Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

to be a role model 38 . In the long-run, we take much greater pride in the examplewe have set for students rather than the knowledge our students have gained from us. It is whatthey remember after they graduate. Yet in most teaching situations we are an idealized role model- measured by how “smart” someone can become after years of study. We keep our cool and makerational decisions because we already know where the class is going. The Faculty Ulysses Contractcan establish a faculty member as a much more realistic role model. We can display for them goodhabits of mind and action when they matter the most - when conditions are uncertain 30,31 .Courses that use a Ulysses Contract reward students who adopt a learning mindset. In the ab

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

, function to privilege and perpetuate certainunderstandings of the field. Autoethnographic techniques are used to construct three accounts ofthe student’s encounters with an upper level administrator, various members of faculty, and anacademic advisor. Critical analysis of these experiences using a prior evidence-based model ofstories ‘told’ about engineering in the public discourse reveals tensions between the freshmanstudent’s values and career interests and the emergent, dominant discourse he observed in hisundergraduate program. These tensions are described in terms of: i) The prioritization of nationaleconomic recovery and growth over the life and career goals of individuals; ii) A predominantfocus on the quantitative and technical aspects of

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natascha M. Trellinger, Purdue University, West Lafayette; Rebecca R. Essig, Purdue University, West Lafayette; Cary D. Troy, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University, West Lafayette

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

Paper ID #12150Something to Write Home(work) About: An Analysis of Writing Exercises inFluid Mechanics TextbooksNatascha M Trellinger, Purdue University, West Lafayette Natascha Trellinger is a second year Ph.D. student in the School of Engineering Education at Purdue University. She received her B.S. in Aerospace Engineering from Syracuse University where her interest in the teaching and learning aspects of engineering began. At Purdue, Natascha is a member of the Global Engineering Education Collaboratory (GEEC) and is particularly interested in graduate level engineering education.Ms. Rebecca R Essig, Purdue University

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Golder, British Columbia Institute of Technology; Darlene B. Webb, British Columbia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

paper describes the survey results.Engineering students and faculty members in the audience were asked about theirperceptions of the educational value of the competition for both the competitors and theaudience members. They were also asked about their perceptions of the personalcharacteristics of the competitors. As this research project was funded through anInstructional Enhancement Grant, the goal was to examine the perceived educationalvalue of Idol. This examination aims to help identify ways learning and teaching are –and can be further – enhanced through Idol.Overall, the results of the survey pointed to an overwhelmingly positive response to thepresentation competition and the educational value it provides. The engineering studentsand

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

are acceptable, etc.” [16] But given the dominant, privileged and isolatedposition of the ES, engineering students and faculty in those courses do not feel the need to takethese negotiations seriously, as the ES supposedly live in the abstract.ESJ criteriaYet, as far as we know, engineers have no framework to guide them through these interactions.Grounded on the above definition of SJ, we have proposed criteria aimed at guiding engineers torecognize and map human and non-human, engineering and non-engineering elements involvedin problem definition and solution with social justice at the core. Although each criterion byitself is important, as we explore below, the criteria are interconnected. The six SJ criteriainclude 1. listening

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

social justice could vary by community context.In general, the survey responses on the definition of social justice did provide evidence of thestudents’ prior exposure to social justice elements (RQ1). The range of conceptualunderstandings about social justice from the student survey resembles a range of understandingsamong those in the engineering and social justice research community, even though theresearcher understandings tend to be more robust [1], [7], [15]. SQ2. Envisioning your own future career, what social justice concerns do you anticipate that you will need to consider as you design engineering solutions?In response to this question, many students identified an element of design decisions that protectfrom harm, with the object

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

student the Department of English at Old Dominion University. She teaches composition, scientific, digital, and technical writing, and her research interests include professional and technical writing, as well as sound studies, games, and simulation.Dr. Pilar Pazos, Old Dominion University Pilar Pazos is an Associate Professor and Graduate Program Director in the Engineering Management and Systems Engineering Department at Old Dominion University. Her areas of research include team-based work structures, collaborative learning, knowledge management and decision making.Dr. Daniel Richards, Old Dominion University Daniel Richards, Ph.D. is assistant professor of technical and professional writing in the Department of