Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kali Lynn Morgan, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Janece Shaffer, StoryReady LLC; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-direction. What people tend to remember, and the meaning they ascribe to thesememories, is influenced by the people they share their stories with: their parents, friends, andteachers. Based on this research literature, we thus incorporated story-driven learning into ourundergraduate curriculum.Another central tenet in, and intended outcome of, our curriculum is the development of anentrepreneurial mindset, as described by the Kern Entrepreneurial Engineering Network(KEEN). The ultimate goal of infusing entrepreneurially minded learning (EML) into ourundergraduate engineering curriculum is to not only develop our students’ engineering skill set,but to also habitualize the use of that skill set to create value for themselves, others, and societyas a

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

Paper ID #34087Work in Progress: Post-Pandemic Opportunities to Re-Engineer EngineeringEducation: A Pragmatic-Futurist FrameworkDr. Shahrima Maharubin, Texas Tech University I am a lifelong transformer. My personal, educational journey has built my skills as an engineer, leader, collaborator, and communicator. My education, engineering problem-solving skills and entrepreneurial spirit have naturally pushed me toward need-based innovation. The global pandemic has exacerbated societal problems and inequality and heightened the necessity of need-based innovation in many areas. One significant area is education. My goal is to

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

ofentrepreneurship, with alumni comparing their AB engineering classes to the BS engineeringscience classes they took: “The BS courses were more academically rigorous, while the ABcourses involved more creativity and independent problem-solving.” Alumni also described aparticular entrepreneurial mindset cultivated by the program: “There are two kinds of creativity, the Einstein version to see something in nothing; few of us have that ability, certainly not I, and the creativity that comes from seeing how things in one place can become something else in a different place, a different market, a different use, a new service or product. This kind of creativity requires

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

reports simply called for even more modernengineers.Figure 1: A visual depiction of new competencies needed by engineers upon review of theGrinter Report (1995) and the Vision of the Engineer of 2020 Reports (2004 and 2005).Even from an accreditation perspective, in 1997, ABET released Engineering Criteria 2000which made it clear that engineering education needed to include these global, societal,economic, and environmental mindsets in future engineers [4]. The incorporation of what arecommonly termed “soft skills” in engineering curriculum, including teamwork, communication,ethics, and social consciousness, were soon considered a necessity. Engineering coursework hadalready garnered a reputation as being content-heavy, so innovative and unique

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

private firms and engineers who are entrepreneurial and trying to create new things. I don't think we can, but this is getting to something bigger, but the crisis with climate change is too big for us to wait for politicians to lead the charge, and engineers are a big part of the private industry that can put us on the right path. That was my problem with that statement. (00:46:23)Dakota responded that, “you don’t hire an engineer to pass a law, you hire an engineer toaccomplish a task, and it’s not the engineer’s responsibility to decide if it’s right or wrong, theywere hired to do a job” (00:47:06). Cleopatra replied, “…for each individual engineer as ahuman being with a life's work to think about, what do you want to

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

engineering education. His current duties include assessment, team development, outreach and education research for DC Col- orado’s hands-on initiatives.Dr. Chris Swan, Tufts University Chris Swan is Dean of Undergraduate Education for the School of Engineering and an associate pro- fessor in the Civil and Environmental Engineering department at Tufts University. He has additional appointments in the Jonathan M. Tisch College of Civic Life and the Center for Engineering Education and Outreach at Tufts. His current engineering education research interests focus on community engage- ment, service-based projects and examining whether an entrepreneurial mindset can be used to further engineering education innovations. He