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Exploring Contemporary Issues in Sustainable Energy

Conference Session: Assessing Social Responsibility & Sustainability
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University
Tagged Divisions: Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

the majority agreed that the format was effective in their learning.Additional results from comparing the two courses, as well as examples of student-generatedmaterials are presented and discussed in context of the overall research aim.Introduction: Engineering students face increasingly complex problems whose solutions often requireinterdisciplinary teams and significant interaction with diverse stakeholders [1-6]. Exploringcontemporary issues in society within engineering classrooms may help prepare students forthese challenges. One contemporary issue with significant engineering considerations is theadvancement and proliferation of hydraulic fractured oil/gas well stimulation, or “fracking” [7].Fracking has substantially increased

Relevance Score: 0.022311352

LGBT Professionals’ Workplace Experiences in STEM-Related Federal Agencies

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Erin A. Cech, Rice University
Tagged Topics: Diversity
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

and transgender (LGBT) individuals in U.S.workplaces often face disadvantages in pay, promotion, and workplace experiences.1-7 It is stilllegal in many states to fire LGBT persons due to sexual identity or gender expression.8 Recentscholarship on the experiences of LGBT students and professionals suggests that thesedisadvantages may be particularly pernicious within science and engineering-related fields, giventhe patterns of heteronormativity and heterosexism documented therein.9-12 LGBT faculty inscience, technology, engineering and math (STEM)-related departments face harassment anddiscrimination, marginalization, and chilly departmental and classroom climates.10 In a study oftwo NASA centers, furthermore, LGBT professionals encountered

Relevance Score: 0.019720636

Development and Application of the Sustainability Skills and Dispositions Scale to the Wicked Problems in Sustainability Initiative

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

Initiative (WPSI). The acronym was changed from“WPSE” to WPSI. We dropped the “E” as our intent was never to be exclusive to non-engineering students or faculty members. At ASEE 2014, we presented preliminary results fromthe first WPSI iteration. Following the 2014 conference, we identified the need for a valid,reliable, and easily replicable assessment measure that could be used both within and outside ofWPSI to measure the attainment of a series of sustainability-related learning objectivesthroughout the engineering education research community.1 In this paper, we present the ongoingdevelopment and refinement of this measure, the Sustainability Skills and Dispositions Scale(SSDS). This instrument evaluates students’ attainment of learning

Relevance Score: 0.015907437

Students Writing for Professional Practice: A Model for Collaboration Among Faculty, Practitioners, and Writing Specialists

Conference Session: Communication Across the Divisions I: Communication in Engineering Disciplines
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Susan Conrad, Portland State University; William A. Kitch, California State Polytechnic University, Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tori Rhoulac Smith, Howard University; John V. Tocco J.D., Lawrence Technological University
Tagged Topics: Diversity
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society

teaching materials thatcan be integrated into existing civil engineering courses. With collaboration among engineeringpractitioners, applied linguists, and engineering faculty at four universities, the project draws onmultiple perspectives to analyze writing and develop teaching materials. Phase 1 of the projectinvestigated differences between practitioner and student writing in a large collection of textsand identified the most serious student weaknesses. Phase 2 of the project, currently underway,develops materials to address those weaknesses and evaluates their effectiveness. Studentwriting after the use of the materials is assessed with multiple measures, including linguisticanalysis of specific language features and holistic evaluation of

Relevance Score: 0.015536391

Social Justice in Control Systems Engineering

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

they are designed to serve, locally and globally. Thus, engineers must developcritical thinking skills concerning the broader social impacts of their activities and anunderstanding of social justice implications. Since many engineers end their formal educationafter a bachelor’s degree, such skills should be cultivated as early as possible, preferably inundergraduate education.Social justice in engineering relates to the recognition and consideration of the impacts of Page 26.1378.2engineering decisions on a broad range of communities. Elements that are commonly referencedas contributing to social justice are displayed in Figure 1. As a concept

Relevance Score: 0.015061884

Memory Maps: Helping Engineering Students Fashion Words on the Spot in Their Technical Presentations

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Michael Alley, The Pennsylvania State University; Lori B. Miraldi, The Pennsylvania State University; Joanna K. Garner, Old Dominion University
Tagged Divisions: Liberal Education/Engineering & Society

Paper ID #12419Memory Maps: Helping Engineering Students Fashion Words on the Spot inTheir Technical PresentationsMr. Michael Alley, Pennsylvania State University, University Park Michael Alley is an associate professor of engineering communication at Pennsylvania State University. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2013) and founder of the web- site Writing Guidelines for Engineering and Science (writing.engr.psu.edu), which receives more than 1 million page downloads each year.Lori B Miraldi, The Pennsylvania State UniversityDr. Joanna K. Garner, Old Dominion University

Relevance Score: 0.014257169

Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the Making

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

theory), and in that it borrows concepts from disciplines, making it dependent onknowledge that is transportable. However, not all knowledge is transportable and borrowing isnot always successful.10Data Point 1: The 2006 Engineering Education Research AgendaAs mentioned above, a group of leaders in the engineering education community developed aresearch agenda for the field in 2006. Engineering epistemologies was one of five research areasprioritized. Engineering epistemologies was defined as “research on what constitutes engineeringthinking and knowledge within social contexts now and into the future.”11 Within that area, fourspecific lines of inquiry were further identified: 1) What knowledge, skills, processes, values, and attitudes

Relevance Score: 0.014110938

Valuing, Learning: Revising a Sustainability Curriculum for First-Year Students

Conference Session: Assessing Social Responsibility & Sustainability
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

disparatematerial across disciplines into a cohesive and fully interdisciplinary sequence, we are just nowin a position to redefine our learning outcomes for the HERE Program. Our most recent list oflearning outcomes (Figure 1) is informed by the learning outcomes of the ACPA (AmericanCollege Personnel Association) (Figure 2) and by the revised established learning objectives ofthe courses we teach.Our revised list puts ethics, actions and values and emotions in the top three positions. Engaged Page 26.1696.4learning is a primary goal of any critical pedagogy, especially in education for sustainability, andespecially in a living-learning community

Relevance Score: 0.013804446

Improving Engineering-Student Presentation Abilities with Theater Exercises

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: John W. Brocato, Mississippi State University; Amy Barton, Mississippi State University; Kelly Agee, Mississippi State University; Ed Dechert, Mississippi State University; Greg Carlisle, Morehead State University
Tagged Divisions: Liberal Education/Engineering & Society

cause of this engagement problem is not complicated; public speaking has been a top fear ofpeople in the United States for years, often anecdotally but also in a more documented sense,most recently in Chapman University’s “Survey on American Fears,” where public speakingplaced fifth (9.1%) just behind “Being [a] victim of mass/random shooting” (also 9.1%)1.Another persistent problem is lack of experience. As much as any other ability, effective publicspeaking requires repeated practice at delivering talks before audiences and, more importantly,reflection after a talk on what went poorly and the willingness to do it again, better. Assessingthe presentation experiences of, e.g., the general public or U.S. college students is beyond thescope of

Relevance Score: 0.013804446

A Transdisciplinary Approach for Developing Effective Communication Skills in a First-year STEM Seminar

Conference Session: Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia
Tagged Topics: Diversity
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

to State transferability requirements). These learning outcomes were used to define thebadges for the Digital Narratives seminar learning experience. For our Digital Narratives course weproduced 8 badges: 4 for English, 3 for Fundamentals of Speech, and 1 for Information Literacy. In eachbadge there were 3-5 challenges, totaling 29 challenges across the 8 badges. The parallel construction ofthe badges to the more traditional classes and credit hour system also facilitated the broaderunderstanding at the university where our learning experiences can map to classes for use on transcripts.In addition, this ability to map to the existing structure enables transferring into and out of the programmore easily.The 8 badges also represented credit

Relevance Score: 0.01333636

Communication Class Size and Professional Identity

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

professional identity.1. Previous Research on Class SizeAs Johnson1 observes, there is not much agreement among researchers about what constitutes asmall and a large class: the number of students that comprises a small class varies from 132 to653, and large classes range from 54 students4 to 3505. While the disagreement about thenumber of students that comprise a large class is significant, the estimation of a small class isrelatively consistent: a small class usually has no more than 30 students6, or perhaps just a fewmore (there are a few exceptions, however, who regard small classes as having 35-39students5,7,8). Both professors and students feel the effects of additional students more stronglyin smaller classes than they do in larger classes. In a

Relevance Score: 0.012961723

Liberal Studies in Engineering Programs – Creating Space for Emergent & Individualized Pathways to Success for Women in Computing Disciplines

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University
Tagged Topics: Diversity
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the

Relevance Score: 0.012851238

Institutionalizing Ethics: Historical Debates Surrounding IEEE’s 1974 Code of Ethics

Conference Session: Non-Canonical Canons of Engineering Ethics
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute
Tagged Divisions: Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

action to address the problems. Should the engineers reach out to ahigher level of management and/or speak out publicly about the problems and hazards associatedwith the project? The answer to this question might seem obvious: Particularly because publicsafety is at issue, the engineers should continue reporting the problems up the chain until they areproperly addressed. Not to do so would be a violation of the codes of ethics of severalprofessional engineering societies.1 Cases similar to this one have been assigned to students innumerous engineering ethics classes over recent decades, and the appropriate response to theethical question is often guided by direct reference to professional ethics codes.The ethics case above draws on a real-world

Relevance Score: 0.012472426

Teaching Peer Review of Writing in a Large First-year Electrical and Computer Engineering Class: A Comparison of Two Methods

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

comments and fewer in the less important categories. However, in all but onecategory, the differences between groups were not statistically significant. A follow-up surveywas used to gauge student perceptions on various dimensions related to the peer review process.Perceptions were generally more positive in the in-class instruction group, but again thedifferences were not statistically significant. These results indicate that the handout-only methodmay be adequate for teaching peer review to first-year electrical and computer engineeringstudents and indicate the need for further research in this area. Page 26.1482.2 1 Introduction

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Visual Communication Learning Through Peer Design Critiques: Engineering Communication Across Divisions

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

asked to prepare by bringing a draft of a figurethat they intended to use in their Capstone report, which is due at the end of spring quarter.Workshop design:Our workshop was 90 minutes in length. We presented three design principles for students to usetoward assessing and providing feedback to one another in small groups, and expected to spendapproximately twenty minutes on each principle (Figure 1). In order to give students anopportunity to apply design knowledge soon after constructing it, our workshop was designed tocontain a number of cycles of uncovering a principle, and then applying that principle towardpeer assessment and feedback.1. Discussion/uncovering of design principle. The workshop facilitator guided the class, as a whole, to

Relevance Score: 0.0123470705

Something to Write Home(work) About: An Analysis of Writing Exercises in Fluid Mechanics Textbooks

Conference Session: Communication Across the Divisions III: Writing as Social–Technical Integration
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Natascha M. Trellinger, Purdue University, West Lafayette; Rebecca R. Essig, Purdue University, West Lafayette; Cary D. Troy, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University, West Lafayette
Tagged Divisions: Computing & Information Technology, Liberal Education/Engineering & Society

, fluid mechanics, homework problems, content analysis,textbooks, writing promptsIntroductionAs assessments of learning outcomes are increasingly emphasized through accreditationrequirements (e.g., via ABET) and other quality assurance initiatives, written communication isone area that engineering instructors often find challenging to incorporate and assess.1 This isparticularly true in large core courses at the sophomore and junior levels. Yet it has also beenfound that technical writing is best taught during the learning of technical material.2This study is part of a larger ongoing project to understand and expand the incorporation ofwriting in large-lecture engineering courses, including investigation of faculty perspectives andtextbook

Relevance Score: 0.0118323825

Exploring the Relationship between Empathy and Innovation among Engineering Students

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Justin L Hess, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

26.740.3students could respond along a 5-point Likert scale where 1 was equal to “Does not describe mewell” and 5 was equal to “Describes me very well”.Our participants were from various engineering disciplines at a large Mid-Western University.The survey was disseminated to participants at the beginning of the Spring 2014 semester usingadministrative points of contacts through a number of engineering list-servs, some disciplinary(e.g. Mechanical, Civil) and some organizational (e.g. Society of Women Engineers, Engineersfor a Sustainable World). Participants were provided no monetary incentive for completing thesesurveys, although they had the opportunity to volunteer in a follow-up interview thatcompensated $10.As of February 21, 2014, 220 individuals

Relevance Score: 0.01182142

Into the Pipeline: A Freshman Student's Experiences of Stories Told About Engineering

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

development.Introduction Times have changed. There is a new message emerging. The future of engineering, and some would say of society, depends on its delivery. The new message starts with the recognition that engineering design is a social and humanistic field, as well as a technical and scientific one; and that, like other professions, human impact is placed at the center of the process [1].This excerpt is taken from Diane Rover’s Journal of Engineering Education AcademicBookshelf review of the National Academy of Engineering’s (NAE) Changing the Conversationreport. The conclusion of Rover’s article, much like the report she reviews, is clear – “in an ageof ‘messaging’”, messages have the power to transform engineering education.A

Relevance Score: 0.011666885

From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating of Social Justice in Engineering Science Courses

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

, weseek to encourage other engineering science educators to consider integrating social justice intotheir courses.IntroductionResearch on perceptions of the engineering curriculum has accentuated a hierarchy of knowledge“with technical problem solving at the core and everything else at the periphery” [1]. Thathierarchy can be envisioned as a series of concentric circles (Figure 1). At the core of thehierarchy is the component of the curriculum that faculty value most, and as such students learnto do the same: the engineering sciences (ES). In the hierarchy, second place goes to engineeringdesign, followed by courses in the humanities and social sciences (HSS

Relevance Score: 0.010801436

Humanizing Signals and Systems: A Reflective Account

Conference Session: Integrating Social Justice in Engineering Science Courses
Collection: 2015 ASEE Annual Conference & Exposition
Authors: James L. Huff, Harding University
Tagged Topics: Diversity
Tagged Divisions: Engineering Ethics, Liberal Education/Engineering & Society

: Page 26.866.4 1) definitions, classifications, and time-operations of Signals 2) convolution of continuous-time signals 3) Fourier series and transform 4) distortionless transmission and filtering 5) definitions, classifications, and response of systems 6) Laplace transform & representation of systems (e.g., transfer functions, Bode plots, pole- zero plots)We used the text Linear Signals and Systems by B. P. Lathi25 as a common reference for learningand discussing these concepts. Moreover, I recommended the text Signals and Systems MadeRidiculously Simple by Karu26 in order for students to have supplemental reading to support theirown learning.As prior research had shown27, 28, students of CTSS typically

Relevance Score: 0.010583203

A Nod in the Right Direction? Designing a Study to Assess an Instructor's Ability to Interpret Student Comprehension from Nonverbal Communication

Conference Session: Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

population of college-level instructors have been identified.An Introduction to Nonverbal CommunicationThis paper focuses on the nonverbal communication occurring within a classroom, specificallythe nonverbal messages sent by students and received by the teacher. When student verbalfeedback during a lesson is minimal, due to either lesson presentation method or student personalcommunication preference, the teacher must rely on nonverbal cues to determine the effect of Page 26.76.2their communication[1]. From Barry et al.[2], nonverbal communication generally falls within oneof ten categories:1. Chronemics – The timing of verbalizations and

Relevance Score: 0.010583203

Enhancing Communication Practices Through Development of a Departmental Civil Engineering Writing Guide

Conference Session: Communication Across the Divisions I: Communication in Engineering Disciplines
Collection: 2015 ASEE Annual Conference & Exposition
Authors: David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society

civil engineering and writing studies faculty. The final sectionpresents assessment data from courses before the writing guide’s implementation. Once thewriting guide is implemented across the civil engineering department’s courses, this data will becompared to writing assessments from the same classes to quantify the impact of the writingguide, if any, on student performance. Page 26.658.2BackgroundStrong communication skills, both written and verbal, are critical for newly graduated engineers,especially those seeking jobs in firms where interdisciplinary teamwork is the norm.1, 2 TheAmerican Society of Civil Engineers (ASCE) document titled

Relevance Score: 0.0099779405

Communication as Both the Ultimate Interdisciplinary Subject and a Field of Specialization Encompassing More Than Technical Writing: Communication Instruction Across Divisions

Conference Session: Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kathryn A. Neeley, University of Virginia
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

the engineering curriculum. After over 100 years of debate and experimentation,however, we are faced with the paradox we confronted at the outset: broad agreement about theimportance of communication in engineering and a lack of consensus about how communicationcompetency should be developed in the curriculum.To be sure, technical writing instruction continues to be, as Robert J. Connors described it in his1982 landmark essay, “The Rise of Technical Writing Instruction in America,”1 “a center of vitalscholarly and pedagogic activity” (p. 173). We have not seen, however, the fruition of theprogress narrative he uses to frame his essay, a narrative that begins “in a few schools ofengineering [goes] through its lean times, when it was a poor

Relevance Score: 0.0099779405

Which Courses Influence Engineering Students' Views of Social Responsibility?

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

social responsibility7. Engagement in service learning also correlated with positivegains in social responsibility attitudes of engineering students. Similar findings have been seenoutside of engineering as well, where engagement in service increased student’s awareness of theworld and of personal values8, such as social responsibility. Service learning is only onepedagogical approach, however, that may be influencing student’s views of social responsibility.This paper explores what other in-class experiences students highlight as being influential tothose views.Research QuestionsThis research was guided by the following research questions: 1. What types of courses do engineering students reference as being influential to their views of

Relevance Score: 0.009661099

Educating, Enlightening, and Entertaining: Audience Perceptions of the Educational Value of a Presentation Competition for Engineering Students

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Katherine Golder, British Columbia Institute of Technology; Darlene B. Webb, British Columbia Institute of Technology
Tagged Divisions: Liberal Education/Engineering & Society

accessible watertreatment for developing countries to the potential of quantum computing.At the authors’ post-secondary institution, one place engineering students have had theopportunity to educate, enlighten, and entertain is at Presentation Idol for EngineeringStudents (aka ‘Idol’), a presentation competition that has run at the author’s post-secondary institution since the spring of 2011. This competition is one of several otherinnovative events in North America that showcase the technical knowledge andpresentation skills of engineering students. Overbaugh et al.1 provide an excellentsummary of these events.Previously, we surveyed participants about what motivated them to compete in Idol2. Ournext step was to survey audience members, and this