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

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

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Diversity

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

Paper ID #33795A Tool for Informing Community-Engaged ProjectsCamille Velarde, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological En- gineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National

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

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

Paper ID #34286Engagement in Practice: Project-Based Community Engagement ModelPreliminary Case StudiesPaul A. Leidig P.E., Purdue University at West Lafayette Paul A. Leidig is a PhD student in Engineering Education and a member of the instructional team for the Engineering Projects In Community Service (EPICS) program at Purdue University in West Lafayette, Indiana. He received his Bachelors of Science in Architectural Engineering from the Milwaukee School of Engineering and Masters of Science in Civil Engineering from the University of Illinois at Urbana- Champaign. Mr. Leidig is licensed as a Professional Engineer in 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

Angelina Nicole Rivera, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Robin Bullock, Colorado School of Mines; Thomas J. Phelan, United States Air Force Academy; Kathleen M. Smits, The University of Texas at Arlington

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

, United States Air Force Academy Dr. Phelan is an associate professor in the Department of Civil & Environmental Engineering at the United States Air Force Academy in Colorado.Prof. Kathleen M. Smits, The University of Texas at Arlington American c Society for Engineering Education, 2021AbstractThe Responsible Mining, Resilient Communities project is a multi-country, interinstitutional, andinterdisciplinary global research collaboration whose goal is to co-design socially responsibleand sustainable gold mining practices with communities, engineers, and social scientists. A keycomponent of this work is engineering education research that investigates how situated

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

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

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

. Leidig P.E., Purdue University at West Lafayette Paul A. Leidig is a PhD student in Engineering Education and a member of the instructional team for the Engineering Projects In Community Service (EPICS) program at Purdue University in West Lafayette, Indiana. He received his Bachelors of Science in Architectural Engineering from the Milwaukee School of Engineering and Masters of Science in Civil Engineering from the University of Illinois at Urbana- Champaign. Mr. Leidig is licensed as a Professional Engineer in the state of Colorado and has six years of industry experience in structural engineering consulting. Throughout his student and professional activities, he has focused on community-engaged engineering and

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

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Liberal Education/Engineering & Society

the Promise of Virtue, the subject of an upcoming symposium on Syndicate. Commit- ted to interdisciplinary collaborations that translate academic research for larger, professional audiences, he has contributed to Uppsala University’s Engaging Vulnerability Project and, most recently, collabo- rated with Dr. Shelly Rambo at Boston University developing an ebook, Trauma and Moral Injury: A Guiding Framework for Chaplains. He holds a BA from Georgetown University, an MDiv from Harvard University, and PhD in religion, ethics, and society from Emory University.Dr. Michael Lamb, Wake Forest University Michael Lamb is Executive Director of the Program for Leadership and Characterand Assistant Professor of Politics, Ethics

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

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

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

effective, responsible, andaccountable to the communities they hope to serve? How do engineering students understandhow to work in these organizations that historically have not been part of traditionalengineering career pathways – “The Road Less Travelled”? This paper presents a conceptualmodel for understanding, partnering, and building relationships between engineering teamsand NGOs, organizations that rarely figure in the employment landscape of engineering. Itproposes that sustainable community development (SCD) projects require a level ofembeddedness in communities, engagement, continuity and logistical maturity that mostengineering schools with community-engagement programs are ill equipped to provide bythemselves but that in partnership

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

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Liberal Education/Engineering & Society

of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in

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

undergraduate training, teaching, and research assistantships at Cali- fornia Polytechnic State University in San Luis Obispo, where he received a B.S. in Computer Science. Currently, Medina-Kim researches how undergraduate students negotiate commitments to social justice throughout their participation in co-curricular humanitarian engineering projects. American c Society for Engineering Education, 2021 Towards Justice in Undergraduate Computer Science Education: Possibilities in Power, Equity, and Praxis1. IntroductionGiven assimilationist criticism of national initiatives to expand computer science education,recent computing education research has

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Liberal Education/Engineering & Society

ability to identify and use appropriate technical literature” [4].Program GoalsWhatever form it took, an enhanced technical writing program would have to meet these goals: • Support ABET’s instruction to produce students proficient in technical communication skills • Respond to employer requests for freshman co-op students more versed in business and technical writing tasks • Teach students a portable set of writing and presentation skills • Help students develop a process approach to writing that includes audience, purpose, context, research, and format considerations • Encourage students to develop a self-reflective approach to writing projects with the goal of becoming more proficient writersEmbedded Technical

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

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Diversity

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Liberal Education/Engineering & Society

conference.COVID-19 has both exacerbated and made more obvious the unevenness and inequities in oureducational practices, processes, and infrastructures. This paper is an extension of a broadercollaborative research project that accounts for how an exceptional group of engineeringeducators have taken this opportunity to socially broaden their curricula to include not just publichealth matters, but also contemporary political and social movements. Engineering educators forchange and advocates for social justice quickly recognized the affordances of diverse forms ofdigital technologies, and the possibilities of broadening their impact through educationalpractices and infrastructures of inclusion, openness, and accessibility. They are makers of whatGary

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

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Liberal Education/Engineering & Society

possible and even compelling [9, p. 4].There are numerous examples of innovative, interdisciplinary, first-year engineering courses thatalso motivated our curriculum development. Some utilize project-based learning strategies tohelp establish an understanding of the nature and limitations of engineering models [11]. Someembrace role-play as a way to demonstrate the importance of context and perspective in defining,to say nothing of solving, sociotechnical problems [12]. Yet others have an explicit focus onethics, having students grapple with real-world engineering ethics problems [13]. All of thesecourses prioritized communications and teamwork, and created opportunities for empathybuilding.3. Course overviewMaking the Modern World challenges a

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

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Liberal Education/Engineering & Society

, engineeringdesign, and project management(f) an understanding of professional and ethical responsibility: understand professional and ethicalresponsibilities as they apply to both particular engineering projects and to the engineering profession as a whole(g) an ability to communicate effectively with both expert and non-expert audiences(h) the broad education necessary to understand the impact of engineering solutions in a global andsocietal context: understand the impact of engineering solutions in a global and social context and use thatunderstanding in the formulation of engineering problems, solutions, and designs(i) a recognition of the need for, and ability to engage in, lifelong learning: the development of the researchand analytical skills

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University

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Liberal Education/Engineering & Society

, cisgender, not first- “EM,” (“Class B”), University A generation college student, Ph.D. (faculty reflection logs are (Electrical Engineering) analyzed for this paper) Professor C Co-author, project PI and Female, white (non-Hispanic), Professor (tenure line) who heterosexual, cisgender, not first- had previously integrated generation college student, Ph.D. sociotechnical thinking into a (Electrical Engineering) course and who collaborated on the interventions, University A

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Justin L. Hess, Purdue University at West Lafayette; Aristides Carrillo-Fernandez, Purdue University at West Lafayette; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University at Buffalo, The State University of New York

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Diversity

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Liberal Education/Engineering & Society

complex skills like design and advanced research methods like agent-based modeling. He is the incoming Program Chair for the Design in Engineering Education Division within ASEE. American c Society for Engineering Education, 2021 Exploring how Empathy Manifests with/for Teammates in a Junior-Level Biomedical Engineering CourseAbstractTeamwork projects are a common feature of undergraduate and graduate engineering programsand improved collaboration skills is an expectation of ABET accredited programs. Thus, it isimportant to understand factors that contribute to the development of more effectivecollaboration skills among engineering students. We posit

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

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Diversity

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Liberal Education/Engineering & Society

. Literature Review We conducted a literature review to better understand the role of CSR in the larger context of ethicseducation, what limitations may exist to the effectiveness of CSR in engineering education, and whattechniques are commonly used already in teaching similar forms of ethics education. We also looked forresearch similar to our own to help determine limitations of our project, and possibly compare findings.The importance of teaching engineering ethics, communication, teamwork, and CSR at an undergraduateeducation level has been identified as important for engineer’s success in the workplace after graduation[6], [9]-[11]. ABET has stipulated that students graduating from accredited engineering programs areexpected to have “an

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

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Diversity

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Liberal Education/Engineering & Society

diminishment of students’ desire to do good in the world.Students’ interest in public welfare considerations of engineering work decreased over the courseof their education. Bielefeldt [40] performed a detailed study of a related phenomenon: “sociallymotivated students leaving engineering at disproportionately higher rates,” a particular concernsince societal and caring motivations have gendered and ethnoracial variations. Bydecontextualizing engineering knowledge in the curriculum, engineering education pushes outstudents motivated to use engineering for social good.When students are encouraged to work on local or global community-based projects, their sense(reinforced by their educators) that social and cultural contexts are irrelevant to – or, at

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

project management and implementation. She holds a BASc in Industrial Engineering from the University of Toronto and an MSc in Management, specializing in Operations Management, from the University of Bath. American c Society for Engineering Education, 2021Penalized for Excellence: The Invisible Hand of Career Track StratificationAbstractInequities persist in the engineering profession despite nearly four decades of diversity and inclusionefforts. In this paper, we propose an institutional mechanism to explain this persistence—career trackstratification. When engineering educators and researchers frame engineers’ careers as personal journeys,we implicitly characterize

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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Liberal Education/Engineering & Society

for Engineering Education, 2021 Paper ID #33282Practice (Wiley-IEEE Press, 2018). His current research grant project explores how to foster and assesssociotechnical thinking in engineering science and design courses. American c Society for Engineering Education, 2021 Exploring the Nexus Between Students’ Perceptions of Sociotechnical Thinking and Construction of Their Engineering Identities Introduction In the United States, engineering education traditionally prioritizes learning the technical detailsof math and applied science over understanding the complex social, political

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

energy systems and power electronics. He has been working on thin film solar cell research since 1979 including a Sabbatical Leave at the National Renewable Energy Laboratory in 1993. He has also worked on several photovoltaic system projects Dr. Singh has also worked on electric vehicle research, working on battery monitoring and management systems funded primarily by federal agencies (over $3.5 million of funding). Dr. Singh has consulted for several companies including Ford Motor Company and Epuron, LLC. He has also served as a reviewer for the US Department of Energy and National Science Foundation. Dr Singh has over 150 conference and journal publications and holds seven issued US patents. Dr. Singh’s recent

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

perspectives that differ fromyour own and integrate your individual expertise and views with those of other people of bothtechnical and non-technical backgrounds(e) an ability to identify, formulate, and solve engineering problems: identify, formulate,articulate, and solve engineering problems; think critically about and reflect on the processes ofproblem definition, engineering design, and project management(f) an understanding of professional and ethical responsibility: understand professional andethical responsibilities as they apply to both particular engineering projects and to the engineeringprofession as a whole(g) an ability to communicate effectively with both expert and non-expert audiences(h) the broad education necessary to understand the

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

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Liberal Education/Engineering & Society

Paper ID #34487Exploring Values and Norms of Engineering Through Responsible Innova-tionand Critiques of Engineering CulturesDr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology & society program in the De- partment of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the ’4C Project’ on Cultivating Cultures of Ethical STEM education with col- leagues from Notre Dame, Xavier University and St. Mary’s College. He is also the co-leader of the ’Nano and the City’ thematic research cluster

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

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

professional engineer in Virginia and a Project Management Professional. Aaron’s primary areas of research are engineering education, the behavior of steel structures, and blast. Aaron mentors students by serving as an advisor for capstone projects and through service as an Officer Representative for Women’s Volleyball and Men’s Basketball. His passion for teaching and developing tomorrow’s leaders resulted in his selection in 2009 for the American Society of Civil Engineers New Fac- ulty Excellence in Teaching Award and the 2013 Outstanding Young Alumni Award for the Department of Civil and Environmental Engineering at Virginia Tech.Lt. Col. Brad C. McCoy, United States Military Academy Brad C. McCoy is a Lieutenant

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Shannon Davies Mancus, Colorado School of Mines

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Liberal Education/Engineering & Society

many nonhuman beings, forces, and systems which surround and suffusethem, allowing us to address such questions explicitly within our pedagogy.When we teach, we seek to advance generative critiques of engineering, connect to studentvalues, and frame new perspectives about what engineering can be. This is not a minor project,as the work of a wide community of scholars in engineering education can attest (see, forexample, [1] [2] [3]). We find that recent scholarship in Environmental Humanities and Scienceand Technology Studies (STS) offers conceptual tools to help us develop such curricula. Thisscholarship develops paradigms for addressing what we sometimes call “non-humans” in relationto technologies and social life— paradigms that offer

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

better equipped to make informed decisions on project alternatives. This ability to understand the subtle nuances of complex technical problems makes EGRS majors the intermediary between traditionally trained engineers and society.” 2Engineering Studies graduates are more diverse in terms of gender than are the College’sgraduates with BS degrees in engineering, and they are more diverse in terms of ethnicity thanboth those with BS Engineering degrees and students with degrees in disciplines other thanengineering [3]. Clearly, the Engineering Studies Program is a place where women and studentsof color feel

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

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Liberal Education/Engineering & Society

Paper ID #34039Instructors’ Experiences With the Miscibility of Math and Communicationin a Probability and Statistics CourseDr. Sheila Anne Gobes-Ryan, University of South Florida Sheila Gobes-Ryan is a Communication Instructor in the College of Engineering at the University of South Florida. She received her PhD in Communication and an interdisciplinary MLA degree from the University of South Florida. She has a Bachelor of Environmental Design, architectural focus, from North Carolina State University. She was a workplace strategic planner involved in large scale corporate and government projects for STUDIOS Architecture

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

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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

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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Liberal Education/Engineering & Society

Engineering from the University of Colorado Boulder. Dr. Canney currently works as a Senior Project Manager for Taylor Devices, Inc. American c Society for Engineering Education, 2021 Using a Values Lens to Examine Engineers’ Workplace ExperiencesIntroductionThe development of a skilled and robust U.S. engineering workforce is more crucial than ever asnumerous social, environmental, and health crises unravel on a national and global stage [1]. Yet,productivity and retention remain prominent concerns for the engineering profession [2] [3].Studies have addressed these issues by focusing on the persistence of a “skills and knowledge”gap, noting how engineers’ preparation

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Athena Lin, Purdue University at West Lafayette; Justin L. Hess, Purdue University at West Lafayette

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Liberal Education/Engineering & Society

. Students participated in one of the following design projects in their firstsemester at the university: (1) designing a recycling sorting process for hand towels in a localbasketball arena; (2) designing a modality to improve safety of campus infrastructure; (3)designing toys for differently abled children in collaboration with a local partner; or (4)participating in a separate community-engaged experience. Thus, most students did notparticipate in a course explicitly focused on service-learning, but all students participated in acommunity-oriented design project. Table 1 includes participant pseudonyms.Table 1. Participant overview Student Interview Mode Amelia In-person Ethan In-person Grace In-person

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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Liberal Education/Engineering & Society

funded clusters of projects inengineering education research and practice that seek to define this emerging pattern. In addition,a series of academic articles, authored by influential policy thinkers, including universitypresidents and officials at the MoE, help elaborate the background, objectives, and implicationsof the 3E policy [16-19]. The official 3E policy documents are quite succinct in stating the goalsand strategies of engineering education reforms. To provide more context about the policydiscourse, we also examine four academic articles that aim to interpret the policy, authored byscholars who participated in the conversations that led to the formulation of the official 3E policydocuments.The following three sections present a close

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

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Liberal Education/Engineering & Society

—rather than investigating systemic or “watershed”-type hazards [13]-[15]. Someapproaches that aim toward broadening faculty teaching strategies rather than protecting studentsfrom them include integrating relevant applications of STEM content; emphasizing the societalcontext and social justice implications of engineering work [16]; and using project-basedlearning to engage students in real-world applications and collaborative work [17].Moreover, engineering’s tendency to cling to an idea of itself as “apolitical” and “neutral,” ratherthan acknowledging its social construction and baked-in centering of white masculinity, has beenshown to be correlated with the marginalization of under-represented participants in engineeringculture [18],[19]. The