Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Tech; Kirsten A. Davis, Virginia Polytechnic Institute and State University; Ramon Benitez, Virginia Polytechnic Institute and State University

Tagged Divisions

Liberal Education/Engineering & Society

. Seattle, WA; 2012.13. Morris MH, Avila RA, Allen J. Individualism and the modern corporation: Implications for innovation and entrepreneurship. J Manage. 1993;19(3):595-612. doi:10.1016/0149-2063(93)90006-9.14. Kirton M. Adaptors and innovators: A description and measure. J Appl Psychol. 1976;61(5):622-629. doi:10.1037/0021-9010.61.5.622.15. Lozano F, Sabicer A. Creativity and Innovation: Building Ecosystems to Support Risk Taking, Resiliency, and Collaboration. Lib Educ. 2016;102(2).16. Ferguson D, Ohland M. What is Engineering Innovativeness? Eng K-12 Educ. 2009;28(January):1-35.17. Edmonds EA, Weakley A, Candy L, Fell M, Knott R, Pauletto S. The Studio as Laboratory: Combining Creative Practice and Digital

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Goldschneider, Virginia Polytechnic Institute & State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jennifer M. Case, Virginia Polytechnic Institute & State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Res., pp. 311–334, 2015.[3] K. Shaaban, “Investigating the reasons for choosing a major among the engineering students in Qatar,” in 2016 IEEE Global Engineering Education Conference (EDUCON), 2016, pp. 57–61.[4] L. A. Phelps, E. M. Camburn, and S. Min, “Choosing STEM college majors: Exploring the role of pre-college engineering courses,” J. Pre-College Eng. Educ. Res., vol. 8, no. 1, pp. 1–24, 2018.[5] T. M. Freeman, L. H. Anderman, and J. M. Jensen, “Sense of belonging in college freshmen at the classroom and campus levels,” J. Exp. Educ., vol. 75, no. 3, pp. 203–220, 2007.[6] O. Pierrakos, N. A. Curtis, and R. D. Anderson, “How salient is the identity of engineering students?,” in 2016

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Liberal Education/Engineering & Society

than third 2 Jung Typology Extrovert (E) 5 Introvert (I) 4 Sensing (S) 4 Intuition (N) 5 Thinking (T) 5 Feeling (F) 4 Judging (J) 7 Perceiving (P) 2

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

-specific sections. One example of a professional networking design paper, offered in anearly version of this class as a model, included sections titled “Understanding [project]’s gains,”“Implementation details”, and even “Making it work.”18Recently in the broader context of STEM writing, communication scholars have recognized thisvariation and criticized the uniform approach, first for its tendency to apply the Classicalparadigm too liberally to the rhetorics of STEM,19, cited in 17 and second, because the speed withwhich STEM genres and modes of argument - particularly visual modes of argument - outpacesexisting methods communication scholars use to analyze them.20, cited in 17 Indeed, more recentlySwales himself has encouraged methods of move

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California - Davis

Tagged Divisions

Liberal Education/Engineering & Society

structure.3S3 = A = B2 pass | B5 pass = (VP(Mn 1) * (Xo)s) + Vt pass * LP(Mn) | [(Xo)s)] + ([Vaux] * Vt)pass + (Mv * VP(Nc))(4) Over the next 150 years, many other pyramids were built —undoubtedly ourfirst civil works, built with the manual labor of thousands of people [many of whom,regrettably, were slaves].S4 = B2 pass = [LP(Mv 1)]F ... Mn 1 * Mn 2 * (No)s + Vt pass ... [Mv 2 * X’ - Mn 3 * Na]E * VP(Mv 3)]E = B2 = [LP(Mv 1]F ... ((Mn 1 * Mn 2 * ((No)s) or [Mv 2 * X’ - Mn 3 * Na]) + (Vt pass * VP(Mv 3)) = Over the next 150 years, many other pyramids—undoubtedly our first civil works— were built, built with the manual labor of thousands of people [many of whom, regrettably, were slaves].(5

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

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

Page 26.508.5published within engineering education scholarly literature. We borrowed and adapted itemsfrom a number of existing measures, which included the following (for an item-by-itemdescription, see Appendix A):  Zhai and Scheer’s (2004) Global Perspective Scale12  Downey et al.’s (2006) global competency questions13  Braskamp, Braskamp, & Merrill’s (2008) Global Perspective Inventory, and in particular their Interpersonal Social Responsibility Scale14  Hilpert, Stump, Husman, and Kim’s (2008) Engineering Attitudes Survey15Throughout the survey development process, the authors were in dialogue with one another,providing feedback for item clarity, framing, and refinement. Along with evaluating the fitbetween

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

, 137–152 (2000).13. Eccles, J. S. et al. in Achievement and achievement motivation 76–146 (1983). doi:10.1207/s15327752jpa850214. Eccles, J. S. & Wigfield, A. Motivational Beliefs, Values, and Goals. Annu. Rev. Psychol 53, 109–32 (2002).15. Wigfield, A. & Cambria, J. Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review 30, 1–35 (2010).16. Eccles, J. S., O’Neill, S. a & Wigfield, A. Ability self-perceptions and subject task values in adolescents and children. What do children need to flourish Conceptualizing and measuring indicators of positive development 237–249 (2005). doi:10.1007/0-387-23823-9_1517

Conference Session

Panel Discussion: Global Engineering - What Does That Mean?

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robyn Sandekian, University of Colorado Boulder; Bernard Amadei, University of Colorado, Boulder; Aaron Brown, Metropolitan State University of Denver; Brent K Jesiek, Purdue University, West Lafayette; Stephen Y. Lu, University of Southern California; Sylvanus N. Wosu, University of Pittsburgh; John W Via III P.E., Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

Liberal Education/Engineering & Society

Engineering offered by the CU Boulder College of Engineering and Applied Science starting in fall 2016. Ms. Sandekian earned B.S. and M.S. degrees in Aerospace Engineering Sciences at CU Boulder, a Spe- cialist in Education (Ed. S.) degree in Educational Leadership and Policy Studies from the University of Northern Colorado, and expects to earn her Ph.D. in the Higher Education Student Affairs Leadership program from the University of Northern Colorado in 2017.Dr. Bernard Amadei, University of Colorado, Boulder Dr. Amadei is Professor of Civil Engineering at the University of Colorado at Boulder. He received his PhD in 1982 from the University of California at Berkeley. Dr. Amadei holds the Mortenson Endowed Chair in

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

ofVirginia nor the participants.References[1] J. Kabo, X. Tang, D. Nieusma, J. Currie H. Wenlong and C. Baillie, “Visions of SocialCompetence: Comparing Engineering Education Accreditation in Australia, China, Sweden, andthe United States,” in ASEE Annual Conference & Exposition, San Antonio, TX, USA, June 10-12, 2012.[2] R. M. Marra, S. M. Kim, C. Plumb, D. J. Hacker and S. Bossaller, “Beyond the Technical:Developing Lifelong Learning and Metacognition for the Engineering Workplace ProfessionalDevelopment and Lifelong Learning” in ASEE Annual Conference & Exposition, Columbus,OH, USA, June 24-28.[3] P. Strauss and S. Young, “I know the type of people I work well with”: student anxiety inmulticultural group projects,” S. Higher Education

Conference Session

Liberal Education/Engineering & Society (LEES) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

learning process. All involved wouldbenefit. As one writer put it, “I think mentors should be role models, BUT a role model who hasn'tforgotten where s/he came from, how s/he got to where s/he is now and always looking back to seeif s/he can help those that came from the very same place.”3 Everyone has had to write, andengineering faculty continue to have to produce text throughout their careers. By taking their owntravels through communication as a means to get engineering students to look at their own tasks, abond can form that allows for the improvement of student text.ProcedureHow does one approach a situation where the faculty is to be asked to perhaps open up to studentsin an area that they may not be totally comfortable? How do you get

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune; Anil Dattatraya Sahasrabudhe, College of Engineering, Pune

Tagged Divisions

Liberal Education/Engineering & Society

information.Many learning style models have been formulated and instruments developed to assess preferences that arebenefitting millions of users. Examples of learning styles are: active v/s reflective and visual v/s verbal. Activelearners rely on activities while reflective learners take recourse to reflection. Visual learners benefit fromvisual cues like pictures and charts and verbal learners feel comfortable with words. In real life, we have to useall the learning styles and therefore achieve balance between them. We can rely on our stronger styles to learndifficult areas and hone our weaker styles to learn easier areas. Liberal learning can provide the requiredopportunities to experiment and bring in the required balance.Liberal Learning

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

upon work supportedby the National Science Foundation under Grant No. 1033111.References1. Berra, Y. (2002) When You Come to a Fork in the Road, Take It!: Inspiration and Wisdom from One of Baseball's Greatest Heroes, Hyperion: 1592. National Academy of Engineering (2008) Grand Challenges for Engineering, http://www.engineeringchallenges.org/Object.File/Master/11/574/Grand Challenges final book.pdf3. Marx, L. (1987) Does improved technology mean progress? Technology Review (January): 33-41; 714. Gray, E. (1988) The World That Moses Built, PBS, The American Experience5. Dolnick, S. (2010) On Bronx Stoops, a Highway’s Traffic Entertains, New York Times, http://www.nytimes.com/2010/04/02/nyregion/02bottleneck.html

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

traversing of an engineerthrough the world in this context can help define engineering.      Bibliography 1. Dall’Alba, G., J. Sandberg. (2006). Unveiling Professional Development: A Critical Review of Stage Models. Review of Educational Research. 76(3). 383-412. 2. Dall’Alba, G. (2009). Learning Professional Ways of Being: Ambiguities of Becoming. Educational Philosophy and Theory. 41(1): 34-45. 3. Florman, S.(1976). The Existential Pleasures of Engineering. St. Martin’s Griffin. New York City. 4. Bonasso, S. G. (2001). Engineering, Leadership, and Integral Philosophy. Journal of Professional Issues in Engineering Education & Practice, 127(1), 17. 5

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

. Bourdieu, P. (1990). Reproduction in Education, Society and Culture. Thousand Oaks, CA: Sage Publications, pp ix-x.14. Giroux, H.A. & Purpel, D.E. (1983). The Hidden Curriculum and Moral Education: Deception or Discovery? Berkeley: McCutchan.15. Bowles, S. & Gintis, H. (1976). Schooling in Capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.16. Spady, W.G. and Marshall, K.J. (1994). Light, not heat, on OBE. The American School Board Journal, 181 (11): 29-33.17. Spady, W.G. (1994). Choosing Outcomes of Significance. Educational Leadership 51, 6: 18–22.18. Spady, W.G. and Marshall, K.J.(1991). Beyond Traditional Outcome-Based Education. Educational Leadership

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor

Tagged Divisions

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

clearly distinguish between images of "engineers" and"scientists"). The paper also assesses specific character and professional attributes, stereotypes(profession-, ethnicity or gender-based) and attributes known to facilitate viewer's identificationwith on-screen characters, of engineering professionals portrayed in selected films. In particular,the key research question of “How are engineer(s) and their work portrayed in the feature films?”was broken down to more detailed sub-questions: • What types of engineering work are represented? How is creative component of that work shown? How successful (or unsuccessful) are the outcomes? • Is the distinction between science and technology, and scientist and engineers depicted? • Are

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

professional ethics is alsoseen in the study’s conclusions where the authors call for more opportunities to “directly relate professionalethics and the technical content which students are learning” [11, p. 487]. The ethics reportedly taught bythe faculty and administration in a second paper in this project also seems to focus on professional codesof ethics and other microethical topics [6]. The Holsapple et al. [6] paper, however, does acknowledge thatengineering’s broader human impact (i.e. macroethics) needs to be a part of engineering education, whichis also seen in the desires of the students in Holsapple et al.’s [6] interviews. In the words of one of theirinterviewees, “I think it would be better for them to emphasize ethics in terms of your

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

consistency across teams. Each sectioncomprises multiple project teams. A common design process, where interactions withcommunity partners is central, guides students through the design process. Once a project isdelivered, a new project is identified by students, their faculty mentor(s) and communitypartner(s). Example projects include assistive technology, database software for human servicesagencies, and energy-efficient and affordable housing solutions [1-3].Spring 2020 move to onlineLike many campuses, Purdue University moved online in March of 2020 and sent students homewhere possible. This began an odyssey that would last into 2021. The major milestones areshown in Figure 1. Before the formal announcement, the staff prepared plans to move to

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Mark R. Peters, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Liberal Education/Engineering & Society

fulfilling.References[1] A. R. Bielefeldt and N. E. Canney, “Working engineers’ satisfaction with helping people and society through their jobs,” Eur. J. Eng. Educ., pp. 1–15, May 2018.[2] L. A. P. Daloz and S. D. Parks, “Mentoring Big Questions and Worthy Dreams for Young Adults,” Adult Learn., vol. 14, no. 1, pp. 20–22, Jan. 2003.[3] J. W. Weiss, M. F. Skelley, J. C. Haughey, and D. (Tim) Hall, “Calling, New Careers And Spirituality A Reflective Perspective For Organizational Leaders And Professionals,” in Spiritual Intelligence at Work: Meaning, Metaphor, and Morals, M. L. Pava and P. Primeaux, Eds. Emerald Group Publishing Limited, 2003, pp. 175–201.[4] J. Neafsey, A Sacred Voice Is Calling: Personal Vocation and Social Conscience

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Bercich, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; James Mayhew, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

) informal and formal reports2) memos3) oral presentations4) technical drawings5) otherThe “other” category is a catch-all for uncommon or less significant forms of TC such as briefpresentations, memos written from a template, lab books, and brochures. These categoriesallowed us to organize the information collected during the interviews into a single figure basedon a plan of study flow chart that has been used in the ME department for many years. Figure 1shows this flow chart in which each of the TC categories is assigned a color. The colored band(s)contained in a course box indicate which types of TC are required within that course. A half bandin a course box indicates that this type of TC is required by some instructors but not others. Aswe move

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

R.F.A. Hamilton, Siena Heights University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineers and non-engineers. Engineering faculty needto push for inclusion in the liberal arts core of their universities. Exposing those from otherfields of study to engineering broadens their knowledge base. The grand challenges facingengineering are going to require collaboration with those from other fields to solve. Engineeringas a liberal arts exposes others to the principles of engineering and well enable the types ofcollaborations needed to solve these problems.Bibliography[1] Abelson, Paul. The seven liberal arts: a study in mediæval culture. Vol. 11. Teachers' College, ColumbiaUniversity, 1906.[2]Adner, R., & Kapoor, R. “Innovation ecosystems and the pace of substitution: Re‐examining technology S‐curves.” Strategic Management Journal

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anneliese Watt, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

lives. This illustrates one more advantageof a team-taught multidisciplinary project course.Bibliography1 Sarah Summers and Anneliese Watt, “Quick and Dirty Usability Testing in the Technical CommunicationClassroom,” ProComm 2015 Conference Proceedings (IEEE Professional Communication Society), Limerick,Ireland.2 See for example S. Ludi, “Providing Students with Usability Testing Experience: Bringing Home the Lesson “TheUser Is Not Like You,” 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, 2005; and M.A. Atlas,“The User Edit: Making Manuals Easier to Use,” IEEE Transactions on Professional Communication, vol. 24, no.1,pp. 28-29, March 1981.3 For discussions of usability pedagogy, see Summers and Watt (above), as well as L.M

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dara R. Fisher, Harvard University; Aikaterini Bagiati, Massachusetts Institute of Technology; Sanjay E. Sarma, Massachusetts Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

activities for undergraduate engineering students.IntroductionIn the late 1990’s and early 2000’s, scholarship in American engineering education underwent afundamental shift as a result of two distinct events: restructuring of the accreditationrequirements of ABET, Inc. (previously known as the Accreditation Board for Engineering andTechnology) in 1997 and the publication of the National Academy of Engineering “Engineer of2020” reports in 2004 and 20051. These reform efforts stemmed from calls from the Americanprofessional engineering community citing a consistent need for professional, communicative,and innovative engineers in the workplace2, and led to the creation of numerous experimentalpedagogies, programs, and other initiatives to encourage

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkaç, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

who received humanities education tend to have better performance” in the workplace,based on pre-and-post surveys given to employers of graduates.In a recent blog post for Science [11] on the reasons to include the Humanities in careerpreparation, and even though writing about science careers, not engineering, Albert brings forthten enumerated reasons, many of which are relevant to engineering practice as well. Reason 2 isthat “[s]tudying the humanities allows you to become familiar with and use the creative ideasfrom great minds outside of science. As a poignant example in support of this argument, considerthe application of art-inspired mathematics to the applied chemistry of an oil-spill clean-up,presented at the Bridges 2012: Mathematics

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch, West Texas A&M University; Rhonda B Dittfurth, West Texas A&M University; Freddie J Davis P.E., West Texas A&M University

Tagged Divisions

Liberal Education/Engineering & Society

studentsagree or disagree with a survey question.Question Survey QuestionNumber1 I understand which technical communication skills are needed and how they are used in a STEM (science, technology, engineering, or mathematics) career field.2 I can compose a standard business letter.3 I can compose a standard interoffice memorandum (memo).4 I can create a data spreadsheet and related graph(s) for the data using a typical spreadsheet program such as Microsoft Excel ®.5 I can compose a complete technical report including title page, cover letter, table of contents, and body of the report.6 I understand what skills are necessary for a team to function

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

documents seemed veryuseful to evaluate any of the 3 skill areas for a pilot. However, an interesting idea surfacedregarding the team status meetings with the instructor in which an interview Q&A style could beused to gather sufficient evidence.A pilot was conducted in spring 2010 involving the capstone for Electrical Engineering as wellas Computer Engineering majors. The face-to-face meetings with the teams provided anexcellent opportunity to evaluate the skill levels. The instructor reported that each teamemployed all 3 skills at one or more point(s) during the semester. The results are shown in Table5 for all 6 teams. Good performance was observed in 2-3 teams for each skill; however, the bestteams were not always the same. No team

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

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

Cliffs, NJ: Prentice-Hall, 1986.3. Bandura, A. "Social Cognitive Theory in cultural context." Applied Psychology: An International Review. 51,2002, pp. 269-290.4. Concannon, James P. and Lloyd H. Barrow. "A Cross-Sectional Study of Engineering Students' Self-Efficacy byGender, Ethnicity, Year and Transfer Status." Journal of Science, Education and Technology 18 (2), 2009, pp. 163-172.5. Ponton, Michael K., Julie Horine Edmister, Lawrence S. Ukeiley, and John M. Seiner."Understanding the role ofself-efficacy in engineering education." Journal of Engineering Education 90 (2), 2001, pp. 247-251.6. Pajares, Frank. "Current directions in self-efficacy research." In M. Maehr and P.R. Pintrich, eds., Advances inmotivation and achievement 10, 2007

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Powe Nordin, Mississippi State University; Amy K. Barton, Mississippi State University

Tagged Divisions

Liberal Education/Engineering & Society

both? 3) When an engineering code of ethics or a theoretical framework was used, which one(s) specifically?The main goal in this study was to ascertain what—if any—quantitative impact using the first(Approach 1) versus the second (Approach 2) pedagogical approaches to teaching ethics in thecourse had on student papers.In this section, the authors address two main questions: 1. Under which approach (1 or 2) were students more likely to incorporate the following resources into their end-of-semester research papers? a.) At least one of the six ethical theoretical frameworks discussed in class b.) At least one professional engineering organization’s code of ethics 2. Based on Question 1, for students who

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Potential of Women in Academic Science and Engineering, Washington, DC: The National Academies Press, 2007.[2] E. Martin, “Egg and sperm: A scientific fairy tale,” in Gender and Scientific Authority, Barbara Laslett, Ed. Chicago: University of Chicago Press, pp. 324-339, 1996.[3] M. Upchurch, & S. Fojtová, “Women in the brain: A history of glial cell metaphors,” NWSA Journal, vol. 21, no. 2, pp. 1-20, 2009.[4] L. Schiebinger, Has Feminism Changed Science? Harvard University Press, 2001.[5] M.A. Cannady, E. Greenwald, and K.N. Harris, “Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?” Science Education Policy

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #30335The Challenge of Preparing iGen Students for Engineering and ComputerScienceDr. Kenneth W. Van Treuren, Baylor University Ken Van Treuren is an Associate Professor in the Department of Engineering at Baylor University. He received his B. S. in Aeronautical Engineering from the USAF Academy in Colorado Springs, Colorado and his M. S. in Engineering from Princeton University in Princeton, New Jersey. After serving as USAF pilot in KC-135 and KC-10 aircraft, he completed his DPhil in Engineering Sciences at the University of Oxford, United Kingdom and returned to the USAF Academy to teach heat transfer and

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

memberships.” The boundaries being drawn here are quite clear:politics do not belong in the IEEE, and LGBTQ individuals are ontologically political. It isinteresting that the latter two posters assumed the proposer(s) of the new language were LGBTQ(must be outsiders!), when in fact there was an organized response from the few out LGBTQIEEE members to alter the proposed wording before adoption of the proposed changes, as theproposed language was not truly inclusive of the LGBTQ community.Sexual orientation is private/doesn’t belong in the workplace: A slightly different (thoughrelated) boundary was drawn between professional and private spheres when frequentcommenter Luke Burgess (relation to Barry Burgess unknown) suggested that sexual