Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University

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Diversity

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Liberal Education/Engineering & Society

embed social, political and economic context intoengineering education, particularly in engineering for sustainable community development, sothat engineers better understand the wider impacts that can result from their interventions. Onesuch method is the integration of reflective exercises within engineering course work.This paper traces the adoption of critical reflection as a core pedagogical strategy in anengineering management program focused on sustainable international development within oneUK university. Critical reflection, which stems from a critical scholarly tradition, asks us toquestion our assumptions, recognize the role that power plays in shaping our social reality, anduse reason to advance our emancipatory thinking and

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

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Liberal Education/Engineering & Society

with disabilities. She also leads STEM outreach activities for the UW community and local K-12 students involving toy adaptation for children with disabilities. Di- anne holds a PhD in Genetics from Duke University, and BS in Molecular Biology and BA in Psychology from the University of Texas at Austin. American c Society for Engineering Education, 2020 Reflection to Promote Development of Presentation Skills in a Technical Communication Course (Classroom Application)IntroductionIn this Classroom Application, we document our implementation of reflection to help studentsgain confidence and improve their

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

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Diversity

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Liberal Education/Engineering & Society

sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering.Eleanor Berke, Boston Public Schools Berke is interested in the ways that role play may cause the body to shift the mind building, empathy and perspective. She has used acting as a tool to cultivate empathy for the immigrant experience, to improve

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #30323Teaching Ethical Photography to deepen Global Engineering CompetencyDr. Robert S Emmett, Virginia Tech Dr. Emmett serves as Assistant Director for Global Engagement in the College of Engineering at Virginia Tech. He is the author of Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (Uni

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Balakrishnan, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Priya Subra Mani

Tagged Divisions

Liberal Education/Engineering & Society

measures of academicperformance [19]. These courses have also been linked to decreases in dysfunctional careerthoughts [20], [21], [22] and psychological distress [23].As stated, there is scant research available on classes where career development supports havebeen integrated into existing program curricula. The information that does exist is primarilyanecdotal, with practitioners using mainly informal career supports and sharing their experiencesand observations at conferences (e.g. [4]), in articles focusing on their experiences (e.g. [5]), orreporting data that are generally gleaned from students’ self-reports via course evaluations. Forexample, when employability skills language and reflections were integrated into classrooms atMemorial

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Taylor, Iowa State University; Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society

tostudents in the College of Engineering and students enrolled in the Science, Technology, andSociety (STS) minors program in the College of Liberal Arts. Through interactive classexercises, multidisciplinary topic readings, case study examinations, and personal reflections,students will conduct detailed exploration into ethics, sustainability, and problem-solvingprocesses. The overarching objectives for this class are to equip students to identify, analyze, andaddress problems at the intersection of engineering, technology, and personal and societal valuesystems. Students will be challenged to develop and utilize problem-solving approaches fromacross disciplines in the context of both technological and social challenges, using the SDGs as

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Robert Bruce P.E., Fulbright University Vietnam; Sebastian Dziallas, Fulbright University Vietnam

Tagged Divisions

Liberal Education/Engineering & Society

acceptance of liberal arts or active learning concepts in relation to this community.Complementary to this analysis is reflective qualitative remarks from the student body in theform of individual comments submitted after course completion. Through analysis of results therefinement of the programming in this unique first year interdisciplinary program can be furtherdata driven and hopefully lead to improved understanding of the intricacies of combined liberalarts – active learning – engineering environments.IntroductionEducation as a genre can be self-defined with a pedagogical dimension that is forever in searchof further understanding. This ever-present shifting of perspective on variety and applicability ofeducation styles has afforded an

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

​, ​critical thinking and reflection, identity development​,and ​embracing many ways of knowing and being​. Learning experiences provided scaffolding forstudents to identify and prioritize the impacts they hope to make in the world; explore paths formaking these impacts possible; and begin to share these experiences, values, and ambitions withvarious audiences. The course asked students to engage with questions such as: ​As individualsand engineers, how should we pose ethical questions and prepare to advocate for the values thatwe hold dear​? ​How might we start to understand and react to larger global problems, causes,challenges, and opportunities that surround us​? ​Who am I and what is my place in the world​?The course was a new, experimental

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Foster, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette

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Diversity

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Liberal Education/Engineering & Society

. c American Society for Engineering Education, 2020 Reflecting on #EngineersShowUp: Outcomes and Lessons from Organizing a Campaign among Engineering EducatorsAbstractIn an open dialogue format, participants and organizers of #EngineersShowUp report on theorganizing work, actions, discourse, and reflections emerging from an NSF-funded week ofaction campaign that occurred from February 23rd - 29th, 2020. Participants helping to organizeand take part included students, faculty, administrators, postdoctoral researchers and othersconnected to the world of engineering education. The intention of this week of action (directlyfollowing E-Week) was three fold. First, we aimed to test approaches from social movementsand assess

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

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Liberal Education/Engineering & Society

-yearintervention project designed to enhance writing in engineering and STEM. The examplesdescribe reflective, writing-to-learn activities for first-year orientation courses; scaffoldedapproaches for laboratory and problem-based-learning classes; and directed peer review andresponse to reviewer comments in middle- and upper-level courses. The paper concludes byaddressing the vital role STEM faculty play in socializing their students into ways of thinking,being, and writing in their disciplines and demonstrates how a process orientation to writinginstruction can help faculty achieve that goal.Section I: IntroductionThe Accreditation Board for Engineering and Technology (ABET) has identified effectivecommunication as a key criterion of engineering

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Liberal Education/Engineering & Society

among others.We analyzed students’ responses using critical discourse analysis to investigate how language, asa form of social practice, is used among engineering students to conceptualize purpose. We arguethat language in text used by students is descriptive of how they create meaning of differentsituations, and that those situations are reflective of the larger dominant discourse created bysociocultural practices in engineering. Preliminary results indicate that engineering Discoursesmay influence the conceptualizations of status, power, and solidarity in relationship to theirvalues and vocations.IntroductionThe concept of vocation is sometimes ignored by engineering students given that its connotationis traditionally related to religious

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Lynch, Australian National University; Jeremy Ingle Smith, Australian National University

Tagged Divisions

Liberal Education/Engineering & Society

for the field as a whole of this recent growth using the Australian case as anexample to reflect on the growth of the area and its current status. This is in order to encouragefurther discussion nationally and internationally, to further expand the capability and capacity ofthe engineering profession to respond to increasingly complex, large, and more frequenthumanitarian and human development challenges and responses in the 21st century.Humanitarian Engineering in AustraliaEmergenceThe first organisation in Australia to bring specialist engineering expertise to bear onhumanitarian and development challenges was RedR Australia, founded in 1992. Working underthe same model as RedR-UK, it maintained a register of experienced engineers who could

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Stephen Campbell Rea, Colorado School of Mines; Qin Zhu, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

toundertake, evaluate, and communicate about our work as educators, and to imagine newpossibilities. Concluding, we reflect on the ethical “wellness” of a whole engineer–and, indeed,whole communities in which engineers live and work—to frame questions about what ethicseducation could mean if we approached it differently.IntroductionDeveloping effective ethics training for engineers is an important but challenging proposition.When engineering educators teach ethics, we hope we are doing so in ways that will havepowerful effects for our students: not just familiarizing them with tools they can use to navigateworkplace legal structures, but also changing how they perceive engineering as a field for ethicalaction. Indeed, while only ABET outcome 4 deals

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John A. Nestor, Lafayette College

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Diversity

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Liberal Education/Engineering & Society

technology that led to a “virtuous cycle” of exponentialimprovement. Students engage in reading and discussion along with short lectures describing thedesign and manufacture of semiconductors. Hands-on experiences involving coding andintegrated circuit design are used to strengthen student understanding of basic concepts. Studentwriting assignments include reflections about their personal history experiencing technologicalimprovements, reactions to the hands-on experiences, and a book report in which they exploreone particular aspect of semiconductor technology and its societal impacts.Assessment of student writing assignments showed that students gained a qualitativeunderstanding of semiconductor design and manufacturing and an appreciation for the

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

know)? 2. Write a story about when you, or someone you know, or someone you can imagine, were personally impacted by bias in an engineering design.Student responses were collected and graded based on whether they had been submitted or not.The intent of the reflective questions was to motivate students to examine bias by giving them anopportunity to see how it had shaped their own lives. Students had already been exposed tostorytelling as a tool for communication via other initiatives in the department, so we includedsome reminders from those projects, such as “make it sticky,” “include a few compelling detailsto make the story specific [and] real,” and “help the reader see your story, like they are watchinga movie.”Intervention phase 1

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

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Diversity

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Liberal Education/Engineering & Society

in men’sresponses, expectancy was a more prominent theme for women. Thematic differences were alsoapparent in the instrumentality of the activity, with women more likely to record goals ofexciting students about engineering and men more likely to articulate goals of teaching content.Work In Progress (WIP): A Systematic Review of Outreach Impact 4 Bigelow [14] also used a VIE-informed reflection paper to investigate undergraduateengineering students’ motivation towards outreach after participating in a biomedicalengineering course in which an outreach activity was included. Using an inductive codingprocess, Bigelow identified 12 themes within the reflections, but these focused on lessonslearned

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

6Van Wie (26946), “Using Reflection to Facilitate Writing Knowledge Transfer in Upper-LevelMaterials Science Courses” by Mallette and Ackler (26638), and “Writing across Engineering:A Collaborative Approach to Support STEM Faculty’s Integration of Writing Instruction in theirClasses” by Ware, Turnipseed, Gallagher, Elliott, Popovics, Prior, and Zilles (26720). Thesepapers were presented in three different sessions (2 in LEES and 1 in chemical engineering); onewas funded by the NSF, while another had significant institutional funding.Many of the papers presented at the 2019 conference exemplify the fourth trend observed in the2016 analysis: collecting data (typically from student evaluations or surveys) for a single course(sometimes even for a

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicola W. Sochacka, University of Georgia; Christian Michael Culloty, University of Georgia; Jacob Hopkins; Julie R. Harrell, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. American c Society for Engineering Education, 2020 Using SenseMaker® to examine student experiences in engineering: A discussion of the affordances and limitations of this novel research approachIntroductionIn 2017, the National Science Foundation (NSF) organized a workshop in Washington D.C. tointroduce a new methodology, SenseMaker®, to the engineering education research community.This paper describes the development and implementation of a SenseMaker study, “TheEngineering

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

, our primary research question was: is the Comm Lab succeeding inimproving clients’ work according to our own metrics of success? I.e., do sessions bring clientscloser to our standards for a given communication task, which are informed by both rhetoricalprinciples and real-world field standards? To do so, we designed a quantitative, rubric-based,pre-post evaluation of authentic writing products: drafts for graduate school and graduatefellowship applications, assessed by authentic evaluators -- a team of our own peer coaches. Inorder to build a broader picture of the client’s analytical and reflective experience, wecomplemented the quantitative core of the study by collecting qualitative reflections about thecontent of the coaching session

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shehla Arif, University of Mount Union

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Diversity

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Liberal Education/Engineering & Society

rectangles are desks on which computers are placed. (b) is a design ofa panopticon conceptualized by Jeremy Bentham [20].Liberative [1], [16] or engaged [21] pedagogies seek shifting of power in and outside theclassroom. The student is trusted as an equal partner in the process of learning and teaching. Thestudent experiences are valued. The responsibility of education is shared between the studentsand the instructor. The instructor facilitates learning of (individual) and among (peer) students.The shared goal is that of liberation in the sense of equity and social justice. Liberation is soughtthrough “praxis” [1] (reflective action that affects constructive changes in the world). In thisway, education becomes “practice of freedom” [21]. Practicing

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

sustainabilitycame from the United States [9]. The study also identifies topics pertaining to engineering aswell as education and educational research as among the most numerous [9]. Based on theirfindings, the authors conclude, “there is considerable growth in studies related to sustainabilityand education for sustainability issues, reflecting their importance to the fields of teaching andresearch, as well as for mobilizing society to embrace sustainable development [9].” Below I briefly summarize two studies that follow on the trajectory mapped by VeigaÁvila and his colleagues. Both of these essays stress the importance of integrating learningmodules on sustainable development into core courses in the first or second years of anengineering

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; 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

documented stressors for engineering undergraduates [8, 18], theassociation of stress as part of engineering culture and how stress becomes normalized inengineering programs is understudied.The preliminary interview results suggest that engineering students are undereducated in terms ofmental health and available individual and institutional resources. Specifically, some participantscould not identify mental health and academic counseling resources readily available in theirengineering programs, suggesting a lack of accessibility. Participant responses also suggeststudents possess broad conceptualizations of stress, anxiety, and depression, as well as the effectsof each. Conceptualizations were nuanced and reflective of clinical definitions of these

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryn Elizabeth Seabrook, University of Virginia; Kathryn A. Neeley, University of Virginia; Kari Zacharias, Concordia University; Brandiff Robert Caron, Concordia University

Tagged Divisions

Liberal Education/Engineering & Society

moststraightforward STS content of any CES course. Finally, the CES component of the capstonecourse requires students to perform a “Real-Time Technology Assessment” of their own project,incorporating sociotechnical thinking into the engineering design process. CES members have reflected a great deal on how to best maintain the critical eye towardtechnology and society that they bring from their STS training while participating in thepractical, day-to-day goings on of an engineering and computer science faculty. In a piece in thejournal Engineering Studies (the inaugural paper in the journal’s “Critical Participation”category), CES faculty described the tensions that result from the position of CES within afaculty of engineering. Locally, the place of

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Mirabelli, University of Illinois at Urbana-Champaign; Allyson Jo Barlow, University of Nevada, Reno; Evan Ko, 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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Liberal Education/Engineering & Society

reflect on their mentoring practices to be a rewarding experience. We suggest thatpotential and current RIEF grantees should consider these themes and their personal preferencesas a mentor or as a mentee in order to improve and deepen their experience with RIEFmentorship.Limitations. The primary limitation of the study is the specific set of circumstances regardingthe population interviewed. The power dynamics at play between the mentors and mentees andthe expert-to-expert style of mentorship is potentially not generalizable to the training of otherengineering education researchers, such as graduate students. While a relatively large sample ofRIEF grantees was interviewed, potentially offering a strong profile of RIEF grantees, most ofthe

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

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Diversity

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Liberal Education/Engineering & Society

program, despite its clear focus on such experiences. In this section,we highlight some of the definitions, criteria, and characteristics found in the literature whichhave informed the set of characteristics used in this paper.Some discussions of real-world examples might imply that “real-world” necessitates connectionsto people in some explicit, direct or indirect way. For example, Huff writes that in his course,students, “Reflect on how real electrical systems interact with persons, and critique how theseelectrical systems affect social or environmental systems.” [17, p. 6]. In lieu of individual people,human organizations might be engaged, as suggested in the second course described bySubrahmanian and co-authors, which grounds real-world

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

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Diversity

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Liberal Education/Engineering & Society

engineering education and how their experiences reflect broader structural andsocietal inequalities present in engineering education.Dr. Suren Jayasuriya is an assistant professor in the Arts, Media, & Engineering program atArizona State University, and serves as Madeleine’s mentor on multiple projects. Hisbackground and research are in electrical engineering and computer science, although he has newresearch projects in engineering education, including epistemologies and student experiences ininterdisciplinary engineering and the arts/humanities programs. His subjectivity in this projectmostly focused on the application of queer theory and philosophy in the works collected in thisliterature review, including analyzing how effectively those ideas

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

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Diversity

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Liberal Education/Engineering & Society

ethnoracial minorities remain under-represented in engineering education andpractice [22]. Despite constituting just over half (51.5%) of the US population, women compriseonly 40% of the science and engineering workforce, and just 13% of professional engineers.African-Americans, though 12.3% of the general population, are underrepresented within scienceand engineering (7.7%) [23]. Underrepresentation is a concern for both utilitarian reasons ofeconomics and prosperity [e.g. 24] and also for moral reasons: it is simply unjust for the world tobe constructed by a professional community that does not reflect the demographics of that world.Interventions and investigations over many years have identified some factors that improve theexperience and increase

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

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Diversity

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Liberal Education/Engineering & Society

qualitative sensibility was selected to describe the personalexperiences associated with the issue of liberal arts in higher education engineering courses andprograms. The rationale is that a narrative study affords an opportunity to tell the story throughteacher reflection [17]. The story is a chronological [17], first-person, autobiographical account[18] with prompting from archived annual review documents and subsequent validation fromcolleagues. The classroom settings included one public land-grant and one private institutionwith a mixture of engineering and architecture students in opposing degree granting programs.The narrative context is threefold as it describes a broad timeframe and scope, and then narrowsto experiences in and out of the

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Courtney Paige Stanton; Carrie J. McClelland P.E., Colorado School of Mines; Emily Sarver; Linda A. Battalora, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Susan K. Peterson, Marietta College; Nicole M. Smith, Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

part of thisprofession. Without many experiences in classes or through co-curricular activities that showhow personal and professional experiences can be integrated, students are likely tocompartmentalize those senses of social responsibility. Those who do have significantopportunities to consider how their personal goals positively impact their work will go throughan evaluative and reflective process, visualized below, to take stock of how they can live theirpersonal social responsibility goals through their profession. Thus, Canney and Bielefeldt argue,the ​professional connectedness​ realm of social responsibility development requires engineers toconsider the opportunity costs and benefits of their decisions. For example, working to