Displaying all 9 results
- Conference Session
- Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati
- Tagged Divisions
- Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society
, likes, and dislikes towards various aspects of STEM [7]. Persistenceis defined as a passion for persevering through long-term goals [24] [25]. The process of conceptmapping that was used in the development of the tool involved a participatory framework,whereby participation was by consultation, including functional and interactive participation[26]. The STEM stakeholders worked collaboratively as part of a community as they developedmeasures based on their experiences and knowledge from working in the field of STEM andSTEM education. Their professional identities and experiences validate their role, whileproviding representation for their voices on an instrument that was developed in this uniquemanner.FIGURE 1: Conceptual framework for the APT
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
with the WFU Program for Leadership and Character and many colleagues across the university. With inclusion being a core value, she is proud that the WFU Engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Her areas of expertise include engineering identity, complex problem solving across cognitive and non-cognitive domains, recruitment and retention, PBL, engineering design, learning through ser- vice, character education in engineering contexts, etc. She also conducts research in cardiovascular fluid mechanics and sustainable energy technologies. Prior to joining Wake Forest University, Olga served as a Program Director at the
- Conference Session
- 'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
” enables womento develop stronger implicit STEM identities through exposure to positive cues in theirsurroundings. The current study suggests that this valuable work within STEM may be valuablysupplemented by students’ experience in other disciplines. The WGS framework and scholarshipgave the students in our study a different, wider-lens view of engineering itself, and enhancedtheir sense of STEM identity.Pawley [42] argues that “feminist science studies are particularly relevant to engineering andengineering education, namely, for scrutinizing what ‘counts’ as engineering content and why.”Our participants felt strongly that all students should be exposed to the theory and methods ofWGS. They identified ways in which this knowledge was helpful to
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
can be challenged by threats to an imagined future, and animagined future self can also serve as a motivational resource, as a goal to keep striving towards[32].While the concept of liminal identity has been explored in conjunction with examining identitydevelopment in K-12, higher education and adults [31], discussions of liminal identity are rarewithin the engineering education literature [33]. As such, this paper marks a foray intoinvestigating the connection between liminal identity development and engineering identitydevelopment. We use liminal identity as an organizing concept and analytical tool to highlighthow the identities of engineering students are in transition, informed by their perceptions offuture selves but expressed through
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
thetraining of their students, it has received almost no attention in engineering education to date.Although VTS might be perceived as too far removed from engineering for relevance, we havedeployed it as a core innovative pedagogical method along with several other artful methods inan experimental graduate course with promising results. The purposes of this paper are to (1)explore how VTS contributes to the development of reflective thinking skills in graduateengineering education, and (2) share insights of interest to educators considering adopting VTSin their courses and curricula.The course in which we have experimented is a 3-credit elective offered through the departmentof civil and environmental engineering. It is led by two co-instructors
- 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
for MMW was informed by a number of institutional educational initiativesand programs at BC, including BC’s identity as a Jesuit, Catholic institution, its Renewed CoreProgram, and its development of a new Human-Centered Engineering Department.First, as a Jesuit, Catholic university, BC is committed to educating the “whole person” andembraces courses that advance aspects of social justice. Particularly in the Fall of 2020, whenlayered crises of COVID, racial injustice, climate disruption, and the presidential election placedhigh burdens on universities to respond, we were encouraged by the university administration toembrace these challenging topics in class. We emphasized the humanity of the engineeringdesign process and profession
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Desen Sevi Ozkan, Tufts University; Kenyetta Anisah Rose Neal Akowa
- Tagged Divisions
- Liberal Education/Engineering & Society
] ratherthan their intergenerational wealth [19] and privilege [20]. Students learn these cultural cueseither through overt or implicit messages passed onto them by faculty, the curriculum,institutional cues, or other forms of professional identity socialization [21].Engineering education reinforces the dualism between the social and technical dimensions ofengineering. The social dimensions, partly required by ABET accreditation through engineeringethics, remain segregated from 'real' engineering [22]. In many of these standalone ethicsmodules or courses, students internalize their 'dis(integration)' from engineering and have ratedethics as "the least interesting, the least useful, and the most trivial" part of their engineeringcurriculum [7], [23. p
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
identities and paths.In previous work, the authors have documented the history of the program, its current status, itscore curriculum, and the impacts on students in terms of sociotechnical thinking and diversity. Itis clear from this work that students approaching graduation do view themselves associotechnical thinkers. This analysis also shows that graduates are more diverse in terms ofgender than those in other engineering programs on our campus, and more racially/ethnicallydiverse than both students in other engineering programs and students as a whole at ourinstitution.This paper considers more deeply why the program is successful in developing sociotechnicalthinking and in attracting such a diverse group of students to the major and classes
- Conference Session
- Professional Formation and Career Experiences
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephen Campbell Rea, Colorado School of Mines; Kylee Shiekh, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Dean Nieusma, Colorado School of Mines
- Tagged Divisions
- Liberal Education/Engineering & Society
students’ ethical awareness. Both of thesepapers emphasized how instructors play a crucial role in communicating the relevance of ethicsto professional engineering identity, either by encouraging students to develop their own ethicalcode as a fundamental part of professional development or by leading them to believe that ethicsare ancillary to day-to-day engineering work (and thereby, as well, to engineering identity). Inthis respect, the current state of ethics education in engineering programs appears to be as much,if not more so, the result of HC as of formalized curricular content.One important outlier among our research set bears special mention for its alignment with ourgoals in the present analysis. The publication, which we classified as