Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Doug Reeve P.Eng., University of Toronto; Andrea Chan, University of Toronto; Milan Maljkovic, University of Toronto; Dimpho Radebe, University of Toronto

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Diversity

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Liberal Education/Engineering & Society

Paper ID #32355Penalized for Excellence: The Invisible Hand of Career-TrackStratificationDr. Cindy Rottmann, University of Toronto Cindy Rottmann is the Associate Director of Research at the Troost Institute for Leadership Education in Engineering, University of Toronto. Her research interests include engineering leadership in university and workplace settings as well as ethics and equity in engineering education.Dr. Emily Moore P.Eng., University of Toronto Emily Moore is the Director of the Troost Institute for Leadership Education in Engineering (Troost ILead) at the University of Toronto. Emily spent 20 years as a

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

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Liberal Education/Engineering & Society

weaponry—even as a point of discussion—isapparently outside the scope of the course, despite evident student curiosity and the seeminglylogical connection of nuclear weaponry to the course theme (including the pervasiveness ofengineering careers directly or indirectly connected to the military sector [22]). The topic ofnuclear weaponry repeatedly goes unaddressed, and students repeatedly seek to bring it up. Thisdimension of HC includes those topics notably absent from the formal curriculum, notableespecially when their inclusion would seem to be reasonable or even likely. A third implicitlesson extends the second and is conveyed by the quality of interaction between students andfaculty participants, or at least how the quality of that interaction

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samantha Ruth Brunhaver, Arizona State University; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, Taylor Devices, Inc.

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Diversity

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Liberal Education/Engineering & Society

Paper ID #34914Using a Values Lens to Examine Engineers’ Workplace ExperiencesDr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver is an Assistant Professor of Engineering in the Fulton Schools of Engineering Poly- technic School. Dr. Brunhaver recently joined Arizona State after completing her M.S. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver’s research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. She also

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

work (average 8.4, Table 2), but perhaps this wasdue to other courses that they had taken rather than the senior-level engineering professionalismand ethics course. I2 required multiple ethics courses outside engineering that were taken earlierin their undergraduate careers, and perhaps those courses were viewed as being more helpful. Inaddition, the I2 course was new (in first to third iterations) and the alumni who responded to thesurvey had only worked for about 1 year after graduating. The short time in-practice was notatypical compared to alumni respondents from institutions I3, I6, and I7. The exemplarinstructors from I1, I3, I6, I7 did appear to have more established courses. More information isneeded to understand this difference; with

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

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Liberal Education/Engineering & Society

Paper ID #33676Before Engineering: How do students consider social and technicaldimensions when solving complex problems early in their academicengineering career?Dr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher in the Tufts Center for Engineering Education Outreach and the Insti- tute for Research on Learning and Instruction. She holds a Ph.D. in engineering education from Virginia Tech and a B.S. in Chemical Engineering from Tufts University. Her research interests are focused on in- terdisciplinary curriculum development in engineering education and the political, economic, and societal

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, 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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Diversity

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Liberal Education/Engineering & Society

activities promote inclusive excellence through collaboration.Dr. Karin Jensen, University of Illinois at Urbana - Champaign Karin Jensen, Ph.D. is a Teaching Assistant Professor in bioengineering at the University of Illinois Urbana-Champaign. Her research interests include student mental health and wellness, engineering stu- dent career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reed Marshall ; Daylen James McGhee, United States Military Academy; Lixrine Epie Ngeme, United States Military Academy; Joseph Carl Price ; Aaron T. Hill Jr., United States Military Academy; Brad C. McCoy, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

. Increasing the interest of students in the STEM field will present the growingneed for engineers as a necessary change to sustain the increasing demand for infrastructure,houses, businesses, energy, water, and infrastructure.In a 2008 report, a public high school authority in the U.S. discovered an extremely low level ofinterest for participating in STEM-related career academics in high school among middle schoolstudents; however, the students showed higher interests in arts, literatures, businesses, andentertainment-related careers, especially the females who make up only 25% of the STEM jobs[3], [4]. Recently, a 2018 research conducted on behalf of Junior Achievement and Ernst &Young LLP (EY) revealed a significant drop. Only 24% of boys were

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Paula Davis Lampley Esq., University of Cincinnati; Krizia Leonela Cabrera-Toro, University of Cincinnati

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Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

inquiry tool will be administered tocamp participants throughout high school to measure their interest in engineering, intent to majorin STEM and overall college readiness. In this paper we will describe how the program wasimplemented, the experience of the participants and share the data from the pre-post survey.Keywords: pre-college, gender, race/ethnicity, engineeringIntroductionCreating equitable access to science, technology, engineering, and mathematics (STEM)education and career opportunities should begin at a pre-college level in order to reduce gendergaps and racial/ethnic disparities. The United States government has invested in STEMdisciplines to address the low presence of URMs (African Americans, Hispanics, and NativeAmericans

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pritpal Singh, Villanova University

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Diversity

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

to electricity 2. Energy generation, transmission, and distribution 3. Energy and electric circuits 4. Energy efficiency 5. Introduction to renewable energy 6. Fundamentals of Solar Electric Circuits 7. Economics of Renewable Energy & Career Path in Renewable Energy 8. Social, Environmental, and Political considerations for Renewable Energy SystemsSeveral materials have been sent to the students including: an electric circuits kit, solar cells, adigital multimeter, energy-efficient bulbs, and an energy monitoring device. The contentpresented during the workshops followed the best practices for energy education includingcontent from the US Energy Information Administration[13], US Department of Energy[14], andthe National

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yi Cao, Virginia Polytechnic Institute and State University; Xiaoye Ma, Tsinghua University; Jennifer M. Case, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University at West Lafayette ; David B. Knight, Virginia Polytechnic Institute and State University; William C. Oakes, Purdue University at West Lafayette; Marie C. Paretti, Virginia Polytechnic Institute and State University; Xiaofeng Tang, Tsinghua University; Zheping Xie, Tsinghua University; Haiyan Zhao

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Diversity

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Liberal Education/Engineering & Society

Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabora- tory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance under- standing of geographic, disciplinary, and historical variations in engineering education and practice.Dr. David B. Knight, Virginia Polytechnic Institute and State University David B

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

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Diversity

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Liberal Education/Engineering & Society

at Lafayette College has graduated more than 900 majors overits 50-year history. These graduates have gone on to careers in a wide range of roles in a varietyof industries. While the major requirements have evolved over time, the core principles of theprogram – articulated in the program’s founding documents as “Society needs moreliberally-educated persons with technical backgrounds” – have not. Thus, as the programcelebrates its 50 years of educating sociotechnical citizens, and as society grapples withall-consuming sociotechnical problems – climate change, systemic racism, and pandemic spreadand disruption – we are endeavoring to understand how our alumni see themselves and how theirsociotechnical education has contributed to their

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

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Diversity

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Liberal Education/Engineering & Society

“how reforms in engineering are taken up in identityproductions” [24, p. 278]. The work described in this current paper focuses on this intersectionbetween a change in pedagogy and students’ engineering identities.Recent research proposes both quantitative and qualitative ways to measure engineering identity.For example, Godwin developed a survey to measure engineering identity, with a focus on threeconstructs: recognition as an engineer, interest in engineering, and performance/competence inengineering [25]. Meyers et al. also used a survey to model engineering identity developmentemploying stage theory [26]. They found that male students, students further in their studies, andstudents with future career plans in engineering are more likely

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

Paper ID #33231Scaling and Sustaining of a Liberal Arts Speaking Course That TargetsEngineering StudentsDr. Marcy Bloom Milhomme, Pennsylvania State University I am an Assistant Teaching Professor for subjects like rhetorical analysis, civic engagement, individual public speaking, small group communication and I’m the Lead Instructor for public speaking for engi- neers, where I teach engineers how to develop a technical message but for a non-technical audience. I’ve also worked in industry, where I developed training programs and other organizational development solu- tions for common workplace problems. My career has been

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

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

explore what engineering really means, both to society andthemselves, as well as how they can find success in engineering practice. Students do thisthrough several communication techniques, interactions with professionals, and development oflearning strategies in order to provide exemplars for the required SOs.The initial iteration (fall 2017) of the “What is Engineering?” module, led by Dr. Olga Pierrakos,focused more closely on helping students develop and explore academic and professional goalsand dreams in the context of understanding the engineering profession broadly andunderstanding foundational knowledge that defines engineering practice. Students completed apersonal statement of professional interests and career goals via a worksheet

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

persistence among diverse students.Placing STEM history and cultures directly in the critical frameworks of WGS may help providethese populations with epistemological and personal insights that boost a sense of belonging inengineering and support their persistence.Numerous studies have addressed aspects of the complex question of student under-representation. The National Academies’ Beyond Bias investigated the factors contributing tounderrepresentation, and determined that biases and structural disadvantages overwhelm talentedwomen and other would-be engineering students. “Women who are interested in science andengineering careers are lost at every education transition,” and “the problem is not simply thepipeline” [1].Concern over the proper

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

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Diversity

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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

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Catherine Groves; Patricia Xavier, Swansea University

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Diversity

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Liberal Education/Engineering & Society

these items include:“I know the way my mind works when I work through a problem”, “I’m constantly thinkingabout my reasons of doing things”, and “I feel nervous when I speak in front of a group”.The second section, that measures Social-Awareness Indicators as means of public welfarebeliefs and social consciousness, is composed of three subsegments; The first subsegment is composed of three items, and asks the respondents to rate their personal importance of multiple public welfare beliefs. Students are asked to respond to the question: “What, in your opinion, makes a successful engineering career?” by rating “Professional and ethical responsibilities”, “Understanding the consequences of technology”, and

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shahrima Maharubin, Texas Tech University; Shamsul Arefeen, Texas Tech University; Ryan C. Campbell, Texas Tech University; Roman Taraban, Texas Tech University

Tagged Divisions

Liberal Education/Engineering & Society

transition totheir careers. Students setting out for college campuses, getting out of the comfort of the familyfor the first time in life is itself a giant leap in their maturing. Then the experiential learningcoming from open discussions, making deep, meaningful connections, and dispute managementin classes and dorms all significantly contribute to shaping them as responsible future citizens.Students learn not only from the faculty but from their peers. They learn about themselves, theiridentities, their interest, their character, school pride, conflict resolution, emotional intelligence,and a whole host of things. However, even with all its benefits, this residential experience is notaccessible to all groups of students due to its high price tag

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Kingsley A. Reeves Jr., University of South Florida

Tagged Divisions

Liberal Education/Engineering & Society

’ conveyanceof what is known, as well as the deeper development of knowledge by students, a practice knownin the literature as ‘communication to learn.’ Therefore, isolating students’ learning professionalcommunication skills from the material they will need to communicate as professionals.As some of the most challenging and rewarding career opportunities for our students hinge onstudents’ abilities to critically apply and communicate the material they learn and to be able towork across geographic and field boundaries, we must work towards ways to engage them incourse material in richer ways. Interdisciplinary team teaching offers one promising approach foraccomplishing the integration of technical engineering skills development and communicationskills

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

students for rapid changesthat will surely come during their careers, it is not the sort of disciplinary barrier-breaking thatmatches the visions in the aforementioned reports.We are motivated by efforts to substantially integrate the humanities and engineering,particularly at the introductory level. UC Berkeley Professor J. M. Prausnitz foreshadowed the1994 ASEE report when he argued in 1989 that “[undergraduate] engineering should be taught ina social context” [7, p. 14]. Draw lessons from the humanities, he expands (addressing a likelyreticent audience): Yes, teach science, teach phenomena, experiment, theory, and correlation. Yes, teach technology, plant design, and product development. But don't stop there. Teach also, or at

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Master of Public Health and Bachelor of Arts, major in Psychology, from the University of Virginia. She is beginning her professional career as an Associate Clinical Research Coordinator at the Mayo Clinic. Prior research experience has involved neurodegenerative disorders, pathogens, mental health outcomes and policies, and engineering ethics education.Araba Dennis, Purdue University Araba Dennis is a second-year PhD student studying race, culture, and institutional definitions of inclu- sion. American c Society for Engineering Education, 2021 Exploring values and norms of engineering through responsible innovation and

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

C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

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Diversity

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Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

resource was through a volunteer program that was also created within SCU. TheSociety of Women Engineers (SWE) chapter had recently created the cleverly named SWE++program where members of SWE teach programming to local 7th grade girls who had notpreviously been exposed to computers or the world of programming. This outreach puts femalecollege students in teaching positions in front of their younger counterparts. This works to shiftimplicit gendered stereotypes that can hinder a pathway to a STEM-related career [6]. SWE++transitioned to online in Spring 2020 and hosted weekly Zoom sessions. Students from theSTEM Outreach class supported these SWE++ lessons by joining the virtual sessions and goinginto Zoom breakout rooms to work with smaller

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

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

thedevelopment of the projects. The second program is the IDEAS Learning Community thatengages about 25 first-year students yearly in a one-semester partnership with an outreachprogram from Indianapolis, Indiana which is about an hour from campus. The central classcombines career exploration and integration into the university with discussions and experiencesaround diversity. The engagement with the outreach program provides a context and activitiesthat enhance the learning goals and provides experiences to bring the class together. Thedeliverables are activities for K12 students both at the outreach center and for an annual visit tocampus.EPICS ResultsEPICS is large and complex, with many stakeholders. We first examined the three commonstakeholders of

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Cech, University of Michigan

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

[9,14]. Isolation also has important career consequences: those who are not well-integrated socially among their classmates and co-workers are more likely to miss out on2 This definition, and my operationalization below, includes under the “disability” umbrella people who themselvesmight not identify as having a disability (e.g., someone with leukemia). The case for doing so is the sharedexperiences of socially- and environmentally- produced exclusions that persons within that umbrella often share[15].3 Per National Center on Disability and Journalism guidelines (https://ncdj.org/style-guide/), I use person-firstlanguage (i.e., “persons with disabilities” rather than “disabled persons”) when talking about individuals withphysical and/or

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

want inthe engineering graduates they employ; and (3) the non-technical skills are recognized asessential to career success in engineering. As the title of this paper indicates, the historical narrative presented here is provisional.Nonetheless, it provides a high-level view and the beginnings of an understanding of thefactors that contributed to increased use of the terminology “soft skills.” The documentaryevidence cited here is deserving of deeper analysis. It should be possible to identify the authorsand publications that have been important in the discourse on “soft skills.” Additionally, thispaper has skirted both the debate over what should replace the hard-soft distinction and therelationship between the scholarly and popular

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucy Elizabeth Hargis, University of Kentucky; Courtney Janaye Wright, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Topics

Diversity

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Liberal Education/Engineering & Society

involveintense identity exploration and a period of planning for the transition to a career and adulthood[1]. When coupled with the demands of rigorous academic coursework and requirements, thisperiod of development can present significant psychological challenges. Indeed, mental healthconcerns have been increasing on college campuses, as students report more symptoms of stress,depression, and anxiety [2], [3]. This is concerning given the evidence of the link betweenmental health during college and students’ academic achievement, retention, work-ethic, andsocial well-being [1], [4]. Perhaps more alarming is the fact that suicide is the second-leadingcause of death on college campuses [1], [5].Seeking help from mental health professionals is one way

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gabriel Medina-Kim, Rensselaer Polytechnic Institute

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Diversity

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Liberal Education/Engineering & Society

—creating space for both declared and undeclaredcomputer science majors and minors. This is important for early computing undergraduates whomay need to see computing in a less depoliticized context that is clearly connected to the socialjustice to persist in the field. From an institutional and curricular standpoint, an electivedesignation reduces any illusory competition with other subject areas of computing. While late-career academics may have the authority among their department peers to bring such a courseinto the core, the elective designation supports early career academics who may not be supportedto make such a proposition. Thus, the elective designation settles for not exclusion from “core”computing curricular knowledge to be more

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

then used these scenarios to identify “the ideal attributes ofthe engineer of 2020” and describe “ways to improve the training of engineers to prepare themfor addressing the complex technical, social, and ethical questions raised by emergingtechnologies.” The Engineer of 2020 casts engineers in the role of change agents and leaders in both theprivate and public sector and focuses on the opportunities that lay ahead: “The years between thepresent and 2020 offer engineering the opportunity to strengthen its leadership role in society andto define an engineering career as one of the most influential and valuable in society and one thatis attractive for the best and the brightest” (p. 48). Realizing these aspirations, the report’sauthors