Displaying results 1 - 30 of 55 in total
- Conference Session
- Targeted Harassment in Engineering Education: What It Looks Like, Why Now, and What Is at Stake
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Alice L Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin A. Cech, University of Michigan; Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Stephanie Farrell, Rowan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
inclusive, engaged, and socially just. She runs the Feminist Research in Engineering Education Group whose diverse projects and group members are described at pawleyresearch.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She has received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She was co-PI of Purdue’s ADVANCE program from 2008-2014, focusing on the underrepresentation of women in STEM faculty positions. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 7
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kenneth W. Van Treuren, Baylor University; William M. Jordan P.E., Baylor University
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- Diversity
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- Liberal Education/Engineering & Society
with natural fiber composite materials. He is also interested in entrepreneurship,sustainable engineering, and appropriate technology in developing countries. c American Society for Engineering Education, 2019 What Skills Do Engineering Students Really Need for the Workplace and Life?AbstractEach year technology changes impacting the requirements has for engineering entry level jobs.Students must increasingly be prepared for the unexpected in the workplace. Disruptivetechnologies will have a profound impact on industry and society as a whole. Faculty must alsobe ready for these changes and adapt engineering programs to this new world. Thus, it is good toperiodically
- 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
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- Liberal Education/Engineering & Society
LGBTQIA+ CommunityThroughout this paper, we reference the term “LGBTQIA+,” which is an umbrella acronym usedto describe any person who does not identify with heterosexual and cisgender norms (Gold,2019). Recent research on the LGBTQIA+ student experience shows a growing interest on thistopic, both within and outside of the field of engineering education (Lange et al., 2019). Withinthis encouraging trend, the disciplines that have placed the greatest sense of urgency onunderstanding this community’s experiences appear to have been higher education, psychology,and queer and gender studies. Research from these fields have shown that LGBTQIA+ studentsexperience heightened levels of verbal and physical violence, harassment, and discrimination. Asa
- Conference Session
- Promoting Technical Communication Skills
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- 2020 ASEE Virtual Annual Conference Content Access
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- Vicki V. May P.E., Dartmouth College; David Alexander Macaulay
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- Diversity
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- Liberal Education/Engineering & Society
communityrecognizes the importance of communication skills, research on measuring visualcommunication skills of engineering students is limited [9]. For the study presented in this paper,students’ visual communication skills were assessed by comparing visual displays submittedearly in the term with those submitted at the end of the term.The study population used for this paper includes 71 students who have enrolled in andcompleted the course, The Way Things Work, in 2017, 2018, and 2019. Class enrollment by yearand gender are given in Table 1. Note that in 2017 enrollment was not limited but in 2018 and2019 enrollment was limited to 16 students and 24 students, respectively. In 2017, the coursecarried Technical and Applied Science (TAS) credit. All Dartmouth
- Conference Session
- Novel Strategies for Studying Liberal Education
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- 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
, being recognized by the United States White House as a Champion of Change for STEM. She has been recognized by Penn State’s Rosemary Schraer Mentoring Award and Howard B. Palmer Faculty Mentoring Award. She was recognized in 2014 by the Society of Women Engineers’ Distinguished Engineering Educator Award and in 2016 by ASME’s Edwin F. Church Medal ASME’s George Westinghouse Medal. In 2017, she received ABET’s Claire L. Felbinger Award for her work in diversifying engineering. In 2019, she received AIAA’s Air Breathing Propulsion Award for her contributions to promoting diversity and for her technical work in gas turbine cooling. Dr. Thole holds two degrees in Mechanical Engineering from the University of Illinois
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 5
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago
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- Diversity
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- Liberal Education/Engineering & Society
– Programming a Microcontroller," presented at the ASEE Annual Conference, Tampa, FL, 2019.[56] N. E. Canney and A. R. Bielefeldt, "Validity and Reliability Evidence of the Engineering Professional Responsibility Assessment Tool," Journal of Engineering Education, vol. 105, pp. 452-477, Jul 2016.[57] B. Yoder, "Engineering by the Numbers," ASEE, Washington, D.C.2017.[58] LUC Office of Institutional Research, "Annual Report on Diversity," Loyola University Chicago, Chicago2018.[59] U.S. Census Bureau. (2018). Quick Facts: Chicago City, Illinois. Available: https://www.census.gov/quickfacts/fact/table/chicagocityillinois/PST045217[60] A. E. Slaton, Race, rigor, and selectivity in U.S. engineering : the history of
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Donna M Riley, Purdue University at West Lafayette (COE); Rosalee A Clawson, Purdue University; Dragan Maksimovic, University of Colorado Boulder; Beth A. Myers, University of Colorado Boulder; Ivonne Santiago P.E., University of Texas at El Paso; Nick A. Stites, University of Colorado Boulder; Jennifer L. Taylor, University of Colorado Boulder
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). Climate Change in the American Mind: November 2019. Yale Program on Climate Change Communication (https://climatecommunication.yale.edu/publications/climate-change-in-the-american- mind-november-2019/); but see, Mildenberger, M., Marlon, J., Howe, P. & Leiserowitz, A. (2020). Democratic and Republican Views of Climate Change (2018). Yale Program on Climate Change Communication (https://climatecommunication.yale.edu/visualizations-data/partisan-maps- 2018/?est=happening&group=dem&type=value&geo=cd).8. Riley, D.M. and Lambinidou, Y. (2015). Canons against Cannons? Social Justice and the Engineering Ethics Imaginary. ASEE Annual Conference and Exhibition, Seattle, WA. https://peer.asee.org/canons-against
- 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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), IntegratingEthical Considerations In Design. Paper presented at the 2016 ASEE Annual Conference &Exposition, New Orleans, Louisiana. 10.18260/p.25804Gunnarsson, C., Birch, C., & Hendricks, D. G. (2019, June 15). Curriculum on Diversity andEthics: Impact in an Introductory Bioengineering Course [Poster]. 2019 ASEE AnnualConference & Exposition, Tampa, Florida. https://peer.asee.org/32340Harden, R. M. (1999). What is a spiral curriculum? Medical Teacher, 21(2), 141–143.https://doi.org/10.1080/01421599979752Lord, S. M., & Chen, J. C. (2013). Curriculum Design in the Middle Years. In A. Johri & B. M.Olds (Eds.), Cambridge Handbook of Engineering Education Research (pp. 181–200).Cambridge University Press. https://doi.org/10.1017
- Conference Session
- Technical Courses and Liberal Education
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- 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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- Liberal Education/Engineering & Society
Workplace and Life?”, ASEE Annual Conference and Exposition, Tampa FL, June17-19, 2019.[19] Van Treuren, K., Fry, C., Jordan, W., and Miller J., 2017, “Helping Engineering andComputer Science Students Find Joy in Their Work,” 2017 ASEE Annual Conference andExposition, Columbus, OH, June 25-28, 2017.[20] Heart Research Associates, 2013, “It Takes More Than a Major: Employer Priorities forCollege Learning and Success,” Association of American Colleges and Universities, LiberalEducation, 99 (2), Spring 2013.[21] Carey, H., 2019, “5 Essential Soft Skills for a Successful Career in Engineering,” Thomas,published online Jan 24, 2019, https://www.thomasnet.com/insights/5-essential-soft-skills-for-a-successful-career-in-engineering/, accessed on Jan 11
- Conference Session
- Programmatic Integration of Liberal Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
engineering courses,” ASEE Annual Conference and Exposition, 2019.[2] J. A. Leydens, K. Johnson, S. Claussen, J. Blacklock, B. M. Moskal, and O. Cordova, “Measuring Change over Time in Sociotechnical Thinking: A Survey/validation Model for Sociotechnical Habits of Mind,” ASEE Annual Conference and Exposition, 2018.[3] W. Faulkner, “`Nuts and Bolts and People’ Gender-Troubled Engineering Identities,” Social Studies of Science, vol. 37, no. 3, pp. 331–356, Jun. 2007[4] K.L. Sanford Bernhardt and J.S. Rossmann, “An Integrative Education in Engineering and the Liberal Arts: An Institutional Case Study,” ASEE Annual Conference and Exposition, 2019.[5] B.R. Cohen, Rossmann, J.S., and K.L. Sanford Bernhardt, “Introducing Engineering as
- Conference Session
- Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community
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- 2021 ASEE Virtual Annual Conference Content Access
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- Isabel Miller, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign
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- Liberal Education/Engineering & Society
as lifestyle and a meritocracy of difficulty: Two pervasive beliefs among engineering students and their possible effects," presented at the ASEE Annual Conference & Exposition, Honolulu, HI, 2007.[3] C. E. Foor, S. E. Walden, and D. A. Trytten, "“I wish that I belonged more in this whole engineering group:” Achieving individual diversity," Journal of Engineering Education, vol. 96, pp. 103-115, 2007.[4] E. Godfrey, A. Johri, and B. Olds, "Understanding disciplinary cultures: The first step to cultural change," Cambridge handbook of engineering education research, pp. 437-455, 2014.[5] D. Eisenberg and S. K. Lipson, "The Healthy Minds Study 2018-2019 Data Report," 2019.[6] A. Danowitz and K
- Conference Session
- Minoritization Processes and Critical Responses
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ellen Foster, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette
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- Diversity
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- Liberal Education/Engineering & Society
creative response, encouragingfaculty and administrators to focus on experiences of students, staff, and others in moreprecarious positions in the academy. Convening both virtually and in person to document,process, and share both our analysis and our feelings, in the hopes of building relationship,networks, and a stronger movement toward engineering that embraces diversity, inclusion,justice, and liberation.References[1] S. Quiles-Ramos, E. K. Foster, D. M. Riley, and J. Karlin, (2019, June), InfrastructureSinkholes: The Pretense of Operating Gender Neutral Organizations Erodes EngineeringEducation Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida.https://peer.asee.org/32964[2] L. M. Frehill, (2011). Moving beyond
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- Ethical and Global Concerns
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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] Institute of International Education, Open Doors Report on International Educational Exchange, 2019. http://www.iie.org/opendoors[11] B. Jesiek, Y. Haller, and J. Thompson, “Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program.,” Advances in Engineering Education, vol. 4, no. 1, pp. 1–31, 2014.[12] S. Levonisova et al., “Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness,” in 2015 ASEE Annual Conference and Exposition Proceedings, Seattle, Washington, 2015, pp. 26.874.1-26.874.18, doi: 10.18260/p.24211.[13] G. Ragusa, “Engineering Global Preparedness: Parallel Pedagogies
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines
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- Diversity
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- Liberal Education/Engineering & Society
thinking integrated into the course. In theone exception (Fall 2019, First Year course at University B), the research team member/co-author gave two guest lectures on sociotechnical thinking in the course. The courses span threeyears of a typical engineering curriculum and represent both introductory/project-based coursesand a core engineering science course to facilitate understanding across a breadth of studentexperiences.To protect students, the semi-structured focus groups were conducted by two of this paper’s co-authors not teaching the specific classes from which participants were recruited. A secondmember of the research team, either a student researcher or faculty member, observed each focusgroup. Focus groups were recorded and later
- Conference Session
- Ethics, Mindfulness, and Reform During the COVID-19 Pandemic
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- 2021 ASEE Virtual Annual Conference Content Access
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- Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute
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- Diversity
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- Liberal Education/Engineering & Society
(August 2019); M.A. in Anthropology and Education from Teachers College, Columbia University (June 2015); B.A. in Anthropology and Psychology from the University of New Mexico (January 2010). His disciplinary background is in sociocultural anthropology and archaeology with training in ethnographic methods and cultural resource management. He also has interdisciplinary experience in political ecology, science and technology studies (STS), and Native American and Indigenous studies (NAIS). His disserta- tion entitled, The Life of the By-Product in the ’Grants Uranium District’ of Northwestern New Mexico (August 2019), examines the entanglement of sciences, technologies, and politics invested in cleaning up so-called
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University
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- Diversity
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- Liberal Education/Engineering & Society
2016 ASEE Annual Conference & Exposition. Retrieved from https://peer. asee. org/the-dynamics-of-perspective-taking-in-discussions-on-socio- technicalissues, 2016.[3] S. Claussen, J. Tsai, A. Boll, J. Blacklock, and K. Johnson, "Pain and gain: Barriers and opportunities for integrating sociotechnical thinking into diverse engineering courses," in Proceedings of the 2019 ASEE Annual Conference and Exposition, 2019.[4] J. Erickson, Stephanie Claussen, Jon A. Leydens, Kathryn Johnson, & Janet Y. Tsai, "Real-World Example and Sociotechnical Integration: What’s the Connection?," in ASEE, Virtual, 2020.[5] D. Riley, "Pedagogies of liberation in an engineering thermodynamics class," age, vol. 8, p. 1
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- Liberal Education Division Technical Session Session 12
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- 2019 ASEE Annual Conference & Exposition
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- Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder
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- Diversity
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- Liberal Education/Engineering & Society
. Dyrud (1999, June), “Getting A Grip On Groups” Paper presented at 1999 ASEE Annual Conference, Charlotte, North Carolina, USA June 20-23, 1999. https://peer.asee.org/7693[5] L.A. Meadows and D. Sekaquaptewa “The Influence of Gender Stereotypes on Role Adoption in Student Teams” Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, USA June 23-26 2013. https://peer.asee.org/22602[6] “Teaching Tip Sheet: Self-Efficacy,” American Psychological Association. [Online]. Available: https://www.apa.org/pi/aids/resources/education/self-efficacy.aspx. [Accessed: 04-Feb-2019].[7] C. Vogt, “Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self-Confidence
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- 'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College
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- Diversity
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- Liberal Education/Engineering & Society
in their major discipline. The details of thesesurveys and results of coding responses are discussed in [37].In order to explore more deeply the themes arising in students’ survey responses, and to betterunderstand their personal and group feelings, perceptions and opinions, we performed focusgroup interviews with engineering students who had completed WGS 250. Facilitated focusgroups have been shown to be effective at offering access to “participants’ own language,concepts and concerns” in “social contexts for meaning-making,” comprising a feministmethodology appropriate to our research questions and goals [38].The focus group portion of our study was exempted from requiring approval by our institution’sIRB after review in summer 2019
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- Social Justice: Pedagogy, Curricular Reform, and Activism
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- 2021 ASEE Virtual Annual Conference Content Access
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- Gabriel Medina-Kim, Rensselaer Polytechnic Institute
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undergraduate senior project would never haveseen publication without her encouragement. Similarly, I am incredibly grateful for the Cal Polydepartment of computer science and software engineering (CSSE) faculty who have providedkind and generative feedback on the PEPC course plan and computer science education. I couldnot have kept returning to this text without the care that Leece LaRue, Leonard, my parents, andsister have shared with me. Many thanks to the ASEE LEES division chair and reviewers of thisdraft for their time and thoughtful feedback, which has informed this publication and continuesto animate my current thinking.References[1] B. J. Child, “Indian boarding schools,” J. Curric. Pedagogy, vol. 13, no. 1, pp. 25–27, Jan. 2016, doi
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- Identity, Culture, and Socialization
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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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
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- Sociotechnical Integration
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- 2020 ASEE Virtual Annual Conference Content Access
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- John A. Nestor, Lafayette College
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, semiconductor technology has improved at anexponential rate following the self-fulfilling prophecy of Moore’s Law. Improvements insemiconductor technology have in turn enabled remarkable improvements in communication andinformation technology, leading to major changes in the way people communicate, compute,acquire and use information, and seek entertainment.This paper describes a First-Year Seminar taught in 2017 and 2019 in which students from arange of different majors explore the history and societal impact of semiconductor and relatedtechnologies throughout the semiconductor era. The goals of the seminar are to provide studentswith a qualitative understanding of how semiconductors are designed and manufactured, anappreciation for how the technology
- Conference Session
- Social Justice: Pedagogy, Curricular Reform, and Activism
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College
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- Liberal Education/Engineering & Society
Paper ID #34766Strategic Disruptions Toward a More Liberatory Engineering EducationDr. Rachel Koh, Smith College Koh joined the faculty at Smith College in 2019 after earning a doctorate from the University of Mas- sachusetts Amherst in 2017 and teaching at Lafayette College in Easton, PA, for two years. Their scholarly interests include sustainable materials, renewable energy, and advancing engineering education through inclusive and liberatory pedagogies.Dr. Jenn Stroud Rossmann, Lafayette College Jenn Stroud Rossmann is Professor of Mechanical Engineering and Co-Director of the Hanson Center for Inclusive STEM
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- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University
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- Diversity
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- Liberal Education/Engineering & Society
at Wake Forest in 2019.Dr. Olga Pierrakos, Wake Forest University Dr. Olga Pierrakos is Founding Chair and Professor of the new Department of Engineering at Wake For- est University - a private, liberal arts, research institution. As one of the newest engineering programs in the nation, she is facilitating the realization of building an innovative program aligned with the university mission of Pro Humanitate (For Humanity) and well-integrated within the liberal arts tradition. Her vision is to educate the whole person and the whole engineer with fearlessness and virtuous character. She is the PI on the Kern Family Foundation award to infuse character education across the WFU Engineering cur- riculum in partnership
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- Liberal Education/Engineering & Society Division Technical Session 5
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- 2019 ASEE Annual Conference & Exposition
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- Katie Barillas, Rowan University; Stephen Fernandez, Rowan University
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- Liberal Education/Engineering & Society
future work, assessment of thesuccess of the course curriculum will be completed through qualitative analysis of studentreflections, interviews and document analysis of student work. Additionally changes in students’attitudes towards engineering and social responsibility will be assessed through quantitativeanalysis.IntroductionSocial Responsibility, Social Justice, and Ethics in Engineering EducationDeveloping engineers who are capable of understanding their social responsibility in the world isbecoming increasingly important. This has been recognized by the Accreditation Board forEngineering and Technology, Inc. (ABET) which, as part of their 2019 - 2020 criteria foraccrediting engineering programs, includes the following student outcome for
- Conference Session
- Creating a Supportive and Nurturing Academic Culture
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- 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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- Liberal Education/Engineering & Society
Engineering Stress Culture," in 2019 ASEE Annual Conference & Exposition, 2019.[9] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, "An analysis of motivation constructs with first‐year engineering students: Relationships among expectancies, values, achievement, and career plans," Journal of engineering education, vol. 99, pp. 319-336, 2010.[10] Fereday, J., and E. Muir-Cochrane, Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 2006. 5(1): p: 80-92.[11] MacQueen, K. M., E. McLellan, K. Kay, and B. Milstein, B, Codebook development for team-based qualitative analysis. Cam
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- Ethical and Global Concerns
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- 2020 ASEE Virtual Annual Conference Content Access
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- Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering
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- Liberal Education/Engineering & Society
Engineering Students Change the WorldAbstractAs part of the ongoing work described in “Work in Progress: Transformation through LiberalArts-Focused Grand Challenges Scholars Programs” (from the ASEE 2019 Annual Conferenceand Exposition), a professor of environmental engineering and a professor of the history ofscience and technology collaborated to add a new liberal arts course to the engineeringcurriculum at Olin College of Engineering in spring 2019. That work suggested that studentslearn new ways of thinking, knowing, doing, and being through participation in a transformativeliberal-arts infused Grand Challenges Scholars Program. This project-based course was createdwith learning objectives of communication
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- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University
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become better science communicators, currently in the context of a multi-year NSF-funded EPSCoR project. She currently introduces VTS protocols in workshops on sci- ence education, science communication, and deliberative democracy. During the 2018-2019 academic year she was a fellow at the Institute of Civic Discourse and Democracy at Kansas State University.Dr. Roman Taraban, Texas Tech University Roman Taraban is Professor in the Department of Psychological Sciences at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful con- nections in
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- Sociotechnical Integration
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder
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- Liberal Education/Engineering & Society
Table 1.Table 1: Spring 2019 Focus groups in two engineering courses. Students were invited to selecttheir own non-identifying pseudonyms. Course Focus Participant Pseudonym Participants Group # Intro to ME 01 Bob, Brian, Cleopatra, Dakota, Pete, and Sheila 6 Intro to ME 02 Colson, Grace, Kai, and Seven 4 Electromagnetism 03 Cheddar, Pepperjack, Mozzarella, and Swiss 4 Electromagnetism 04 Ponyboy, Krump, Johnathan, John, and Spencer 5 Total 19As seen in Table 1, Spring 2019 FG data came from four FGs across two
- Conference Session
- 'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action
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- 2021 ASEE Virtual Annual Conference Content Access
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- Erin A. Cech, University of Michigan
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, likely have implications forengineering students’ interest in continuing in engineering and professionals’ plans to stay intheir engineering jobs. Indeed, persons with disabilities are equally likely to enter engineeringmajors, but graduate with engineering degrees at lower rates. Similarly, only 65% of personswith disabilities who have an engineering or science degree are employed in STEM, versus 85%of persons without disabilities [9]. I thus examine students’ and professionals’ intentions to stayin engineering in the future.MethodsEngineering Students: ASEE Diversity & Inclusion SurveyThe ASEE Diversity and Inclusion Survey (ASEE-DIS) includes 1,729 students enrolled in anengineering program in one of eight US colleges or universities. 4 A
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- Liberal Education/Engineering & Society Division Technical Session 4
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Jeong-Hee Kim, Texas Tech University; Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University; Chongzheng Na, Texas Tech University
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- Diversity
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- Liberal Education/Engineering & Society
.), and University of Michigan (Ph.D.). Before joining Texas Tech, he was a postdoctoral fellow at Harvard University and an assistant professor at University of Notre Dame. His research and teaching interests include developing innovative water treatment technolo- gies and incorporating knowledge related to such efforts in the environmental engineering curriculum. c American Society for Engineering Education, 2019 Exploring Ways to Develop Reflective Engineers: Toward Phronesis-Centered Engineering EducationAbstractThe purpose of this work-in-progress research paper is to explore how engineering students’phronesis (ethical judgement or practical wisdom) can be fostered in