Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Michael A. Collura, University of New Haven; Jean Nocito-Gobel, University of New Haven; David J. Adams, Technical Communications Consultant; Amanda Simson, The University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

Steps and Big Strides: a Department-Based Plan for Integrating Technical Communication into an Engineering Curriculum.” Proceedings, 2002 American Society of Engineering Education Annual Conference & Exposition, Montreal.11. Adams, D. (2003). “Across the Great Divide: Embedding Technical Communication into an Engineering Curriculum.” Proceedings, Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC). 2-4 October, Potsdam. .12. Adams, D. (2006). “Lions & Tigers & Bears: Perpetuating an Interdisciplinary Writing Project in Three Engineering Departments.” Council for Programs in Technical and Scientific Communication (CPTSC), 10-12 October, San

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Laura E Sullivan-Green, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

limit [2]. With the financial crisis that struck the country in 2008, efforts to manage the fiscal crisis replaced those to reduce the curriculum of the approximately 19% of degrees that remained above the 120-unit limit within the 23 campus system. The CSU Board of Trustees presented a proposal in September 2012 to achieve the unit reduction, in part, by eliminating all advanced GE requirements. This proposal was prepared with no faculty input, in direct contradiction to the deeply engrained shared governance culture within the CSU system. Faculty and campus outcry was immediate and aggressive. The Academic Senate at SJSU, in response to a mandate from the SJSU president, developed an alternative proposal that

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan McGrade, Indiana Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #14759Integrating Literature and Problem-Based Learning in a First-Year Engi-neering AcademyDr. Susan McGrade, Indiana Institute of Technology Dr. McGrade is a Professor of English at Indiana Institute of Technology, where she teaches a range of classes from First-Year Composition to African American Literature. She often works closely with the College of Engineering, and has developed both an integrated model for English instruction within a Software Engineering program, and a problem-based learning curriculum for a First-Year Engineering Academy. She is also the current NSBE Chapter Advisor

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Shari E. Miller, University of Georgia; Nicola W. Sochacka, University of Georgia; Michael Alvin Brewer jr., University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, in other words, to see the full picture of what it means to develop andembody empathy in engineering. The being dimension thus indicates that in order toconceptually define and pedagogically support empathy in engineering, engineering educatorsneed to critically and reflexively engage with larger ethical commitments and moral principles.Integration of empathy modules in a project-based engineering and society courseBased on the theoretical model described above, we designed and implemented a series ofempathy modules into a sophomore engineering and society course that is part of the above-described, new, mechanical engineering curriculum at the University of Georgia. The goals ofthe project were to: (i) achieve a substantive integration of

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #15537Making the Invisible Visible: Integrating Engineering-for-Social-Justice Cri-teria in Humanities and Social Science CoursesDr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is an associate professor in the Division of Liberal Arts and International Studies at the Colorado School of Mines, USA, where he has been since 1997. Research and teaching interests include communication, social justice, and engineering education. Dr. Leydens is co-author of Engineering and Sustainable Community Development (Morgan and Claypool, 2010) and editor of Sociotechnical Com- munication in Engineering (Routledge, 2014

Conference Session

The Value of Interpersonal Skills Training in Engineering Education: An Interactive Panel Discussion with the Tau Beta Pi Engineering Futures Program

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

Collaboration Award from ASEE, and is offered free of charge to students across thecountry by a network of volunteer facilitators.This interactive panel discussion will feature the Director of the Engineering Futures program,Dr. Katy Luchini Colbry (Michigan State University), and several experienced EF Facilitators,including Dr. Matthew Ohland (Purdue University) and J.P. Blackford (George WashingtonUniversity). The panel will provide a brief introduction to the EF curriculum and offer specificinformation for faculty or employers who are interested in integrating communications and “softskills” training into their own organizations. The goal of this interactive session is forparticipants to leave with some specific tools that they can use with their

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Educational experiences that integrate liberal education content into theengineering curriculum have expanded as the role of an engineer in the workplace and in societyis reexamined. 4,5 Indeed, as argued by Grasso in 2002, it is engineering faculty’s responsibility tocomplement technical curriculum with a humanistic approach to meet the needs of society. 6 Thiscontent can take many forms such as enhanced discussion of ethics or service learningopportunities. Other examples include integration of curriculum modules covering social justicedirectly into technical coursework, thus forcing students to examine technical concepts moreholistically and blurring the traditional disciplinary boundaries. 7Often these approaches are suggested as a means to

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

, no. 3, pp. 497–510, 2008.19. A. Gross, J. Harmon, and M. Reidy, Communicating science: The scientific article from the 17th century to thepresent. Oxford, UK: Oxford University Press, 2002.20. J. Fahnestock, “Rhetoric of science: Enriching the discipline,” Technical Communication Quarterly, vol. 14, no.3, pp. 277–286, Summer 2005.21. J. Swales, “On models of applied discourse analysis” in Research and Practice in Professional Discourse, C.Candlin, Ed. Hong Kong: City University of Hong Kong Press, 2002.22. L. Flowerdew, “An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP:countering criticisms against corpus-based methodologies,” English for Specific Purposes, vol. 24, no. 3, pp. 321–332, 2005.23. C. R

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16543On the Use of Outcomes to Connect Students to an Engineering Identity, Cul-ture, and CommunityProf. Rebecca A. Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of Washington in 2004. She also received the M.T.S. degree from Harvard Divinity School in 1993. She is currently a Professor in the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range and Twin Cities Engineering programs. She is also a program director at the National Science Foundation for TCUP and HBCU-UP in

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

grammar, punctuation,and spelling in primary and secondary schools, but once they reach university, they are nottaught as explicitly the approaches to writing within their discipline or how to write forprofessional purposes. Teaching this within an engineering curriculum could improve students’confidence in their ability to write in the professional world, addressing audiences with differentneeds and interests.We believe the same problem regarding lack of explicit instruction may exist for teamworkskills. Anecdotally, we know students are often asked to work in teams without being providedguidelines for how effective teams function. We can help students learn teamwork by discussingsuch simple things as how to develop an agenda for a meeting to

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

attributes and accreditation ac- tivities, and engineering students’ identities.Dr. Sandra Ingram, University of Manitoba Sandra Ingram, Ph.D., is a SSHRC award-winning scholar and Associate professor in Design Engineer- ing, Associate Chair (NSERC Design Engineering) and adjunct professor in Biosystems Engineering at the University of Manitoba in Winnipeg, Canada. Dr. Ingram is responsible for teaching the engineering communication course in the faculty as well as an integrated approach to communication in the Biosys- tems Engineering department. Her research interests include professional skills in engineering, interna- tionally educated engineers, co-operative education programs, women in engineering, and post-graduate

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

’ acceptance and preferencesregarding various aspects of tablet technology. They can serve as an initial guide to help identifyand develop effective teaching strategies cultivating communication and critical thinking skills ina tablet-enhanced collaborative learning environment. A follow-up study with results from directmeasures would complement the analysis presented here and provide useful information forfuture implementation.Bibliography[1] Scardamalia, M., & Berieter, C. (1991). Higher levels of agency for children in knowledgebuilding: a challenge for the design of new knowledge media. Journal of the Learning Sciences,1(1), pp.37–68.[2] Koc, M. (2005). Implications of learning theories for effective technology integration andpreservice

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado - Boulder; Angela R Bielefeldt, University of Colorado - Boulder; Jacquelyn F. Sullivan, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

material,“but it is rarely politically expedient to remove material from a curriculum.”23 An “engineeringrenaissance” and cultural change are needed, wherein “the merits of material are debated in thecontext of priorities, lifelong learning, and the quality of experience rather than historicalbiases.”23While some engineering students desire more integration of liberal arts into their engineeringcurriculum,25 other engineering students find humanities, history, arts, communication, and/orculture classes “unnecessary and irrelevant” and a waste of their time.20 This sentiment has beenvoiced by a number of senior engineering students at one institution who bemoan the fact thatthey had to “waste” their time in humanities and social science courses

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Richard J. Aleong, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

indicated a number of opportunities and considerations for curriculum planningspecifically pertaining to outcome (i). Within the proposed ABET changes to student outcomes,it would appear that the proposed outcome 6, stated as “an ability to recognize the ongoing needfor additional knowledge and locate, evaluate, integrate, and apply this knowledgeappropriately,” attempts to capture some components of outcome (i). While this element ofinformation literacy was identified in the Abilities dimension of our findings, this is only oneaspect of how programs are currently addressing outcome (i). Our findings highlight the multipleways programs are thinking about outcome (i) that likely add value to students’ learning anddevelopment. We urge educators to

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

committee of BIT and the deputy director of General Education Curriculum Expert Committee of BIT. Telephone: +86-1352-034-1310 +8610-68918803 Email: panghaishao@163.com panghaishao@bit.edu.cn c American Society for Engineering Education, 2016Toward a Cross-cultural Conversation: Liberal Arts Education for Engineers in China and the U.S.IntroductionA decade ago, University of Vermont’s Dean of Engineering and Mathematical SciencesDomenico Grasso raised an existential question to American engineering educators. Noticingthat Asian countries were producing engineers at a much higher rate than the U.S., andengineering graduates from Asian universities are “every bit as technically competent

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

of engineering (6) An ability to recognize the ongoing need solutions in a global, economic, for additional knowledge and locate, environmental, and societal context evaluate, integrate, and apply this knowledge (i) a recognition of the need for, and an ability appropriately. to engage in life-long learning (7) An ability to function effectively on (j) a knowledge of contemporary issues teams that establish goals, plan tasks, meet (k) an ability to use the techniques, skills, and deadlines, and analyze risk and uncertainty. modern engineering tools necessary for engineering practice.facilities, and institutional support (Criteria 6-8). Given the wide range of higher

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

recognition, on the other hand, of a greater need for integration if engineering graduates are to effectively utilize their skills in engineering practice.  Related to this, a stronger articulation of engineering as a design process that begins with problem formulation; analysis and synthesis; and testing.  Likewise, a shift towards a more instrumental view of the humanities and social sciences, with a specific call for evaluating all so-called “soft skills” in the context of professional practice.  The elimination of other, especially “soft skills” deemed to be difficult to assess, or else their transfer to Criterion 5 (curriculum), thus exempting these skills from detailed student outcomes level

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16346We Assess What We Value: ”Evidence-based” Logic and the Abandonmentof ”Non-Assessable” Learning OutcomesDr. Donna M. Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech. c American Society for Engineering Education, 2016 We Assess What We Value: “Evidence-based” Logic and the Abandonment of “Non-assessable” Learning OutcomesAbstractThis paper seeks to analyze the recent proposed changes to ABET’s baccalaureate-levelprograms accreditation General Criteria 3 (Student Outcomes) and 5 (Curriculum) in light of

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Tandon School of Engineering ; Lindsay Anderberg, New York University Tandon School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

a humanities course, and the archivist fromNYU Libraries. This activity shows how liberal education can have a natural fit within theengineering curriculum. In particular, we wish to demonstrate how even a small-scale project,using available resources, will help to accomplish ABET Criterion 3: Student Outcomes.ABET’s Student Outcomes encourage engineering education to follow an active learning model,to discuss the social context and ethics of engineering solutions, and to develop skills of analysis,teamwork, and communication. Our archival interventions, though admittedly limited in scope,embody the principles ABET’s Student Outcomes. By working in groups with primary sourcematerials related to science and engineering, we encouraged

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Jacksonville University; Sandra Soto-Cabán, Muskingum University

Tagged Divisions

Liberal Education/Engineering & Society

enrolled in talent developmentprogram5, using web-based instructional materials to learn with Rube Goldberg projects in K-12classrooms6, using Rube Goldberg projects as a design based learning tool for freshmenengineering students7, providing early experience in multidisciplinary teaming and an earlyexposure to ethics in an interdisciplinary freshmen course8, integrating design andexperimentation to freshmen students with an electromechanical Rube Goldberg design project9,introducing design early in the curriculum to improve motivation and increase retention10,assessing engineering students’ understanding of design after a short workshop given precedingthe beginning of their first semester11.Besides K-12 and freshmen level, RGMs were also used in

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; James W. Malazita, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

and liberal educationalgoals within the context of engineering education.This paper provides an overview of contemporary work in digital humanities involving makingactivities and the potential of this work to inform engineering education making activities in away that bridges technical and humanistic concerns. It highlights how making practicesthemselves can be understood as a form of inquiry, with modalities drawing on—but distinctfrom—traditional engineering and humanities epistemologies. The paper draws on a largerresearch-and-teaching initiative at Rensselaer titled, “Making as Critical Inquiry,” which iscurrently being integrated into our interdisciplinary undergraduate Programs in Design andInnovation (PDI). PDI has a well-established

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy B. Barr, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

required sequence of laboratory courses, wherethey compose lab reports, usually evaluated by graduate teaching assistants (GTAs), many ofwhom speak English as a second language. Historically, engineering GTAs have not beentrained in evaluating student writing using formative assessment to help students improve theirtechnical communication skills.This paper provides an overview of a comprehensive research study of a GTA training programimplemented in the Department of Mechanical Engineering-Engineering Mechanics at MichiganTechnological University, with more than 1300 undergraduate students enrolled in the major.Situated within the field of Writing Across the Curriculum/Writing in the Disciplines, theprogram was developed to meet the unique needs

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas - Tyler; Kyle Gullings, University of Texas - Tyler; Catherine Elizabeth Ross Ph.D., University of Texas - Tyler

Tagged Divisions

Liberal Education/Engineering & Society

in Tyler, TX, with his wife Terra and their dog Ollie.Dr. Catherine Elizabeth Ross Ph.D., University of Texas - Tyler PhD. University of Texas at Austin, 1998 Associate Professor of English, University of Texas as Tyler 1998 to the present c American Society for Engineering Education, 2016 SEEKING NEW PERSPECTIVES: ENGINEERS EXPERIENCING DESIGN THROUGH CREATIVE ARTSAbstractThe engineering curriculum of necessity focuses heavily on technical subjects—mathematics,chemistry, physics, and the large body of discipline-specific material. The arts are frequentlypresent only in vestigial form and are regarded as tangential at best to the real engineeringcurriculum. However, an

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Findley, Rose-Hulman Institute of Technology; John A. Mirth, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

coursethat ought to be part of the core curriculum at a liberal arts college, or at a comprehensiveuniversity? Many aspects of this course suggest a potential for success in such a role. Thecourse presents a variety of topics that attempt to integrate perspectives from multipledisciplines, which is a common charge for many core curricula. An increase in the diversity (byacademic discipline) of students enrolled in the course would also likely help to better integratethe course perspectives. As such, the next challenge in course development may be to take thecourse to a broader audience to see if results similar to those described in this paper can beachieved.Another possible area of study for the course outcomes is to break the students down by

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Communication via Self-Reflection” CHE Curriculum session) #11972 • “Technical and Professional Communication for Chemical Engineers” #13875 • “Student Led Example Problems in a Graduate-Level Advanced Transport Phenomena Course” #13944 • “Using an Article in a Sophomore Engineering

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

and Family in the American West (Rutgers University Press, 2014), which was funded by a fellowship from the National Endowment for the Humanities. Her current research project, ”The Ethics of Extraction: Integrating Corporate So- cial Responsibility into Engineering Education,” investigates the sociotechnical dimensions of CSR for engineers in the mining, oil and gas industries and is funded by the National Science Foundation.Dr. Carrie J. McClelland P.E., Colorado School of Mines Carrie J McClelland is an Associate Teaching Professor at Colorado School of Mines. Carrie is a regis- tered professional engineer with a passion for teaching the next generation of engineers to be well-rounded professionals who consider

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

understanding/comprehending, to analyzing, synthesizing, andapplying. Catalano has suggested adding an additional outcome from a more integrative modelof engineering competency: “A fully integrative approach to engineering problems incorporatingboth reason and compassion in the development of solutions.” 8This additional outcome reaches to the higher taxonomic level of synthesizing and introduces anadditional component, compassion, to the ideal of engineering competency. Compassion is anaffective attribute closely linked to the skill set of empathy and empathic perspective-taking thatHess and others have begun to investigate as a component of ethical reasoning andcommunicational competency in engineering. 19, 20, 21We have argued that perspective

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

communication course. People stand up, and you say, ‘what are you doing with your hands? How are you speaking?’ But I think this hit home when you were trying to say someone else’s message, and the fact that your body was turned at an angle changes how that message comes across.This quote compares feedback on his performances in this course to his experience in a requiredcommunication course, in which students receive feedback on their physical and oralpresentation skills at multiple points in the semester. He argues that the type of feedback sharedin both contexts is easier to understand and integrate in a theatre classroom; the act of speakingsomeone else’s lines allows the speaker to focus on the way that words are being

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University - West Lafayette; Nicholas D. Fila, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

rapidly develops), the endeavor of empathic growth anddevelopment need not be abandoned within post-secondary education. Rather, it indicates thatwe lack an understanding of the ideal means for empathic development later in one’s life.Given the growing emphasis on the necessity of empathy to thrive as an engineer, engineeringeducators need to understand the constellation of existing tools and pedagogical techniques tofoster empathy within the engineering curriculum. This synthesis piece highlights a variety ofeducational contexts and pedagogical techniques, each of which we posit are equally salient andmutually supportive for the development of engineering students’ empathic skills, abilities, ordispositions. We draw from literature from a wide

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

Louisiana State University a gift from an alumnus made possible the establishment of auniversity-wide program to improve undergraduate students’ communication skills. As weinitially described in a 2006 paper, the Communication across the Curriculum (CxC) programwas established in 2004 with an initial emphasis on engineering students.¹ A key element of theCxC program was the inception of Communication-Intensive (C-I) courses. C-I courses areintended to be integrated into existing discipline-specific courses, with additional requirementsfor emphasis on two of the four modes of communication: written, spoken, visual, andtechnological. In a 2007 survey designed to solicit student perceptions of the value of C-Icourses in the engineering curricula, our