Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

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Diversity

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Liberal Education/Engineering & Society

Photography to Deepen Global Engineering CompetencyAbstractThis work in progress examines how engineering students going abroad visualize theirexperiences through photography and asks how do students learn to see themselves as engineersin a global context? The project is integrated into a first-year global engineering course andbuilds on published educational assessment research of this program [1, 2, 3]. Through lecturesand discussion sections that travel overseas for two weeks after exams, the course seeks toincrease students’ global engineering competency (GEC), assessed by several instrumentsincluding the Global Perspectives Inventory (GPI). In 2019, instructors designed a photoelicitation-reflection as a

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryn Elizabeth Seabrook, University of Virginia; Kathryn A. Neeley, University of Virginia; Kari Zacharias, Concordia University; Brandiff Robert Caron, Concordia University

Tagged Divisions

Liberal Education/Engineering & Society

account titled “A Century of ASEE and Liberal Education,”O. Allan Gianniny (1995) highlighted the recursive nature of attempts to optimize thecontribution of the humanities and social sciences (HSS) to engineering education [1]. Amongthe numerous reports on the improvement of engineering education, Gianniny cites WilliamWickenden’s 1930s Report of the Investigation of Engineering Education, 1923-1929. In thechairman’s report that introduces Vol. 1, Charles F. Scott expresses aspirations and concerns thatstrongly resemble those expressed over the last 20 years: “the functions of the engineer havebecome more complex and are interrelated with many activities of modern life…. The strictlytechnical activity is comprised in engineering but it is not a

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

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Diversity

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Liberal Education/Engineering & Society

young adults are shocking. Today, suicide ratesamong teens and young adults have reached their highest point in nearly two decades.Approximately 1100 college students commit suicide each year, making it the second-leadingcause of death among college students. Roughly 12% of college students report the occurrenceof suicide ideation during their four years in school, with 2.6% percent reporting persistentsuicide ideation [1]. Burnell reports on a recent study published in Depression and Anxiety thatsurveyed more than 67,000 college students from more than 100 institutions. The results showedthat one in five students have had thoughts of suicide, with 9% making an attempt and nearly20% reporting self-injury. Suicide rates for teenage girls ages 15

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Lachney, Michigan State University; Madison C. Allen, Michigan State University ; Briana P. Green, Michigan State University

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Liberal Education/Engineering & Society

-tional programming language Logo, constructionism builds on and distinguishes itself from Pi-agetian constructivism [1]. It assumes that young people learn new information by actively re-constructing it within their existing knowledge frameworks but adds that this is best done whenmaking and doing things. This material learning through design lends itself to the focus on con-structing, building, and making that is encouraged in pre-college engineering education [2],[3].In school, constructionism has supported teachers’ implementation of sandbox software (e.g.Scratch) and modular hardware (e.g. LEGO) to move engineering design across curricula, in-cluding science, technology and math [2],[4]. In after-school or out-of-school contexts, construc

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Rebecca Bercich, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Daniel Takashi Kawano, Rose-Hulman Institute of Technology; James E. Mayhew, Rose-Hulman Institute of Technology; Sean Moseley, Rose-Hulman Institute of Technology

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Liberal Education/Engineering & Society

independently by the timethey graduate. Research in engineering education has demonstrated both the importance ofwriting in the engineering workplace and the extent to which new graduates struggle with thegeneric and rhetorical features of workplace writing [1], [2], [3]. The ME department establisheda committee of four engineers and one writing instructor to determine how better to preparestudents for writing in the curriculum and in their careers.As documented in a previous study, the committee first identified all of the courses in the MEcurriculum that included technical communication instruction. We then categorized thatinstruction by genre, including memos, presentations, reports, and technical drawings. Usingmemos as a starting point, we then

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette; Thomas A. De Pree, Bucknell University; Rafael Julián Burgos-Mirabal, University of Massachusetts- Amherst

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Diversity

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Liberal Education/Engineering & Society

and institutional data set. It is our goal tounderstand the social and organizational processes that determine how changes in engineeringeducation occur, and understand this well enough to present policy recommendations on how topursue effective, meaningful, and enduring changes in engineering education at differentinstitutional scales.Our first major work-in-progress report was presented last year at ASEE 2019 in Tampa, Floridaand was on the development and implementation of ABET EC 2000 [1]. While ABET is a majorpart of what drives change in engineering education, we do not address accreditation directly inthis paper. Instead, this year we focus on the broader social and organizational processesassociated with “higher education governance

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University

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Diversity

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Liberal Education/Engineering & Society

problem-based learning, that contributes to ongoing personal andprofessional development, and has the potential to mount meaningful challenge to unjust powerdynamics in engineering for sustainable development.IntroductionOver the last 30 years, “engineering for development” (E4D) initiatives have proliferated acrossthe Western world and have become integrated into the fabric of many higher educationprograms [1]. Despite their good intentions, these projects and programs have been critiqued dueto lack of appropriate engagement with communities in co-creating solutions, failing torecognize the limitations of technology in achieving sustainable development goals (SDGs), aswell as failing to interrogate structures and relations of power that impact

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

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Diversity

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Liberal Education/Engineering & Society

by required coursework in both engineering and thetraditional liberal arts, this core course sequence in Engineering Studies gives students aninterdisciplinary mindset and identity as “sociotechnical engineers.”In this paper, we describe the development, evolution, and assessment of our core three-coursesequence in Engineering Studies. Degree programs like Lafayette’s AB in Engineering Studiesprovide a mechanism for achieving the interdisciplinary, sociotechnical goals articulated by theNAE [1] and others, and for broadening participation in engineering education [2-3, e.g.]. As inour previous paper on the history of this program [4], we will consider both the transferability ofour approach to other institutional contexts and its

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vicki V. May P.E., Dartmouth College; David Alexander Macaulay

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Diversity

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Liberal Education/Engineering & Society

Macaulay Mr American c Society for Engineering Education, 2020 The Way Things Work: Sketching and Building to Improve Visual Communication and Spatial Reasoning SkillsIntroductionThe Ways Things Work, a course offered by the Thayer School of Engineering at Dartmouthbased on the book by the same title, focuses on helping students understand engineered systemsby sketching and building. The course is co-taught by Vicki May, a professor of engineering, andDavid Macaulay, illustrator of the The Way Things Work [1],[2] and carries art credit (allDartmouth students must take at least one art course). The goal

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicola W. Sochacka, University of Georgia; Christian Michael Culloty, University of Georgia; Jacob Hopkins; Julie R. Harrell, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

website, the “division provides a vital forum for those concerned with integrating thehumanities and social sciences into engineering education via methods, courses, and curriculardesigns that emphasize the connectedness between the technical and non-technical dimensions ofengineering learning and work” [1]. To our minds, SenseMaker is a method that works to theseends. It is an approach that provides a way for actors in the social system of engineering1 We note that, at the time of writing, a search of the ASEE PEER document repository for theterm “SenseMaker” yielded zero exact matches.education to make sense of their experiences and decide, for themselves and in collaborationwith others, how to nudge the system closer toward a state that

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

writing prompt: personal experiences with biasWhile discussions of bias and limitations in model-based reasoning appear in analytical problemsthroughout the course, the main intervention took place during an open-ended team project thatoccurred after the first midterm. As part of the intervention, students were asked to writereflections about their own experiences of bias. They were instructed to choose one of the twofollowing prompts: 1. Please describe a time when you, or someone you know, were personally impacted by bias in an engineering design. What was the value to society the design was intended to create? How did bias affect how the design worked for you (or the person you know)? How did this impact you (or the person you

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

thecoming decades [1]. The following year, the Grand Challenges Scholars Program (GCSP) wascreated by two engineering deans and an engineering college president--and endorsed by theNational Academy--as a way to help undergraduate engineering students prepare to tackle thesechallenges [2]. The program is centered on five competencies considered crucial to complementa conventional undergraduate engineering degree: talent competency (mentored research orcreative experience), multidisciplinary competency, viable business or entrepreneurshipcompetency, multicultural competency, and social consciousness competency [2]. Every schoolwith a GCSP designs its own program of coursework and co-curricular activities to supportstudent development of these

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Joanna K. Garner, Old Dominion University; Kaitlyn Pigeon, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

the content of essays andresearch papers in general writing courses [1]. Second, not only do the types of audiences varymore in engineering but so do the audiences’ levels of knowledge about the content. Yet a thirddifference is that the expected level of precision in engineering writing is higher than theexpected precision in general writing [2, 3]. Still a fourth difference is the complexity ofengineering formats, which have to account for incorporation of illustrations, equations, sections,and appendices. Until students learn the principles of engineering writing, a significant gap exists betweenwhat those students have experienced in general writing courses and what those students areexpected to produce in reports for design courses

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

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Liberal Education/Engineering & Society

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

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Mirabelli, University of Illinois at Urbana-Champaign; Allyson Jo Barlow, University of Nevada, Reno; Evan Ko, University of Illinois at Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

can increase the likelihood of success with sustained engagement in EER. Suchopportunities are critical to the discipline of EER moving forward, expanding to include thosefrom diverse professional backgrounds and experiences. Divergent experiences bring criticalnew perspectives to address the ongoing goal of positively impacting the overall engineeringeducation experience of students.IntroductionMany skills needed to be an effective engineering faculty member are not explicitly taught [1].For example, few engineering faculty experience basic training on teaching or mentoring.However, engineers possess the technical and design skills to innovate, recognize deficiencies,and strive for process optimization. These habits are relevant both in

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

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Diversity

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Liberal Education/Engineering & Society

Outreach Impact 1 Work In Progress (WIP): A Systematic Review Describing Impacts on Engineering Undergraduates Who Participate in OutreachOverview To teach STEM content to K-12 students, and recruit talented and diverse K-12 studentsinto STEM, many outreach programs at universities in the United States rely on the collectiveefforts of undergraduate students. Outreach design and research have typically focused on theK-12 students and their teachers, leaving the effect of the outreach on the STEM undergraduatesthemselves to be an important but overlooked consideration that has received less attention in theengineering education literature. This WIP paper describes the preliminary findings of

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

thatdiversity in STEM must be a national priority [1]. To build a diverse workforce, educators withinSTEM disciplines must continue working to create inclusive environments to prevent historicallyunderrepresented and underserved students from leaving the field. Additionally, previousresearch provides compelling evidence that diversity among students and faculty is cruciallyimportant to the intellectual and social development of all students, and failure to create aninclusive environment for minority students negatively affects both minority and majoritystudents [2].Research about the experiences of LGBTQ+ individuals in STEM disciplines is critical toimproving the climate for LGBTQ+ in our classrooms, departments and professions. A 2011exploratory

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

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Diversity

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Liberal Education/Engineering & Society

research paper, we explore how the culture of undergraduateengineering students' departments or fields can have far-reaching effects on their success andexperiences. Engineering culture has been previously described as unique compared to otherdisciplines, where heavy workloads and high expectations create an environment of “sufferingand shared hardship” [1]. This negative culture has been described as particularly unwelcomingto women and minorities [2, 3] and may result in exacerbated difficulties for underrepresentedgroups in engineering. For these reasons, we propose that it will be critical to understand notonly how students perceive this culture but also the factors that impact student experiences ofengineering culture. The current work is

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristine Horvat, University of New Haven; Judy Randi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

ability tocommunicate effectively with a range of audiences has been emphasized as a critical skill forengineering professionals [1]. Given this emphasis, different approaches to building students’professional communication skills have been implemented but with mixed results. For example,when engineering students take technical communication courses, they tend to rememberinformation about format, but fail to apply knowledge about audience and purpose when theywrite engineering reports [2]. Some research has pointed out short comings in technicalcommunication textbooks, which neglect important engineering communication skills such asdata visualization and emphasize stylistic features used in the humanities [3]. Other research hasfound some

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Second, a literature review identifiedhow engineering-specific research on the LGBTQIA+ student experience aligned with thesethemes. We identified several themes in the first phase of the literature review: (1) Climate, (2)LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineeringeducation literature demonstrated similar themes, although this body of work was unique in theexploration of LGBTQIA+ coping strategies and the use of the technical/social dualismframework. Overall, the engineering education literature on LGBTQIA+ student experiencesseemed relatively underdeveloped.Keywords – LGBTQIA+, Inclusion & Diversity, Literature Review, Interdisciplinary HigherEducation ResearchIntroductionResearch on the

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

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Diversity

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Liberal Education/Engineering & Society

courses and programs inmultiple settings. This paper addresses persons interested in education, engineering,architecture, and liberal arts.Attitudes Towards Integrating the Two CulturesPhysicist and novelist Snow [1] provided a stark and controversial portrayal of a polarityoccurring in the mid-20th century British higher education system. The polarity was theseparation and imbalance between the two cultures of the humanities and the sciences. Heclaimed that the educational system was favoring the humanities over the sciences through anantiquated notion of romanticism. He professed that this disparity would inhibit solvingproblems on a global scale in the modern technological world. Snow recognized the U.S.education system as a successful

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. c American Society for Engineering Education, 2020An emancipatory teaching practice in a technical course: A layered account of designing circuits laboratory instructions for a diversity of learnersAbstractThis paper is about the liberal education goal of emancipation in the domain of thought.Specifically, liberal education’s aim is, as stated by Ewert, “to achieve freedom from self-imposed constraints, reified social forces and institutions, and conditions of distortedcommunication” [1, p.354]. As middle-aged female engineering faculty, the

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Foster, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

of movement organizing toward achievingtwo goals: (1) changing rewards structures so that they value engineering education researchcontributions; and (2) enacting radical structural change that enhances diversity, inclusion, andequity. The first part of the work for this project involved relational interviews through whichparticipants who wanted to take part in the campaign shared their issues and hopes for changewithin engineering education. A deeper analysis of these relational interviews can be found in apaper previously presented at ASEE [1]. The results of that research pointed to a need for changein reward structures, the need for social infrastructure that provides support systems for thosecritically engaged in engineering education

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

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Liberal Education/Engineering & Society

University and a Masters and PhD from Princeton University. Her current research interests include 1) clarifying the effectiveness of video distribution and the use of exit tickets in oral communication instruction for engineers, 2) identifying the mental models engineering students use when creating graphical representations, and 3) learning the trends and themes represented in the communication-related papers across various divisions of ASEE. As part of this effort, Norback is working with Kay Neeley of U of VA to start an ASEE Communication across Divisions Community, now numbering 80 people.Mr. Charlie Bennett, Georgia Tech Charlie Bennett is the Public Engagement Librarian for Georgia Tech, working with Georgia Tech

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

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Diversity

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Liberal Education/Engineering & Society

significant andvaluable, but otherwise absent in their engineering education. This paper serves as a call toengineering education community to engage with contemplative practices as a way of creatingmore inclusive learning environments for all of our students.1. IntroductionThis Work-in-Progress paper describes a collaboration that aims to integrate art, teaching,learning, research and activist work through the union of four instructors, three undergraduateteaching assistants, and their seven unique ways of knowing that are grounded in our differences- ethnicity, cultures of origin, first language, education, artistic craft, age, class, gender, wisdomtraditions. This project brought together our differences to co-create a new educational paradigmfor

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan H. Koontz, South Dakota School of Mines and Technology; Daniel F. Dolan, South Dakota School of Mines and Technology; Kimberly Karen Osberg, South Dakota School of Mines and Technology

Tagged Divisions

Liberal Education/Engineering & Society

next step of thedesign process. Even though many educators encourage their students to formulate three to fivesolutions before moving forward with the process, this research and other compelling studies [1],[2], [3], reveals that most engineering students construct fewer than two possible solutions (~1.3)before selecting one and completing the design with that solution.Although students are taught that the brainstorming step, the creative process whereby severalpossible solutions are determined before proceeding, is an essential aspect of engineering design,they are failing to spend adequate time and energy on this part of the process. Instead ofbrainstorming several solutions when given an open-ended design problem, they simply proceedin

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Courtney Paige Stanton; Carrie J. McClelland P.E., Colorado School of Mines; Emily Sarver; Linda A. Battalora, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Susan K. Peterson, Marietta College; Nicole M. Smith, Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

Paper ID #29134Counteracting the social responsibility slump? Assessing changes instudent knowledge and attitudes in mining, petroleum, and electricalengineeringDr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Director, Humanitarian Engineering Graduate Programs and Research. She is an an- thropologist with two major research areas: 1) the sociocultural dynamics of extractive and energy indus- tries, with a focus on corporate social responsibility, social justice, labor, and gender and 2) engineering

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Sheri Sheppard, Stanford University

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Diversity

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Liberal Education/Engineering & Society

, stakeholders in highereducation including faculty instructors and researchers, academic advisors, deans and staff charged withcreating and implementing support services, and administrators considering an institution’s mission,strategic direction, and student outcomes, must understand the demographic characteristics and collegeexperiences of so-called ‘first-generation, low-income’ students. First-generation (FG) and/or low-income (LI) student populations are of particular interest inengineering education as our societal challenges require a growing engineering workforce while at thesame time, engineering careers afford pathways for social mobility. According to a report by the U.S.Department of Education in September 2017 [1] approximately 60

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shehla Arif, University of Mount Union

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Diversity

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Liberal Education/Engineering & Society

a commongoal (a new way of being and relating requires imagining what non-hierarchical structures wouldlook like). The project of liberation is the project of daring to imagine.IntroductionTeaching takes place in a physical space with configured interactions of the instructor with thestudents. The traditional mode of education presupposes the instructor as an authority“depositing” knowledge into the “clean-slates” (students’ minds), who in turn regurgitate thatdeposited (memorized) knowledge in assessments. This is described as the banking concept ofeducation by Freire [1]. This model discourages creative engagement of the student with theworld and encourages uncritical acceptance of the oppressive power structures. This process

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

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Liberal Education/Engineering & Society

engineering undergraduates to submit patent applicationsfor technologies that could help their local university communities achieve one or more of theSDGs. Because the United Nations defines sustainability in social as well as more traditionalenvironmental and economic terms [1], and many of the SDGs pertain directly or indirectly tomatters of social justice and equity [2], to write the new patent assignment students would needto integrate practical technical expertise with an understanding of social and ethical aspects ofengineering design. The new course scenario, then, coupled with the revised patent assignment,would help students appreciate the importance of integrating the practical and technical with thesocial and ethical. I also hoped it would