Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 describes  the  initial  stages  of  a  longitudinal  project  to  design,  implement,  and  assess  an  ePortfolio  curriculum  that  supports  graduate  engineering  students  in  developing  professional  identities  both  as  educators  and  as  engineers.  It  is  part  of  an  NSF-­‐funded  research  study  that  addresses  the  major  task,  articulated  in  Jamieson  &  Lohmann’s  2009  report  Creating  a  Culture  for  Scholarly  and  Systematic  Innovation  in  Engineering  Education1,  of  institutionally  prioritizing  connections  between  engineering  education  research  and  practice.  The  purpose  of  this  project  is  to  use  electronic  portfolios  (ePortfolios)  to  help  engineering  graduate  students  achieve  the

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Sandra Ingram, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Liberal Education/Engineering & Society

specific to a first year Thermodynamics course, and aMechanical and Biosystems engineering program, demonstrate the aptitudes for lifelong learning.The analysis is guided by the research question that emerged from the data: What evidence ofstudents’ aptitudes for lifelong learning is found when students are encouraged to speak abouttheir learning experiences? The data are analyzed via hypothesis coding that was constructedusing the seven Dimensions of Learning Power from Deakin Crick et al.’s (2004) EffectiveLifelong Learning Inventory (ELLI)6, and the emergent codes of Becoming an engineer andAppreciation for lifelong learning. Through this pilot study, which has serendipitously emergedfrom these data, we propose to explore both the capacity and

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

PhD student in the Department of English and the Center for Writing Studies. She currently serves as Assistant Director for Center for Writing Studies. She teaches a range of writ- ing courses and works with faculty and teaching assistants across disciplines to help hone their writing pedagogy. Her research and teaching focus on holistic literate development.Prof. S. Lance Cooper, University of Illinois at Urbana-Champaign S. Lance Cooper is Professor and Associate Head for Graduate Programs in the Department of Physics at the University of Illinois at Urbana-Champaign. He received his B.S. in Physics from the University of Virginia in 1982, his Ph.D. in Physics from the University of Illinois in 1988, and he was a

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

?”; and coping and help-seeking behaviors (six questions), for example, “What resourcesand support are there on campus or in your department for students who are stressed?”.Participants were asked to describe any interactions with other students and faculty regardingmental health issues and to share any other additional information about engineering-relatedstress. The interview protocol was developed from the results of a quantitative surveyadministered at the same institution in the fall of 2017, which included metrics of stress, anxiety,depression, inclusion, and engineering identity, as well as an open-ended response opportunityfor participants to share additional thoughts [8]. The interview was piloted with three participantsexternal to the

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

anythingwe have written about in this paper. For example, if teams of faculty and students are interestedin using our signification framework, either at their own institutions or as part of a cross-institutional study, we are open to sharing and/or collaborating. As we progress with our project,we will continue to share our experiences with SenseMaker with the engineering educationcommunity.References[1] LEES, "Welcome to the LEES website," Accessed on: 28 April, 2020Available: https://sites.asee.org/lees/[2] S. E. Van der Merwe et al., "Making Sense of Complexity: Using SenseMaker as a Research Tool," Systems, vol. 7, no. 2, p. 25, 2019.[3] L. A. Schreiner, "Thriving in College," New Directions for Student Services, vol. 2013

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

project that have been coded for instances of integrative thinking.III. Portfolio to Professoriate: The P2P ProjectThis study is part of an NSF-funded project designed to encourage reflective practice in graduatestudents who are constructing professional identities as both researchers and educators. We havedeveloped a digital portfolio process, Portfolio to Professoriate (P2P), and assessment protocolthat guides students through building a portfolio and encourages their development of integrativethinking. P2P is a curriculum for graduate students in STEM, with an emphasis on engineeringstudents. As of this publication, the P2P curriculum has been piloted on five campuses underdifferent circumstances, using different incentives. The P2P

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Cohen, Lafayette College; Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford Bernhardt, Lafayette College

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

often focuseson engineering in isolation from the larger socio-technical context that holds those skills together.A focus for these efforts is the piloting of a course introducing first-year students to engineeringas a socio-technical mode of engagement. The new course, taught within the structure of arequired “Introduction to Engineering” framework, develops a socio-technical concept oftechnology as a system and engineering as a multi-faceted (not strictly technical) activity. Thisfollows from innovations in engineering pedagogy from decades of STS scholarship, and fromthe emerging field of engineering studies scholarship. This paper discusses the unique features ofthis effort at a small liberal arts college, and concludes that the pilot

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

alumni who graduated from programs that blend professional training withbroad studies in the liberal arts, we seldom hear students evaluate such integration-orientedprograms in their own terms: What do they expect from a more holistic model of engineeringeducation? In what ways do they find a more comprehensive learning experience empowering orconstraining? What do they appreciate the most about their programs? What changes do theywish to see? This paper looks into the “user experience” of educational initiatives that seek tobring together engineering and liberal learning.The analysis presented here draws partly upon my dissertation research, a cross-institutionalinvestigation of integrating engineering and liberal education. The dissertation

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education. She has been involved in the new pilot Engineering Math course at CU-Boulder since the start.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co-director of the Engineering Plus

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

scorings facilitated by Author 1. Each facultymember brought a different disciplinary perspective to the scoring: one faculty member is basedin Civil and Environmental Engineering, another in Business Information Technology, and thethird in Urban Affairs and Planning. Given the pilot, exploratory nature of this study, thissecondary scoring helped validate the initial scoring categories and illuminate potentialdifferences in both assessment of student learning and understanding of DRRM acrossdisciplinary boundaries. Note, however, that because both the sample size (9 participants) andthe scorers (1 from each discipline) are small, the analysis cannot support conclusions bydiscipline; instead, it highlights potential differences that merit further

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

clarifications as warranted. Mostly she took notes so that she could serveas a co-analyst of the transcripts and check the validity of the coding.We conducted one pilot study in March 2015 to refine the interview guide (see Appendix A) andthree focus groups during April 2015, after students had finished their senior projects.Participants in the pilot study shared majors and interests with those selected for the study, withone exception: pilot study participants were in their third year or first semester of their fourthyear of the engineering program and as such hadn’t experienced the same milestones as thosestudents participating in the study (fourth and fifth year engineering students). Pilot studyparticipants, for example, had yet to undertake their

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

industries and their social and environmentaleffects pose special ethical challenges for engineers seeking to work at the intersection ofcorporate interests, the welfare of communities, environmental sustainability, and professionalautonomy. Yet in interviews, practicing engineers routinely state that the most influentialtraining and mentorship in managing these competing demands takes place primarily on the job,after a student has graduated with an engineering degree. Our NSF-funded research project seeksto push back that training and mentorship to the undergraduate experience by introducingeducational innovations, informed by ethnographic research with practicing engineers. Thispaper reports on the preliminary results from a pilot project in a

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor

Tagged Divisions

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

particular of 1st yearstudents, who apparently have difficulty in building their engineering identity and opt-out toother non-engineering area, while students from other disciplines very rarely transfer toengineering.The key motivation in initiating the proposed study is thus a quest for new educational solutionsthat will help explaining in appealing terms what engineers do and how they contribute to thewell-being of society in the short term, and that will, in the long term encourage potentialstudents to take on engineering careers.Declining engineering enrollment trends are directly related to the public understanding ofscience (PUS), technology and engineering (although that relation is far from simple). PUStrends are closely monitored by a

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha D. Mallette P.E., Oregon State University; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Liberal Education/Engineering & Society

Team Based Learning in Flipped Classrooms,” presented at the 2015 ASEE Annual Conference & Exposition, 2015, p. 26.143.1-26.143.12.[12] D. McEwan, G. R. Ruissen, M. A. Eys, B. D. Zumbo, and M. R. Beauchamp, “The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions,” PloS One, vol. 12, no. 1, p. e0169604, 2017.[13] J. Wolfe, B. A. Powell, S. Schlisserman, and A. Kirshon, “Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?,” presented at the 2016 ASEE Annual Conference & Exposition, 2016.[14] K. L. Tonso, “Teams that Work: Campus Culture, Engineer Identity, and Social Interactions,” J. Eng

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

that characterized students’motivations toward engineering using interview methods found that female students whoseprimary motivation toward engineering was to help underserved populations left engineering at ahigher rate than female students with other primary motivations toward engineering. Thestudents participating in that study were initially enrolled at four different institutions, but thestudy population was quite small (n~30). The current research used quantitative methods tocharacterize the social responsibility (SR) attitudes of a larger population of incomingengineering students at a single institution. A high SR score was defined as an average scoreacross nine 7-point Likert-type items at the third quartile or higher. Among 122

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Colin M. Gray, Purdue University; Denise McAllister Wilder NCIDQ, Purdue University; Terri S. Krause, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

simulations, smart home technology and aging in place, and retrofitting existing homes to create net zero homes for aging in place.Mrs. Terri S. Krause, Purdue University Terri Krause is a second year PhD student in Learning Design & Technology, a Graduate Research Assis- tant in Purdue Polytechnic Institute, and is serving on the research and evaluation team for the Transdis- ciplinary Studies in Technology (TST) program. Her interests include adapting learning experiences for cross-cultural instructional and online instructional environments; with a values-based, ethical focus. c American Society for Engineering Education, 2017 Systematically Integrating Liberal Education in a

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

climate change effects their motivations and agency to solve complex global problems for a sustainability in their career.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Institute of Medicine, Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, D.C.: The National Academies Press, 2011.[2] B. M. Ferdman. (2013, 1 December 2015). Diversity at work: the practice of inclusion in diverse organizations.[3] Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1-24.[4] Cech, E. A., & Rothwell, W. R. (2018). LGBTQ Inequality in Engineering Education. Journal of Engineering Education, 107(4), 583-610.[5] Patridge, E. V., Barthelemy, R. S., & Rankin, S. R. (2014). Factors impacting the academic

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

Education,” Journal of Engineering Education, vol. 93, no. 2, pp. 105–115, Apr. 2004.[5] S. Ferguson and R. W. Foley, “Assessment of Student Learning Outcomes and ABET Accreditation: A Pilot Study of Fourth-Year Engineering Students using Longitudinal Concept Maps,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH, 2019.[6] ABET, “Rationale for Revising Criteria 3 and 5,” 2016. [Online]. Available: http://www.abet.org/accreditation/accreditation-criteria/accreditation-alerts/rationale-for- revising-criteria-3/. [Accessed: 19-Dec-2016].[7] R. W. Foley, L. M. Archambault, A. E. Hale, and H.-K. Dong, “Learning Outcomes in Sustainability Education Among Future Elementary School Teachers,” Journal of

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

One uses arithmeticaland algebraic principles to understand sentences as equations with the parts of speech asvariables. Level Two focuses on more complex applications of “sentence algebra” to helpengineering writers troubleshoot common sentence-level errors and develop a clear, discipline-specific style. Level Three uses flowcharts as algorithms to teach the rhetoric behind effectivedocument structures. The system’s quantitative approach and bottom-up paradigm make it user-friendly for engineering students by guiding their ascent toward writing mastery using anapproach already encountered in the students’ studies of math, physics, chemistry, and otherSTEM disciplines. The author is encapsulating this new math-based approach for

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

almost all of the engineering majors in our College(typically in their junior or early senior year). All told, we teach 600 - 700 engineering studentsper year in this class alone.Although we are housed in our own College of Engineering, we face challenges similar to thosedescribed by other non-engineering faculty or instructors with specific expertise in teachingwriting. Even where the writing-across-the-curriculum instructors have developed a fullyintegrated model for teaching communication within engineering design courses, they articulateconcerns we share. Craig, Lerner, and Poe, of the Program in Writing and Humanistic Studies atMIT, have written about these shared challenges; they ask -- how can we help students “movefrom general academic

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

’ demographics and background information.Questions focus on prior engineering-related experiences (internship, etc.), post-graduationplans, major, minor, graduation date, gender, ethnicity, and international student status.This instrument will be used as a pre- and post- assessment instrument in the Projects and EMcourses in which we will embed sociotechnical thinking. The pre-administration will providebaseline evidence as to how the general population of mechanical and electrical engineers arelikely to respond. Changes from pre- to post- assessment will help us understand the impact ofthe intervention.ConclusionA major challenge in engineering education is measuring the impact of instructionalinterventions on the target population. In our study, we

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

, draws attention to the importance of using courseassignments early in an engineering curriculum to help students appreciate and attend to socialand ethical in addition to environmental and economic aspects of sustainable development. The instructors discussed above successfully integrated learning modules on sustainabledevelopment into required technical courses in civil and environmental engineering. Myendeavor to reorient the patent assignment in STS 1500 around the SDGs builds on and extendsthe learning goals discussed in these studies by applying them to a non-technical engineeringcourse in STS specifically devoted to introducing students to social and ethical aspects ofengineering practice. Like these scholars, I hoped that aligning

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

how team dynamics affect undergraduate women’s confidence levels in engineering.Dr. Malinda S. Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - es- pecially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

example, the effect of a global experience, and • papers about courses designed for non-engineering student groups.A few of the papers in our study were not returned by the title search described above, but cameto our attention in other ways, such as work on research projects other than this one. In our preliminary analysis of the papers, we focused on evidence in the categoriesarticulated by the various stakeholder groups we analyzed above: • an integrated view that does not separate communication from engineering work • understanding communication as both a distinctive field of expertise and an interdisciplinary enterprise • designing curricula, not just courses • recognizing various degrees and modes of

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Enrique D. Gomez, Pennsylvania State University, University Park; Esther Gomez, Pennsylvania State University, University Park; Angela D. Lueking, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

interest. Non-persisters tended to choose SME fields for reasons not related to the nature ofthe work associated with the major such as the influence of family members, high school 2  teachers, and others, for materialistic reasons, and/or through uninformed choices, such aschoosing engineering because they did well in high school math and science courses (p. 290).In their study, Matusovich and her colleagues found that women did not have a strongconnection between engineering-related values and their attainment value, or the value that anindividual places on an activity as it fits with one’s identity. The authors had suggestions on howto encourage students to persist in engineering by focusing on

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean Hertzberg, University of Colorado, Boulder; Bailey Renee Leppek, University of Colorado, Boulder; Kara E. Gray, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

engineering and fine arts students, and studies the impact of this and other courses using mixed-method approaches.Ms. Bailey Renee Leppek, University of Colorado, BoulderMrs. Kara E. Gray, University of Colorado, Boulder School of Education Page 25.206.1 c American Society for Engineering Education, 2012 Art for the Sake of Improving Attitudes towards EngineeringAbstract Since 2003, a course that incorporates art and engineering has been offered to mixed teams ofengineering and fine arts photography and video students at the University of Colorado, Boulder. The course

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lorena Colcer, Oregon State University; Christina Smith, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, by studying inclusivity,equity and power in educational systems we found ourselves in the position of asking people tochange. Some changes seem small (e.g. asking someone to edit their vocabulary by adding orremoving a word or phrase), and some seem larger (e.g. asking a School to establish policies toenforce an inclusive culture for graduate students) but the common element is that we areworking to get people to align to our vision.RecommendationsWe have three recommendations for people in engineering education who are beginning toengage in social justice reform.Take action where you can and expect and accept mistakesA primary inspiration for this paper was that we felt unprepared for the particular challenges weencountered. We found

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Taylor, Iowa State University; Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society

. Further, enacting these skills inthe context of the SDGs provides students with a framework to explore their role in addressingmultidisciplinary, complex challenges. This work in progress paper lays out a curriculumintended for upperclassmen engineering students to develop sociotechnical skills and criticallyengage with the SDGs.Course pilot design and curriculumThe course learning objectives include: 1. Identifying the role of engineers in achieving the Sustainable Development Goals and the 5 Ps. 2. Identifying personal values and perspectives on the role of engineers and technology in society. 3. Understanding of complex problems in the US and globally. 4. Understanding that engineering as a social process, engineering both