144: THE TYRANNY OF OUTCOMES: THE SOCIAL ORIGINSAND IMPACTS OF EDUCATIONAL STANDARDS IN AMERICAN ENGI-NEERINGProf. Amy E. Slaton, Drexel University Amy E. Slaton is a professor of history at Drexel University. She is the author of Race, Rigor, and Selectivity in U.S. Engineering: The History of an Occupational Color-Line (Harvard University Press, 2010). She also writes at the website STEMequity.com. Page 25.1348.1 c American Society for Engineering Education, 2012 The Tyranny of Outcomes: The Social Origins and Impacts of Educational Standards in American

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

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

education research community in the U.S. has specified the nature of instructionalstrategies in retaining students in STEM-related courses, with a focus on an integrated STEMcurriculum designed to improve non-cognitive factors, such as interest, while developingpositive attitudes towards STEM [5][6][7]. Interests and attitudes in science develop early in astudent’s life, and it is important to develop these attitudes as they are motivators towardspursuing STEM fields and careers [8] [9]. More recently, the National Academies of Sciences,Engineering and Medicine (NASEM) 2017 report on supporting student’s college success hashighlighted the importance of intrapersonal and interpersonal competencies and the evolvingneed for labor market recruits to

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dina Verdín, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

undergoing their three-year evaluation by an external Committee ofVisitors. This process is intended to assess the quality and integrity of the program operations andmanagement, and the division’s contribution towards NSF’s mission and strategic goals. I quicklybecame fascinated by the challenges in how to assess the Broader Impact Merit Review Criteriaafter speaking with several Program Officers and reading the 2013 report from the EEC COV. TheEEC COV report echoed some of the concerns Program Officers were hearing from the PIcommunity around the Broader Impact criterion. Thus, with the support of my summer mentors, Idecided to conduct an exploratory study to gain insight into how the PI community was addressingand proposing to assess Broader

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

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

Paper ID #18926Survey Development to Measure the Gap Between Student Awareness, Liter-acy, and Action to Address Human-caused Climate ChangeDr. Tripp Shealy, Virginia Tech Tripp Shealy is an assistant professor in the Charles E. Via, Jr. Department of Civil and Environmental Engineering and principal faculty member in the Myers-Lawson School of Construction at Virginia Tech. He received his doctorate from Clemson University. His research is broadly focuses on judgment and decision making for sustainable infrastructure. This includes education for sustainability, specifically, how student understanding and attitude towards

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

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

Paper ID #18920Validating Content of a Sustainable Design Rubric Using Established Frame-worksCharles Cowan, James Madison UniversityDr. Elise Barrella, James Madison University Dr. Elise Barrella is an Assistant Professor of Engineering at James Madison University, who focuses teaching, scholarship, service, and student mentoring on transportation systems, sustainability, and engi- neering design. Dr. Barrella completed her Ph.D. in Civil Engineering at Georgia Tech where she con- ducted research in transportation and sustainability as part of the Infrastructure Research Group (IRG). Dr. Barrella has investigated best

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, University of Michigan; David B. Knight, Pennsylvania State University, University Park; Inger M. Bergom, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society

on seniors’ interdisciplinary competence. Data on theemphasis on interdisciplinarity in the curriculum were collected from engineering faculty andstudents as part of a nationally-representative study of 31 colleges and universities (see Table 1).Survey DevelopmentA team of education and engineering researchers collaborated on the development of the survey-based instruments for engineering students, faculty, and administrators during a rigorous, two-year process. The team conducted an extensive literature review on key topics related tointerdisciplinarity in engineering, but also in fields outside engineering. In addition to studiescollected in ASEE’s conference proceedings and journals, team members identified andreviewed literature from the

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

PLTW foundations courses. Findings include insight into the level ofexplicit integration of math and engineering, and how PLTW experiences influenceteacher’s views about preparing students for engineering careers. Implications forpractice include the importance of creating awareness surrounding the need forinstructors to make explicit connections at an early stage in precollege engineering so thatstudents can improve their academic preparation as well as career readiness. Our studiesof engineering practice indicate that curricula in high school and college give students anincomplete picture of engineering work and what engineers do and often do not developthe full skill set needed to successfully execute increasingly complex, interdisciplinary

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

” [1].It is up to individual programs how they implement and assess ABET criteria, and manyprograms meet the non-technical criteria through service courses taught by other departments,such as a technical communication course taught by the English department or by specialized butseparate courses such as an engineering-oriented ethics class. However, there has also beenextensive work on integrating communication skills throughout the engineering curriculum andcourses, and that is the focus of this work [6]–[8]. Engineering faculty generally value written communication skills and recognize that theyhave a role in helping students to develop those skills. Many see their role as that of providingopportunities for students to write in their