Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Dan Ewert, Anderson Industries; Ronald R. Ulseth, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

, which opens up questions about howto determine what amounts to a “good” concept map. This is particularly evident when student-generated concept maps cannot be analyzed against an absolute target,. Further, without theability to define hierarchies of key concept to sub-concept in dynamic socio-technical systems,there is a challenge to assess the orientation of knowledge acquisition for students [3], [4]. Thisresearch considers traditional scoring of concept maps that tend to emphasize node andconnection quantity [5] (i.e., the number of concepts expressed), which might be problematic forliberal arts courses demanding engineering students critically reflect and rethink their priorassumptions and heuristics about the relationship between

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

intriguingopportunity to reflect on how engineers imagine what engineering is and what its proper role insociety ought to be.This paper contributes one such reflection, carefully analyzing Grand Challenges as a way tointerrogate broader social and cultural meanings surrounding engineering, technology, and theirrelationships to major social and environmental problems. While sympathetic to the impulseunderlying the report, namely to direct engineering energies toward “the century’s greatchallenges,” 4 our analysis identifies key assumptions embedded in Grand Challenges that arelikely to constrain efforts to develop robust solutions. This paper argues that, in importantrespects, Grand Challenges relies on a problematic and increasingly outdated understanding

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gabriel Medina-Kim, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

critical reflection is a reasonable approximation of evaluation given the moremodest goal of this research—to serve as an example of how computer science researchers andeducators could integrate justice-centered approaches within an undergraduate curriculum.Given these methods, this research makes no claims about how students or faculty receive thecourse plan. Future evaluations would be largely qualitative, surveying students’ capacitybuilding and reception of the course through interviewing.4. Course DesignTitled “Power, Equity, and Praxis in Computing” (PEPC), the course plan is discussed throughthree facets: the course’s purpose, its content, and its (intended) learning environment. Thepurpose of the course is to make space for undergraduate

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

, arguing that the education system and cultural capital reflect the norms ofprivileged racial and ethnic groups [12]. Thus, students within the education system are expectedto know and operate within this set of cultural norms. However, students from different class,race, or ethnic backgrounds are less likely to know these cultures, and therefore operate at adisadvantage within education settings, such as “predominantly White universities [that]typically reflect White, male, middle-class perspectives” ([12], p. 95). As Dumais [13] explains,these students: might not be viewed as favorable by teachers, they might not understand materials or assignments that were based on the dominant culture, and they might opt out of education

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

inclusion (D&I) within professional formation inECE. We identified three tensions (push/pull dynamics of contradictions) that emerged from theparticipants’ experiences in the design sessions [10]. We conclude by discussing our emerginginsights into the effectiveness of design thinking toward cultural change efforts in engineering.BackgroundThe Evolution of Engineering CulturesTo enact organizational culture change, an understanding of the organization’s cultural valuesand norms is critical. Particularly within engineering contexts, Godfrey and Parker cautioned that“if the espoused values inherent in any proposed change did not reflect enacted values at an“operational level,” change would be difficult to sustain” [8, p. 19]. That is, any change

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shehla Arif, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

rectangles are desks on which computers are placed. (b) is a design ofa panopticon conceptualized by Jeremy Bentham [20].Liberative [1], [16] or engaged [21] pedagogies seek shifting of power in and outside theclassroom. The student is trusted as an equal partner in the process of learning and teaching. Thestudent experiences are valued. The responsibility of education is shared between the studentsand the instructor. The instructor facilitates learning of (individual) and among (peer) students.The shared goal is that of liberation in the sense of equity and social justice. Liberation is soughtthrough “praxis” [1] (reflective action that affects constructive changes in the world). In thisway, education becomes “practice of freedom” [21]. Practicing

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

sustainabilitycame from the United States [9]. The study also identifies topics pertaining to engineering aswell as education and educational research as among the most numerous [9]. Based on theirfindings, the authors conclude, “there is considerable growth in studies related to sustainabilityand education for sustainability issues, reflecting their importance to the fields of teaching andresearch, as well as for mobilizing society to embrace sustainable development [9].” Below I briefly summarize two studies that follow on the trajectory mapped by VeigaÁvila and his colleagues. Both of these essays stress the importance of integrating learningmodules on sustainable development into core courses in the first or second years of anengineering

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

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

reinforced a meritocracy ideology within the profession. Cech argues that, inorder to accommodate social justice education, that a “cultural space” must be created withinengineering by addressing depoliticization and meritocracy.In a discussion on diversity in engineering, Riley notes that engineering’s lack of significantdiversity may be reflective of fundamental issues within the profession rather than theavailability and use of effective recruitment and retention tools; Lucena [8] has raised this issueas well. Concerns about diversity may at first appear to be political rather than technical innature. Downey et al. [9] has argued that in a global world, engineers need to be able to workwell with people who think differently, and diversity within

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

.”The approach to student engagement that we describe here—like many others developed bySTS/HSS professors teaching engineering students—was developed intuitively by author Wyliewhen she was confronted by an all-too-familiar situation: facing a lot of open laptops and verylittle class preparation or participation in an introductory STS lecture class of STEM studentswho were mostly freshmen, many first-generation college students, and many English languagelearners. In response to the students’ inability or unwillingness to read the assigned sources, she      began asking them to interpret cartoons during class that reflected issues relevant to the day’slecture

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Arlene Ann Russell; Warren N. Waggenspack Jr., Louisiana State University; Chester G. Wilmot, Louisiana State University; Boz Bowles, Louisiana State University; David R. Voltmer, Rose-Hulman Institute of Technology; W. Todd Monroe, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Dianne Raubenheimer, Meredith College

Tagged Divisions

Liberal Education/Engineering & Society

; • To develop and field-test engineering communication assignments; • To contribute these assignments to a central library (maintained at UCLA), accessible to all CPR users; • To assess the impact of the integration of visual communication on course development, student performance, and student confidence levels in visual communication skills.Re-designed through successive iterations during the grant period, CPR5 extends the platform’scapability to allow for the creation and evaluation of student work, be it graphics, visuals, oralpresentations, movies, or posters.Basic Features of CPR: Four structured workspaces perform in tandem to create a series ofactivities that reflect modern pedagogical strategies for using writing in

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

artificial intelligence. The firm was headed up by none other than aformer director of the National Security Agency, Admiral Bobby Ray Inman (Ret.). The proposalaffected the University of Texas directly, since a key commitment that won the bid, beyond the$20 million building erected to house this private corporation, was the promise to upgrade UTAustin’s faculty and research capabilities by opening up 30 new faculty lines, especially in fieldssuch as electrical engineering and microelectronics.40Koen’s own career reflected this turn of events at UT Austin. While Koen was tenured early, injust three years, it took him longer to attain the rank of Full Professor. This was partly because oftime spent away from UT Austin—Koen spent several years at the

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practices and the differentinfrastructures of educational technologies we tend to use in response to these various oppressive-isms.The presentations we took account of during the virtual conference offered robust contributionsof scalable scholarship that address, albeit in a different context, Michael Mascarenas’sprovocation in “White Space and Dark Matter: Prying Open the Black Box of STS.”[7] Reflectingon Sheila Jasanoff’s plenary address for “Where has STS Traveled,” the forty-yearcommemoration of the inaugural meeting of the Society for the Social Studies of Science (4S) atCornell University, Mascarenas encourages us to “interrogate the society’s contribution to socialpolicy or enduring social problems... our collective need for reflection and

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

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

; 5-10 minutes of peer review. The facilitator asked the students to break into groups of approximately four in order to discuss figures. The facilitator presented a series of questions related to the previously-revealed design principle, to guide discussion and ensure that students focused on providing meaningful feedback.4. Repeat discussion, uncovering of new principle, and peer review.5. Reflection for figure designers. The facilitator concluded the workshop by asking figure designers to consider the information they’d gained by discussing their figures with their Page 26.1707.4 peers, and reflect upon how that information

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

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

. Instead, Newsweek summarized the findings bluntly: “Sex differencesin achievement in and attitude toward mathematics result from superior male mathematicalability.”4 The discrepancy between the two articles raises interesting ethical questions aboutstrength of claim, which I will return to later.The second thing that happens in the shift from forensic to epideictic rhetoric, according toFahnestock, is that that popular science writing tends to “leap to results,” or jump from reportingthe data to speculating on the broad possible implications of the data—again, arguably withoutsufficient qualification. This finding is further reflected in a more recent study on medical newsreporting that demonstrates the “tendency for press releases and the

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

Challenges in light ofengineering ethics. It can open up a set of larger questions that move us forward in defining theparameters of purposeful and significant work for the engineering profession in society. In thissense, backers of the Grand Challenges project who are allies of engineering education reformwill recognize the discussion of ethics as an invitation to a kind of reflexive practice,16 deepeningthe conversation by reflecting critically on the Challenges and the processes that produced them.Gary Downey17 among others has pointed out that problem framing is as important as it isneglected in engineering education. In this case, the NAE has defined the scope of severalproblems that constitute the “grand” work of the profession in this century

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven R Walk, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

impetus for the writing initiative described in this paper came from the OldDominion University's (ODU) Quality Enhancement Plan (QEP). As described on the universityweb site, the intention of the QEP is to improve upper-division undergraduate students'disciplinary writing, i.e., that writing that demonstrates a reasoning process supported byresearch and reflection on a problem, topic, or issue.14 Two faculty development andengagement initiatives were initiated: Writing as a critical skill that goes beyond demonstratingproficiency with the mechanics and structure of writing per se, and writing as a means tocommunicate what has been learned.Skill in writing is demonstrated by six student learning outcomes of the ODU QEP: 1. Clearly state a

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

and above along with a total assessment averagescore of 4.69 is very good. It reflects that using storytelling to promote technological literacy ismeeting its objectives and succeeding.The evaluation tool also offered the opportunity for making comments on the way the course was Page 25.1441.8facilitated. A number of relevant comments were received offering further insight into the waythat stories were used to enhance the material covered. Some representative student commentsincluded: 1. Instructor used his experience in engineering to relate real-life stories and examples. 2. Instructor did an excellent job of keeping the class engaged

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

. Poetry writing for those interested individuals has provided an avenue forcommunication.When an earlier paper began with the following quotation, “Variety's the spice of life, that givesit its flavor,” it echoed a feeling that stifling the creativity of any group of individuals is notproductive. Allowing these individuals to range across various types of communication is notonly good for engineers expressing themselves but for the production they produce in theirengineering activities. These lines in "The Task, I" by William Cowper (English poet 1731-1800) still reflect an attitude over two hundred later that must he fostered in the minds ofengineers. No man is an island, and no field of study can divorce itself from the activities,interests

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Kelly J Cross, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

and Universities (AACU).Preliminary analysis of a subset of the data suggests areas of both alignment and disparitybetween engineering faculty and the VALUE rubrics. In particular, engineering faculty beliefsalign with the rubrics’ emphasis on context and purpose and content development in writtencommunication, but reflect less attention to disciplinary genre conventions and sources. In theteamwork domain, engineering faculty recognize the importance of conflict resolution, but offerfew other criteria included in the VALUE rubric. At the same time, faculty emphasize theimportance of distributing workload and managing the project effectively, an area not well-represented by the rubrics. These findings, once refined through analysis of the full

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

ofthe course, gender, and the instructor’s personal encouragement of the students to engage insocial activism. Philosophy and religion courses were the most commonly cited types of HSScourses mentioned by students, with religion courses being almost entirely from students at thefive religiously affiliated schools.Other course types that were seen in student responses included senior design (10% of seniors)and first-year introductory and engineering projects courses (10% of total, 22% of first-years).Very few students referenced math or natural science courses as having been influential to theirviews of social responsibility (2%). A small percentage of students also responded that all oftheir courses had been influential (2%).Reflecting on the

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineer’s identity(Anderson, Courter, McGlamery, Nathans-Kelly & Nicometo, 2010). Problem solving ability isheavily emphasized in engineering education. However, engineering education has beencriticized for emphasizing problems that may reflect students’ ability to work with formulatedand represented problems, but that do not resemble the types of problems students will encounteras professional engineers.However, despite engineering educators’ efforts to align the school and work contexts, scholarshave noted that there is a scarcity of systematic analyses of engineering work (Trevelyan & Till2007, Stevens, Johri & O’Connor 2013). Moreover, Trevelyan (2010) pointed out thatengineering education operates on a model of engineering as

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy B. Barr, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

communication skills. These conversations led to a better understanding of what studentsneeded to master in each course as they advanced through the curriculum, which then providedinsight into ways the GTAs could help their students achieve these learning goals. The team alsodeveloped a comprehensive lab report guidelines document for use in all three courses. Theguidelines provided information on formatting, composing the type of content expected in eachsection of the report, and creating figures and tables, as well as other technical writing tips. Theteam also created a rubric, mapped to the guidelines, to help bring consistency to grading. Whilejust one set of guidelines applied for all the labs, the rubric could be customized to reflect

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

other common experiences that link thestudents to the phenomenon being studied. Thus, we theorize that the discussions of empathypresented in this study directly reflect the phenomenon of empathy as it is developed, interpreted,and experienced in the unique context of engineering education by engineering students.From a social constructionist perspective, meaning is developed and conveyed throughlanguage27. Thus, in this study, we pay particular attention to language as a lens to explore thephenomenon of empathy in the social world of engineering students. As such, this study focuseson using qualitative interview data to provide a lens into the students’ social world. Oneimplication of this focus was that we did not provide an explicit

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

University B, focuses on group work and project-based learning.Possible interventions in socio technical thinking for this course include: • Design two workshops focusing on sociotechnical thinking to help guide students through their course projects. • Challenge students throughout the semester with design constraints that foster sociotechnical thinking. • Require students to keep reflection logs that document their technical and social reasoning, including for final projects. • Structure grading to reflect the importance of sociotechnical thinking.Sociotechnical Survey DevelopmentThe primary focus of this paper is the development of our survey instrument, which is designedto measure students’ sociotechnical thinking

Conference Session

Communication, Professional Development, and the Engineering Ambassador Network

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Page 23.848.2is open to all students, with or without previous leadership experience. The two-day Academy isan intensive workshop designed by Rose-Hulman faculty and staff to build each participant’sconfidence in their ability to lead, consciousness of various leadership approaches, andconnection to leadership resources and mentors. The curriculum cultivates skills throughlectures, guest speakers, team interactions, team building activities, and assessment through self-reflection. Topics include character development, leadership theories, and personal leadershipdevelopment, with an emphasis throughout on leadership communication.The need for engineers to take leadership roles is clear. These leadership roles are diverse,everything from getting