Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

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

at Loyola University Chicago. She teaches graduate-level courses in program evaluation, qualitative research methods, and mixed methods. She has been the PI on seven major evaluation projects that ranged from one to five years in length. Her scholarship focuses on practitioners’ data use and evaluation capacity building within non-profits through coaching. She received a Bachelors in Psychology from Calvin College, and a PhD in Educational Psychology from the University of Illinois, Urbana-Champaign. c American Society for Engineering Education, 2019 An Integrated Social Justice Engineering Curriculum at Loyola University ChicagoIntroductionIn

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Jenn Stroud Rossmann, Lafayette College

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Diversity

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Liberal Education/Engineering & Society

. 2Harvey Mudd College, whose 1957 founding mission was to produce alumni who would“assume technical responsibility with an understanding of the relation of technology to the rest ofsociety” [10], designed its engineering curricula to include one-third of students’ coursework inhumanities and social science fields. In 1970, Harvey Mudd integrated bold reforms thatemphasized connections across disciplinary boundaries, emphasized “the human basis of alltechnical problems,” and encouraged students to cultivate humility in appreciating the limitationsof their knowledge: “Insist that tools take you only so far” [11]. The 1970’s WPI Plan [12] was are-framing of Worcester Polytechnic Institute’s technical curriculum in societal context,emphasizing

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Mark R. Peters, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego

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Liberal Education/Engineering & Society

2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. c American Society for Engineering Education, 2019 Vocation in the Engineering Curriculum: Challenging Students to Recognize Their ValuesAbstractThis work-in-progress paper describes a new initiative at the Shiley-Marcos School of Engineeringto help our students integrate, and sometimes reconcile, their personal values with theirengineering identity. In this paper, we describe how we are collaborating with the Office forMission and Ministry on our campus to use the language of vocation in an engineering context tohelp our students develop a critical awareness about the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Stephen James Kmiotek P.E., Worcester Polytechnic Institute

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Liberal Education/Engineering & Society

Paper ID #25678Making Connections Across a Four-Year Project-Based Curriculum: ePort-folios as a Space for Reflection and Integrative LearningDr. Chrysanthe Demetry, Worcester Polytechnic Institute Dr. Chrysanthe Demetry is associate professor of Mechanical Engineering and director of the Morgan Teaching & Learning Center at Worcester Polytechnic Institute. Her teaching and scholarship interests focus on materials science education, K-12 engineering outreach, gender equity in STEM, and intercul- tural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Dr. Demetry coordinates

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Bryn Seabrook, University of Virginia

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Liberal Education/Engineering & Society

desirable features of an engineer in the 21st century. However, thisgroup of authors points out that these skills are not currently integrated effectively in engineeringeducation. Creating well-rounded engineers requires greater inclusion of courses that are framedaround ethics education and application. To accomplish this goal, these authors emphasize theinterconnectedness of science, technology, and society. One paper [7] uses a module designedfor an STS course and tests this curriculum in the field of environmental science and economicseducation to verify the transferability of the content, a tactic proven successful by this team ofresearchers. By using general applications of STS concepts, many authors demonstrate theimportance, effectiveness

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

the fundamental principles of technical writing and use a project-based learning model. Much of the general education requirements for engineering students atthe institution occurs in the first two years. Engineering curricula are increasingly moving towardan earlier introduction of engineering content for entering students. Eli Fromm of DrexelUniversity was one of the earliest curriculum innovators to introduce engineering activities earlyin the curriculum, integrating faculty across campus [2]. Similarly, a team consisting of facultymembers from across this institution developed a Technical Writing Course to promotecommunication. However, the faculty discovered an opportunity to develop and assessleadership and teamwork skills in the same

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

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Diversity

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Liberal Education/Engineering & Society

. Lorelle A. Meadows, Michigan Technological University Dr. Lorelle Meadowsjoined Michigan Technological University in 2014 where she is leading the creation of a new honors college uniquely committed to inclusion and equity, and eliminating barriers to high impact educational practices. Prior to joining Michigan Tech, Dr. Meadows was Assistant Dean of Aca- demic Programs in the College of Engineering at the University of Michigan.Her primary responsibility in that role was to assure the delivery of a curriculum that addressed college-wide educational objectives in order to prepare students for the careers of the 21st century. This engagement led to her development as an educational researcher and she now conducts

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society

Paper ID #26720Writing Across Engineering: A Collaborative Approach to Support STEMFaculty’s Integration of Writing Instruction in their ClassesRyan Ware, University of Illinois at Urbana-Champaign Ryan Ware is a PhD student in Writing Studies primarily interested in cultural-historical theories of writ- ing and learning to write. He is part of an interdisciplinary team that focuses on helping STEM instructors integrate writing into their courses, and that helps departments integrate writing across undergraduate curricula.Nicole Turnipseed, University of Illinois at Urbana Champaign Nicole Turnipseed is a PhD student in

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

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Liberal Education/Engineering & Society

are not well-studied in the engineering education literature.In related work, in order to facilitate the integration of ethics into the engineering curriculum,Nair and Bulleit [13] propose identifying ethical philosophies that are compatible with theexisting “engineering way of thinking” (EWT). Though we see engineering ethics as related butdistinct from our interests in sociotechnical integration, we look to this work as an example ofbringing together historically disparate considerations such as ethics and the technical side ofengineering work.Engineering ways of thinking were also analyzed in a case study by Godfrey on engineeringculture in an Australian university that had previously undergone a curriculum and culturaloverhaul. Godfrey

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

at the University of New Haven where she is currently teaching in the Tagliatela College of Engineering and coordinating a college-wide initiative, the Project to Integrate Technical Communication Habits (PITCH).Jenna Pack Sheffield, University of New Haven Jenna Sheffield holds a PhD in Rhetoric, Composition, and the Teaching of English from the University of Arizona. Sheffield is currently an Assistant Professor of English at the University of New Haven where she also directs the Writing Across the Curriculum program. Her research in composition pedagogy and theory and writing program administration has appeared in publications such as Computers and Com- position International, Computers and Composition Online

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology

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Diversity

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Liberal Education/Engineering & Society, Multidisciplinary Engineering

of Research ethics, the MIT Kaufman Teaching Certificate Program (KTCP) course, and un- dergraduate genetics. She believes in the power of peer-coaching as a method of improving an entire community’s ability to communicate effectively.Dr. Marina Dang, Massachusetts Institute of Technology Dr. Marina Dang holds a PhD in Chemistry from Brandeis University, where she also served as an instructor for the Science Posse Boot Camp program. She taught chemistry at Emmanuel College and later became a STEM curriculum developer for an educational startup. In 2014, she joined the MIT Department of Nuclear Science & Engineering to serve as its first Communication Lab manager. As the Communication Lab model spread to new

Conference Session

Liberal Education/Engineering & Society Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan Gallagher, Montana State University; Irina Karapetyants, Russian University of Transport; Karalyn Clouser, Western Transportation Institute at Montana State University; Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University

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Diversity

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Liberal Education/Engineering & Society

transport students’ competence regardingimplementation of accessibility standards, the course became mandatory beginning with the2017-2018 academic year for students pursuing specialist degrees at the 18 transport institutionsof higher education in the Russian Federation. A textbook has also been developed, which willbe released in Spring 2019.Findings – United StatesThe higher education system for transportation-related degree programs in the United States isless centralized, less vocationally focused, and does not contain an analogous mechanism toimplement a standardized course curriculum across all institutions. The research team thereforeopted to undertake a broad national survey to get a better sense of the extent and thematiccontent of

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

today’s workplace and should be viewed as an investment. Instructional strategies andmethods can be applied in the classroom to enhance critical skills needed by industry.Implementing an experiential, corporate-led, technical writing project reinforced the applicationof technical writing principles and authentic document creation, while also highlighting forstudents the importance of professional communication. Using a real-world project drivesstudent engagement, as they become invested in the projects, reinforcing the idea that studentsmust continually strive to update their skills throughout their careers. Incorporating morematerial in an engineering curriculum is not easy, but programs should realize the benefits ofcoordination with non

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sean Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Danielle Corple, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

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Diversity

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Liberal Education/Engineering & Society

University, West Lafayette Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alison Wood , Olin College of Engineering; Selin Arslan, Lawrence Technological University; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology (COE); Andrew Mark Herbert, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

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Liberal Education/Engineering & Society

, such as participating as panelists andco-authors for ASEE in presenting their own narratives of transformative learning ​[49]​. Designof an assessment plan is underway to collect, among other data, evidence of students’transformational experiences.3.2 Lawrence Technological UniversityAs a small, private technological university historically represented by its College ofEngineering, Lawrence Technological University (LTU) discovered the transformative power ofthe GCSP in the integration of liberal arts perspectives and methodologies into engineeringresearch projects through its participation in this collaborative project. The NAE’s call forengineering curriculum to focus upon multiculturalism, multidisciplinarity, entrepreneurship, andsocial

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maggie Swartz, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene D. Walter, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

engineering 1curricula could greatly benefit from sociotechnical integration in undergraduate engineeringeducation to encourage the development of sociotechnical thinking and habits of mind [4].Sociotechnical thinking is defined as, “…the interplay between relevant social and technicalfactors in the problem to be solved” [4]. Within the term sociotechnical, the first part, social, isused as an umbrella term that covers multiple broad social dimensions of engineering problemsolving, including but not limited to economic, environmental, ethical, and health and safety-related dimensions. Since the meanings of these latter terms can sometimes involve both

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

. Creating new courses and adding modules toexisting ones can be extremely valuable interventions. However, making socio-technical thinkingan integral part of existing technical courses is also a necessary approach to reduce theperception that “social” issues are not equally valued in the engineering 1,2. The efficacy of suchefforts has not been widely tested. This paper builds on our analysis of an effort to incorporate socio-technical systemsthinking into a required civil and environmental engineering sophomore level course to testwhether such interventions effectively bridge the socio-technical divide in engineeringcurriculum 3. Our previous study found that class activities spurred more reflection on socialfactors that influence

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

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Liberal Education/Engineering & Society

(range 0 to 18), based on theirselections among the 19 options listed on the survey. Across the 22 institutions, this ranged froma median of two to seven ESI topics (see Appendix). Differences among the institutions were notstatistically significant (likely due to the wide variation among the respondents from eachinstitution). There was a moderate correlation among the percentage of the institutionalrespondents who took the curricular survey and the median number of ESI topics taught at theinstitution (correlation coefficient 0.42). This is not surprising as the invitations to the curricularsurvey were sent to individuals known to be active in engineering ethics education or groupswith an interest in ESI and therefore more likely to integrate an

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

writingknowledge transfer: a student who successfully completed freshman composition may still beunable to transfer skills, habits of mind, and approaches to writing from that setting toengineering because the rhetorical situations look drastically different [2].Yancey, Robertson,and Taczak define transfer as a “dynamic rather than a static process, a process of using,adapting, repurposing the old for success in the new,” and they argue that reflection—reflectionthat allows students to develop metacognition and a robust theory of writing—is integral totransfer [2]. In addition, for learning to take place and successful transfer to occur, students needto recognize what they don’t yet know [2].With an eye toward asking students to develop an engineering

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Michigan State University

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Diversity

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Liberal Education/Engineering & Society

interplay between the material affordances of Mindstorms, schoolschedules and spaces, curriculum demands, and structural inequities. Mindstorms could be usedfor free-form play that is based on students’ interests and desires, or structured in such a way thatsupports multiple builds. But, in the cases above, the interplay between these material andstructural forces constructed them as uniform, fitting in with the teachers’ expectations, goals,and time constraints. Regardless, the connections to these larger technocultures offeropportunities that are often missed; opportunities to encourage students’ critical reflection onwhat they—or perhaps their communities—want from robotics research and development. Whatmight an ethics of robotics for elementary

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering); Sean Eddington, Purdue University; Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

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Diversity

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Liberal Education/Engineering & Society

- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership.Mr. Sean Eddington, Purdue University Sean Eddington (Ph.D., Purdue University) will be an assistant professor of Communication

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

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Diversity

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Liberal Education/Engineering & Society

use concept maps toassess interdisciplinary knowledge integration in a graduate course that spans not onlyengineering and science, but also business and social science. To understand graduate studentgrowth from disciplinary to interdisciplinary scholars, we pose the research questions: RQ1: In what ways do graduate students’ understandings of DRRM change as a result of their introduction to an interdisciplinary graduate research program? RQ2: To what extent and in what ways do concept maps serve as a tool to capture interdisciplinary learning in this context?In addition to serving as an assessment tool, concept maps can help foster meaningful learningby encouraging students to connect their knowledge, thus offering

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

anddisseminating lessons derived from writing studies that allow instructors to break out ofdysfunctional, labor-intensive traditional practices, example: Yoritomo, Turnipseed, Cooper,Elliott, Gallagher, Popovics, Prior, and Ziles).“Embedding Writing in Experiential Learning” (Corneal, Morrow, Volz, Saterbak, Conrad,Pfeiffer, Lamb, and Kitch) addresses means of achieving all three of the interrelated goals andprovides a good overview of the diversity of approaches used to integrate technical writing intoexperiential learning of various forms (co-op experiences, design courses, collaboration withpractitioners, and throughout an engineering curriculum). A common theme in all of theseinterventions is improving student motivation and the efficacy of writing

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Leslie Light, Colorado School of Mines

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Liberal Education/Engineering & Society

Paper ID #26523Designing For Stakeholders: Engineering and Applied Science Students MeetStakeholders in a First-Year Undergraduate Introduction to Design CourseDr. Elizabeth Reddy, Colorado School of Mines Elizabeth Reddy is a social scientist, holding a PhD in cultural anthropology from the University of Cal- ifornia at Irvine and an MA in Social Science from the University of Chicago. She is Co-Chair of the Committee for the Anthropology of Science, Technology and Computing in the American Anthropologi- cal Association. She studies experts and their work in relation to environments, technologies, and human lives. Her

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

Paper ID #27424Toward a Globalized Engineering Education: Comparing Dominant Imagesof Engineering Education in the United States and ChinaDr. Qin Zhu, Colorado School of Mines Qin Zhu is an Assistant Professor in the Ethics Across Campus Program and the Division of Humanities, Arts & Social Sciences at Colorado School of Mines, where he is co-directing the Daniels Fund Program in Professional Ethics Education that provides support for faculty to integrate ethics into applied science and engineering curricula. Qin serves as a graduate faculty member in the Master’s Program in Natural Resources and Energy Policy at

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder

Tagged Divisions

Liberal Education/Engineering & Society

trigonometry,vectors, derivatives, integrals, and differential equations—are actually used by engineers. Asadministrators and instructors of the WSM course pilot at the University of Colorado Boulder(CU), we are interested in understanding and analyzing the change processes wherein the WSMbecomes legitimized and integrated into the official course pathways of our large publicengineering college.At CU, the status of the WSM pilot class changed from optional in Year 1 to mandatory in Year2 for all students entering the engineering college at a Pre-Calculus level. This change fromoptional to mandatory resulted in a significant increase to the size of the class and a fundamentalchange in the ways students were informed of and enrolled in the class. In

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelly Ann Cave, Colorado State University; Zinta S. Byrne, Colorado State University; Thomas J. Siller, Colorado State University; Anthony A. Maciejewski, Colorado State University

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Liberal Education/Engineering & Society

treating professional skill development as an “extra” requirement that comessecondary to technical skill development. Of course, there may be other ways to offerprofessional skill development that have yet to be explored.One particular approach used by the ECE department may offer a potential avenue for howABET criteria training can be embedded into the engineering curriculum to achieve integration.ECE initiated several curricular innovations to improve students’ professional skills as part oftheir NSF sponsored project focused on improving engineering curriculum. A major emphasis ofthe project was to create an integrated approach to delivering second- and third-year coursecontent with relevancy to application in the ECE curriculum. The curriculum

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Barillas, Rowan University; Stephen Fernandez, Rowan University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

different fields of study [3],[5],[6]. Many times social responsibility inengineering is incorporated into engineering degree programs via service-learning, volunteerism,clubs, etc.; however, sometimes the mark is missed because students do not fully understand the“​inequalities and injustices among those helping and those being helped​” [3].Our​ ​course,​ ​The Sky’s the Limit: Drones for Social Good, ​ was designed to engage engineeringstudents with concepts of social justice integrated into an engineering curriculum. While someengineering classes introduce themes of social awareness, such as ethics, into the curriculum, thepresentation is often done as a discrete class component lasting for a week or so. The inclusion ofsocial justice material in

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

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

currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering education, art in engineering, social justice in engineering, care ethics in engineering, humanitarian engineering, engineering ethics, and computer modeling of electric power and renewable energy systems.Ms. Ngan T.T. Nguyen, Texas Tech University Ngan Nguyen is a research assistant and doctoral student in the Department of Curriculum and Instruc- tion at Texas Tech University. Her research is focused on fostering the learning experiences of Asian international graduate students in higher education.Dr. Roman Taraban, Texas Tech

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene Erickson, Colorado School of Mines; Alyssa Miranda Boll, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

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Liberal Education/Engineering & Society

Engineering ProblemsStudents expressed perspectives on the relationship between social and technical dimensions ofengineering problems – an extension from Theme 1 in Spring 2018 – on two axes, as shown inFigure 5. In this visualization, the horizontal axis ranges from technical-social dualism on the leftto sociotechnical integration on the right, and the vertical axis represents how muchresponsibility engineers have over the social and technical dimensions of engineering problems.Illustrative quotes are provided for each case. By sorting student perspectives into these fourquadrants (I-IV), our team can better represent patterns in students’ perspectives, attempt tounderstand whether any resistance to sociotechnical integration is a result of dualism