Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University

Tagged Divisions

Liberal Education/Engineering & Society

discourse identity. Although the rationale for developing engineering judgment inundergraduate students is the complexity they will face in professional practice, engineeringeducators often considerably reduce the complexity of the problems students face. Student workintended to train engineering judgment often prescribes goals and objectives, and demands a one-time decision, product, or solution that faculty or instructors evaluate. The evaluation processmight not contain formal methods for foregrounding feedback from experience or reflecting onhow the problem or decision emerges; thus, the loop from decision to upstream cognitiveprocesses might not be closed. Consequently, in this paper, our exploration of engineeringjudgment is guided by the

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

Humanities, Arts & Social Sciences and an affiliate faculty member in the Department of Engineering, Design & Society and the Robotics Graduate Program at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, Program Chair of American Society for Engineering Education’s Division of Engineering Ethics, Executive Committee Member of the Society for Ethics Across the Curriculum, and Treasurer of the Society for Philosophy and Technology. Dr. Zhu’s research interests include the cultural foundations of engineering ethics, global engineering education, and ethics and policy of computing

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. American c Society for Engineering Education, 2021 Reclassifying Teaching Methods based on a Comparison of Student and Faculty Perceptions of Corporate Social Responsibility in the ClassroomAbstract Though Corporate Social Responsibility (CSR) has been identified as an important part ofundergraduate and graduate curriculum for the Mining and Petroleum Departments by both industry andprofessors, there seems to be a difference between student identification of CSR content that could indicatea difference in teaching styles and possible effectiveness. We know very little about engineering professors’experiences of teaching CSR to engineering students. Previous research has investigated how

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

“rigid classroom dynamics.” This resonates with another respondent’s descriptionof AB Engineering Studies classes as “more collaborative” than BS engineering. (Although thiswas a common observation, a single respondent felt that BS classes had “more camaraderie” thanAB classes.) Another response described the effect of different classroom styles on the student:“In BS classes, my thinking was myopic, and I was focused on simply absorbing the curriculum.In AB classes, I felt much more curious and open-minded.”Each of these responses related to an aspect of the “Faculty/Classes in Engineering Studies,”suggesting that a strength of the program is its faculty members and the classroom environmentsand experiences they facilitate. One aspect of this

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael D. Gross, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University; Michael Lamb, Wake Forest University ; Olga Pierrakos, Wake Forest University ; Adetoun Yeaman, Wake Forest University

Tagged Divisions

Liberal Education/Engineering & Society

virtues. 1IntroductionTeamwork is an integral component of engineering education. This significance is reflected inABET Student Outcome 5, which guides programs to graduate students that have “an ability tofunction effectively on a team whose members together provide leadership, create a collaborativeand inclusive environment, establish goals, plan tasks, and meet objectives” [1]. Employers,engineering graduates, and faculty recognize teamwork as an important professional skill [2],[3]. In fact, one study showed that engineering alumni rated teamwork as the most important ofall ABET outcomes [4]. Other recent studies report that teamwork is one of the

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcy Bloom Milhomme, Pennsylvania State University; Michael Alley, Pennsylvania State University; Lori B. Miraldi, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

the group process talk, the topic proposal, andthe problem-solution talk (explained next).2. Researching an independent technical topic Students in the targeted communication course have the autonomy to choose a technicaltopic to explore for a sizable part of the semester. The student’s topic choice spans twoconnected talks; a topic proposal (3 – 4 minutes) followed by a problem solution talk (8 – 10minutes). Various in-class exercises, readings, and lectures are built into the course to helpstudents choose and research a topic that sparks a personal connection or interest. Students maychoose a societal problem followed by an engineering solution, or students may find aninnovative solution and pair it with a societal problem that the

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

education research community in the U.S. has specified the nature of instructionalstrategies in retaining students in STEM-related courses, with a focus on an integrated STEMcurriculum designed to improve non-cognitive factors, such as interest, while developingpositive attitudes towards STEM [5][6][7]. Interests and attitudes in science develop early in astudent’s life, and it is important to develop these attitudes as they are motivators towardspursuing STEM fields and careers [8] [9]. More recently, the National Academies of Sciences,Engineering and Medicine (NASEM) 2017 report on supporting student’s college success hashighlighted the importance of intrapersonal and interpersonal competencies and the evolvingneed for labor market recruits to

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

. Engineering students who had completed the WGS 250course in Spring 2018 or 2019 but had not yet graduated (N = 7) were invited to one of two focusgroup sessions held in February, 2020. The invitation included a description of the study and anassurance of confidentiality.Informed consent was obtained from the study participants in writing before any questions wereposed. Discussions were facilitated by one author and a faculty colleague, neither of whom hadserved as an instructor for any WGS class. Focus group facilitators provided copies of the WGS250 reading list as a way of reminding participants of past course content and providingreference points for specific reading and authors. In keeping with best practices for focus groupinteractions

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Donna M Riley, Purdue University at West Lafayette (COE); Rosalee A Clawson, Purdue University; Dragan Maksimovic, University of Colorado Boulder; Beth A. Myers, University of Colorado Boulder; Ivonne Santiago P.E., University of Texas at El Paso; Nick A. Stites, University of Colorado Boulder; Jennifer L. Taylor, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiential learning opportunities to both undergraduate and graduate students locally, regionally and internationally with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on fostering Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program and DoE’s Program YES SHE CAN. With support from the Center for Faculty Leadership and Development, she leads a Learning Community for Diversity and Inclusion for Innovation at UTEP. She is also a member of two advisory committees to UTEP’s President: The Diversity, Equity, and Inclusion committee and is chair of the Women’s Advisory Council. She is a member at large of the UTEP Council of

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

disciplinarities ofher own research and teaching. Her graduate training is in STS, and her research has analyzedinter- and transdisciplinary collaborations between engineers, artists, and scientists [19]. She ismotivated by the potential for interdisciplinary engagement to change engineers’ outlooks ontheir education and profession. Her experiences as an instructor of STS-based core courses forengineering and computer science students have helped to shape her outlook on teaching and herapproach to this paper.Lastly, Dr. Desen Ozkan’s graduate background is in engineering education, specifically inunderstanding how faculty developed and maintained interdisciplinarity amid universitystructures. She focused on interdisciplinary design courses that used human

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

otherindividuals. These assignments and assessments were developed to not only help students betterexplore possible career and course options, but to help them discover how they can find thisinformation and expand their network.While this initial “What is Engineering?” module helped students to explore courses, engineeringprofessions, and get advice on their future, it lacked a deeper, more contextual understanding ofengineering practice. Thus, the engineering faculty utilized the strong liberal arts foundation atWFU to begin a mutual partnership with the Department of History, noting that several studiesdemonstrate that history and engineering are a good match for interdisciplinary pedagogy [4,6].Dr. Monique O’Connell, a historian specializing in

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

of People and Culture at Hopelab). Over 150people attended our MMW conference via Zoom. The panels of judges, BC faculty, staff, andparents, and students provided enthusiastic feedback about the event. While it would have beenfabulous to hold this conference in person, we acknowledge that the remote environment didallow for family members and friends outside of Boston to fully participate.Experimenting with reflection. Weekly evening reflection sessions provided students anopportunity to integrate course content into peer-led discussions about their own moral andethical development. We developed a curriculum that translates Ignatian reflection activities (e.g.the Examen) to a Zoom format. We also adopted BC’s innovative PODs (Purposeful

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

identities, social locations, and values are relevant to thiswork.First author (RSK) is an early-career contingent faculty member at Smith College, a privateliberal arts women’s college with one engineering degree program. They are a white-passing transperson of Chinese and European descent who lives and works on unceded Nipmuc and Pocumtucterritory. They approach this paper from the perspective of a new engineering educator whoseformal training is in mechanical engineering and who aspires to teach towards principles ofcollective liberation from systems of oppression and domination.Second author (JSR) approached this research from the perspective of an engineering educatorwho places a premium on interdisciplinarity and inclusion. She has taught