Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

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Diversity

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Liberal Education/Engineering & Society

and Associate Director of Graduate Education in the Department of Biological Chemistry and Molecular Pharmacology at Harvard Medical School and as a Visiting Scholar- in-Residence at Franklin W. Olin College of Engineering. At Harvard Medical School, Dr. Venkatesh works with faculty on improving the first-year PhD courses in molecular biology and biochemistry, trains teaching assistants, expands programming to build community among graduate students, and researches the best ways to train and assess PhD students in skills such as experimental design and science com- munication. Her other work includes contributing to dance performances that raise awareness about the human impacts on marine life and designing and

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Mirabelli, University of Illinois at Urbana-Champaign; Allyson Jo Barlow, University of Nevada, Reno; Evan Ko, University of Illinois at Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

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Liberal Education/Engineering & Society

at UIUC, Joseph earned an MS degree in Physics from Indiana University in Bloomington and a BS in Engineering Physics at UIUC.Ms. Allyson Jo Barlow, University of Nevada, Reno Ally Barlow graduated with her Doctoral Degree in Civil Engineering from Oregon State University, where she fused her technical background with her passion for education; her doctoral research focused on the exploration of student engagement from multiple methodological standpoints. Now she works as a Postdoctoral Scholar at University of Nevada Reno, expanding her knowledge of the field through work on faculty-faculty mentorship modes. Her research interests include student cognitive engagement and teacher best practices for in-class and

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

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Liberal Education/Engineering & Society

College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #30308A Review of the State of LGBTQIA+ Student Research in STEM andEngineering EducationMadeleine Jennings, Arizona State University, Polytechnic campus Madeleine Jennings is a doctoral student and graduate research assistant at Arizona State University - Polytechnic Campus, pursuing a PhD in Engineering Education Systems and Design and a MS in Human Systems Engineering. They received a BS in Manufacturing Engineering from Texas State University - San Marcos. Madeleine’s research interests include investigating and improving the experiences of invisible identities in engineering, such as LGBTQIA+ engineering

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

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Liberal Education/Engineering & Society

they could design mightplay a role in helping the university achieve the SDGs, even Goals that may initially appear notto pertain to them. To do that would require some research and imagination on their parts. Although some students resisted working with the SDGs, the course evaluations suggestthat integrating them into the course themes and assignments generally increased students’perception of the course’s value and contribution to engineering education and practice. Inresponse to a question that asked students to identify aspects of the course that most helped theirlearning, students frequently commended the strength of the curriculum and the course’s focuson “real-world” challenges and applications for engineering knowledge

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Rebecca Bercich, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Daniel Takashi Kawano, Rose-Hulman Institute of Technology; James E. Mayhew, Rose-Hulman Institute of Technology; Sean Moseley, Rose-Hulman Institute of Technology

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Liberal Education/Engineering & Society

independently by the timethey graduate. Research in engineering education has demonstrated both the importance ofwriting in the engineering workplace and the extent to which new graduates struggle with thegeneric and rhetorical features of workplace writing [1], [2], [3]. The ME department establisheda committee of four engineers and one writing instructor to determine how better to preparestudents for writing in the curriculum and in their careers.As documented in a previous study, the committee first identified all of the courses in the MEcurriculum that included technical communication instruction. We then categorized thatinstruction by genre, including memos, presentations, reports, and technical drawings. Usingmemos as a starting point, we then

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

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). She holds a Ph.D. in Engineering Education from Purdue University, a B.S. and a M.S. in Chemical Engineering from Universidad de las Americas, Puebla in Mexico. Rocio’s current efforts focus on engineering faculty and graduate student development, with particular emphasis on the adoption of evidence-based instructional practices. American c Society for Engineering Education, 2020 Work in Progress: Building a Safe Queer Community in STEM—It Takes a Village to Support a VillageIntroductionRecognizing the need to attract and retain talented individuals to Science, Technology,Engineering, and Mathematics (STEM) professions, the National Academies advocate

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

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Diversity

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Liberal Education/Engineering & Society

;” and (3) “ability to function on multi-disciplinary teams [6, p. 2].”One semester, I was the principle investigator on a national AIA Research for Practice grant[26]. The students designed a 57,500 ft2 [5,342 m2] performing arts center. The fundamentalpremise of the grant was to make connections beyond university borders and to describe thenature of their collaborations. BIM connected three public universities and nearly 100 students.Each school played a different role in creating an architectural design response. The groupactivities followed the ASCE BOK for multidisciplinary team collaboration for roles, expertise,and project scope [8, p. 20]. The project had a sustainability component where the building hadto meet Leadership in Energy and

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University

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-related courses and does research with natural fiber composite materials. He is also interested in entrepreneurship,sustainable engineering, and appropriate technology in developing countries.Ms. Cynthia C. Fry, Baylor University CYNTHIA C. FRY is currently a Senior Lecturer of Computer Science at Baylor University. She worked at NASA’s Marshall Space Flight Center as a Senior Project Engineer, a Crew Training Manager, and the Science Operations Director for STS-46. She was an Engineering Duty Officer in the U.S. Navy (IRR), and worked with the Naval Maritime Intelligence Center as a Scientific/Technical Intelligence Analyst. She was the owner and chief systems engineer for Systems Engineering Services (SES), a computer

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

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Liberal Education/Engineering & Society

single offering of a course) at a single institution. As long as the majorityof papers report on a single intervention or single institution, with little reference to what otherinstitutions are doing, coherence in the scholarly conversation will be an elusive goal. The “one-off,” as we might call it, creates a publishable unit but gains significance for the broaderscholarly community only when it is integrated into a larger pattern of practice and assessment.To identify areas for potentially strategic action, we focused papers that either demonstrated orsuggested potentially more impactful ways of organizing research and publishing oncommunication in engineering. One example of a potentially more impactful design was“Preliminary Investigation of

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryn Elizabeth Seabrook, University of Virginia; Kathryn A. Neeley, University of Virginia; Kari Zacharias, Concordia University; Brandiff Robert Caron, Concordia University

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Liberal Education/Engineering & Society

, andscience and technology studies. Faculty members took on increased responsibilities and becamemore integrated into the engineering faculty as a whole, alternately embracing and resisting the“service department” designation [5]. Faculty members were enthusiastic about working toimprove the practice of engineering and computer science students, but the unit’s lack ofindividual degree programs constrained research and mentorship opportunities. A 2008 facultyreport and five-year plan for the unit’s development identified these frustrations and emphasizedthat existing solely in a service role would be untenable for tenure-stream faculty [6]. In 2011, the General Studies Unit was renamed the Centre for Engineering in Society(CES). While CES

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

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Liberal Education/Engineering & Society

Murzi is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and in Engineering Education (PhD). Homero has 15 years of international experience working in industry and academia. His research focuses on contemporary and inclusive pedagogical practices, industry-driven competency development in engineering, and understanding the barriers that Latinx and Native Americans have in engineering. Homero has been recognized as a Diggs scholar, a Graduate Academy for Teaching Excellence fellow, a Diversity scholar, a Fulbright scholar and was inducted in the Bouchet Honor Society.Dr. Natasha B. Watts

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Sheri Sheppard, Stanford University

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Liberal Education/Engineering & Society

finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as reported in Educating Engineers: Designing for the Future of the Field). In addition, in 2011 Dr. Sheppard was named as co-PI of a national NSF innovation center (Epicenter), and leads an NSF program at Stanford on summer research experiences for high school teachers. Her industry experiences includes engineering positions at Detroit’s ”Big Three:” Ford Motor Company, General Motors Corporation, and Chrysler Corporation. At Stanford she has served a chair of the faculty senate, and recently served as Associate Vice Provost for Graduate

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

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Liberal Education/Engineering & Society

at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of engineering, science, and technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new c American Society for Engineering Education, 2020

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Courtney Paige Stanton; Carrie J. McClelland P.E., Colorado School of Mines; Emily Sarver; Linda A. Battalora, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Susan K. Peterson, Marietta College; Nicole M. Smith, Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines

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and opportunities to harness it for social andenvironmental wellbeing, rather than considering social responsibility as somethingcompartmentalized away from the practice of engineering itself. Therefore, our results should notbe interpreted as assessing the influence of a particular style of CSR instruction. Our study hereanalyzes ​the influence of “new” CSR content being included in courses designed for engineeringstudents.3. Data analysisFor the purposes of this analysis, we considered only the students who gave informed consent toparticipate in the research and who took both the pre- and post-course surveys. We assigned eachstudent a unique ID to match their pre- and post-course surveys. We then conducted paired t-testsand calculated the

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette; Thomas A. De Pree, Bucknell University; Rafael Julián Burgos-Mirabal, University of Massachusetts- Amherst

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Liberal Education/Engineering & Society

Paper ID #30045The Modalities of Governance in Engineering EducationDr. Atsushi Akera, Rensselaer Polytechnic Institute Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He is a the current Chair of the ASEE Ad Hoc Committee on Interdivisional Cooperation; Chair of the International Network for

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

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Liberal Education/Engineering & Society

interdisciplinary courses.Change the World: Olin’s First GCSP CourseOlin’s GCSP redesign culminated in the creation of a new course, Change the World: PersonalValues, Global Impacts, and Making an Olin GCSP. It was co-designed by Assistant Professor ofEnvironmental Engineering Alison Wood (who is also Olin’s GCSP Director) and Professor ofthe History of Science and Technology Robert Martello to serve as the cornerstone of theprogram. The main goal of the course is to provide structured support for a culminating reflectivesynthesis. As mentioned above, in the early years of Olin’s GCSP, graduating seniorsaccomplished their reflection through mentored writing outside of any course, which workedwell for students in the early years of the program but less so

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Goldschneider, Virginia Polytechnic Institute & State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jennifer M. Case, Virginia Polytechnic Institute & State University

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scholar at Oregon State University. She holds a PhD in Engi- neering Education from Purdue University and other degrees in Manufacturing Engineering from Western Illinois University and a B.Sc. in Electrical and Electronic Engineering from the University of Technol- ogy, Jamaica. Her research interests are exploring students’ disciplinary identity through engagement with knowledge, curriculum design, assessment and evaluation and teaching for conceptual understanding.Dr. Jennifer ”Jenni” M Case, Virginia Polytechnic Institute and State University Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech. She holds an honorary position at the University of Cape Town. Her research

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

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Liberal Education/Engineering & Society

interdisciplinary team that focuses on helping STEM instructors integrate writing into their courses, and that helps departments integrate writing across under- graduate curricula.Megan Mericle, University of Illinois at Urbana-Champaign Megan Mericle is a PhD student in Writing Studies. She is a member of a research team focused on writing in STEM, where she works with faculty to develop and implement learning objectives for writing in undergraduate science and engineering courses. In her own work, she focuses on disciplinary identity as well as communication practices in citizen science.Nicole Turnipseed, University of Illinois at Urbana Champaign Nicole Turnipseed is a PhD candidate in the Department of English and the Center

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

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Liberal Education/Engineering & Society

Microsoft [30] found that 72% of girls and young women say that it isimportant for them to have a job that directly helps the world, and over 90% describe themselvesas creative. Working on socially relevant problems is important to a range of minoritized STEMstudents including women and students of color, which has been shown by research includingstudies linking students’ personal values to their STEM trajectories [31].Effectively emphasizing creativity through engineering making has been shown to broadenparticipation when best practices of inclusion are observed [32]. Strong examples ofmakerspaces successfully broadening participation and feelings of belonging include some inacademic settings [33] and other spaces outside the academy [34]. There

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

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, our primary research question was: is the Comm Lab succeeding inimproving clients’ work according to our own metrics of success? I.e., do sessions bring clientscloser to our standards for a given communication task, which are informed by both rhetoricalprinciples and real-world field standards? To do so, we designed a quantitative, rubric-based,pre-post evaluation of authentic writing products: drafts for graduate school and graduatefellowship applications, assessed by authentic evaluators -- a team of our own peer coaches. Inorder to build a broader picture of the client’s analytical and reflective experience, wecomplemented the quantitative core of the study by collecting qualitative reflections about thecontent of the coaching session

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University

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Liberal Education/Engineering & Society

the College of Engineering. With her background in industry, she is keenly aware that the sector-wide academisation and de-contextualisation of engineering education is leading to an engineering sectorthat struggles to relate theory to practice. Patricia teaches creative design modules that give students tools and techniques (Human-centered design, VR collaborative design tools) to find their own brand of creativity in engineering design, while prompting students to consider how their individualprivilege and biases impact on their design decisions.Dr. Catherine Groves , Swansea University A Chartered Occupational Psychologist and Senior Fellow of the Higher Education Academy, Catherine draws on over 20 years