Displaying all 20 results
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges
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- 2025 ASEE Annual Conference & Exposition
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- Brainerd Prince, Plaksha University; Mhonbeni E Humtsoe; Satya Swaroop Nune, Plaksha University; Ananya Singla; Tanu Adhikari; Nandini Goyal; Yuven Blowria, Plaksha University; Pehar Jhamb, Plaksha University
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integrated curriculum. The National Mission for Manuscripts (NAMAMI), setup in 2003, has listed 3.5 million manuscripts out of the estimated 40 million in India. Two-thirds of these are in Sanskrit and 95% are yet to be translated [10]. As a result, India is still atthe tip of its ancient knowledge iceberg as a large part of its ancient literature is in Sanskrit[9]. According to Kaul and Bharadwaj, ‘India needs a strategic plan with focusedinterventions to establish science and technology as a continuation of the legacy of the past,instead of an import from the West’, and they acknowledge that ‘the establishment of theIndian Traditional Knowledge Systems Division in the Ministry of Education at All IndiaCouncil for Technical Education in October
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity
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- 2025 ASEE Annual Conference & Exposition
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- Lisa Romkey, University of Toronto; Robert Irish, University of Toronto
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- Liberal Education/Engineering & Society Division (LEES)
, pedagogical strategies and conceptualframeworks, and motivates numerous future directions for STT work. However, we have notidentified literature that explores the integration of major theoretical frameworks or pedagogicalfoci to suggest a within-course STT curriculum. Our work, through an exploration of ourteaching practice, aims to offer this.It is important to acknowledge the challenges inherent to teaching in this space. In Polmear et al(2018), interviews on teaching practices related to ethics and social impacts found challenges instudent interest and engagement and support for teaching, which were echoed by Tang et al(2018) and Lucena and Leydens (2015), who note the challenge of students in engineeringtending to lean towards dualistic (right
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges
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- 2025 ASEE Annual Conference & Exposition
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- Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba
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didn’t make this connection at the time,but being in that state for four years really stifled my ability to think critically about engineeringand society. I have often felt regret for not taking advantage of those opportunities, but in reality,the way the engineering curriculum was structured simply didn’t allow for it.JT: I strongly resonate with the experiences of feeling so deeply overwhelmed in engineeringcoursework and extracurriculars during my undergraduate that I felt stressed intodepoliticization. In addition to a full course load, I was on an engineering design team thatoccupied most of my weekends. Being part of an all-consuming design team was seen as anotherbadge of being part of the engineering in-group and felt necessary for job
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration
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- 2025 ASEE Annual Conference & Exposition
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- Mark J. Povinelli, Syracuse University
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starting point for a Holistic Design Thinking (HDT) methodology[20], [30]. Grounded in a pedagogy of transdisciplinary knowledge and holistic practice [20], thismethodology challenges traditional engineering education by positioning love, its attributes, andrelated ethical commitments as both the starting point and the guiding core of the designmethodology taught and practiced by students.HDT integrates these principles within a continuous, cyclical relationship—acknowledging thatdesign is not a linear progression, but an ongoing process of reflection, evaluation, andadaptation based on interaction. Its framework is responsive to both human and ecological needs.It invites students to engage through iterative cycles of experience, reflection
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration
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- 2025 ASEE Annual Conference & Exposition
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- Nicholas Rabb, California State University Los Angeles; Desen Sevi Özkan, University of Connecticut
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. D’Ignazio, and L. Klein. Data Feminism. Cambridge, MA: MIT Press, 2020.[12] E. Godfrey. “Understanding Disciplinary Cultures,” In Cambridge Handbook of Engineering Education Research, Cambridge: Cambridge University Press, pp. 437–456, 2014.[13] E. Guendelsberger. On the Clock: What Low-Wage Work Did to Me and How It Drives America Insane. Little, Brown, and Co., 2019.[14] J. R. Herkert, “Engineering Ethics Education in the USA: Content, Pedagogy and Curriculum.” European Journal of Engineering Education vol. 25, pp. 303-313, 2000.[15] D. J. Hess, and L. A. Satcher.”Conditions for successful environmental justice mobilizations: an analysis of 50 cases.” Environmental Politics, vol. 28, pp. 663–684
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education
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- 2025 ASEE Annual Conference & Exposition
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- Shazib Z Vijlee, University of Portland; Stephanie Anne Salomone, University of Portland; Andrew Guest, University of Portland
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Research Labs). Dr. Vijlee has been at the University of Portland since 2014. He was an Assistant Professor of Engineering from 2014 to 2020. He directed the First Year Engineering Experience from 2016 to 2020. He was Associate Dean of Academics from 2020 to 2024.Prof. Stephanie Anne Salomone, University of PortlandAndrew Guest, University of Portland ©American Society for Engineering Education, 2025 A Mixed-Methods Analysis of First-Year Engineering Student Curiosity in the Context of a Liberal Arts Core CurriculumIntroduction and BackgroundAfter several years of informally noticing that engineering students appear less inclined to appreciatethe value of a liberal arts core curriculum
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration
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- 2025 ASEE Annual Conference & Exposition
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- Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto
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the value of integrating humanities into engineering to accomplish this goal, manyquestions remain about how to do this in practice, especially given the range of differentinstitutional and educational contexts at play [3] [4] [5] [6] [7]. Vestigial arguments that pitengineering students and engineers against their humanities counterparts further frustrate movestowards an integrated curriculum; these arguments underscore the need to provide credibleevidence that an integrated humanities and engineering curriculum is not only valuable butachievable. Just as the discourse around the liberal arts is inexact, the metrics by which wemeasure the success of liberal arts and humanities integration is nebulous. Arguably, moredemonstrable examples of
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II
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- 2025 ASEE Annual Conference & Exposition
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- Clay Walker, University of Michigan; Mariel Krupansky, University of Michigan; Robin Fowler, University of Michigan; Kenneth M. Alfano, University of Michigan; Colleen Hart, University of Michigan
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- Liberal Education/Engineering & Society Division (LEES)
content–learning how to be an engineer, todevelop an understanding of engineering content.Taken together, the dual trends of valuing accuracy, factual correctness, and integrity while alsovaluing GenAI’s ability to serve as a learning tool to check, practice, and understand engineeringcontent reveals a relatively balanced tension between students’ beliefs about the limitations andopportunities for GenAI to enhance their learning and growth as engineers. On the one hand,students are concerned about the accuracy of information developed through GenAItechnologies, and they emphasize the need to use GenAI in a way that doesn’t disrupt authentic,deep learning in their discipline. On the other hand, students value the potential for GenAItechnologies to
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity
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- 2025 ASEE Annual Conference & Exposition
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- Kathryn A. Neeley, University of Virginia
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- Liberal Education/Engineering & Society Division (LEES)
claimed literature, including literary history, criticism, andphilology, as the distinctive intellectual territory of their discipline. In the meantime, theproblems posed by teaching composition in college were experienced particularly acutely inengineering schools and colleges. As Teresa Kynell (1996) notes in Writing in a Mileu of Utility:The Move to Technical Communication in American Engineering Programs 1850-1950,awareness of the communication deficits of graduating engineers and attempts to remedy themhave existed since preparation for engineering moved from an apprenticeship model to a fouryearuniversity curriculum in the 1850s. Kynell’s work, like much scholarship on the history oftechnical communication, seeks to establish technical and
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes; Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Jennifer Hadley Perkins, University of Nevada - Las Vegas; Joshua Owusu Ansah, Arizona State University; Precious Njeck, Arizona State University, Polytechnic Campus; Esther Low, Arizona State University; Crislana Rafael, Arizona State University; Bilal Ahmad, Arizona State University; Jenna Materna, Arizona State University
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Systems & Design Program at Arizona State University. Her research interests include Graduate Students’ Teaching Formation, Faculty Development & Mentorship, Curriculum Design, and Virtual instruction. She earned a BS in Mechanical Engineering from the University of Kansas in 1997. She attended Wichita State University for graduate study, earning a Secondary Mathematics Teaching Certification in 2008 and an MS in Mechanical Engineering in 2018. Ms. Perkins is a former Assistant Engineering Educator in the Engineering Technology Department of Wichita State University. She has also taught Secondary Mathematics courses in both public and private school settings.Joshua Owusu Ansah, Arizona State UniversityPrecious
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Julie Vale, University of Guelph; D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto; Stephen Mattucci, University of Guelph
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rooted deep in the culture, stereotypes, andcurriculum of engineering, and it will take the sustained work of many to effect lasting andmeaningful change towards a truly holistic curriculum that will train technically and sociallyproficient engineering students.For engineering students to be socially proficient, they must develop empathy skills. However,integrating empathy into engineering education isn’t as simple as ‘just’ teaching student. It startswith convincing engineers that empathy should be associated with engineering. I have hadacademic engineers tell me that the inclusion of empathy in engineering curriculum is ridiculous,that empathy has no place in engineering or an engineering journal, and that my work would beeasier if I just
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology
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- dered if there was a way to validate and promote these discussions at the intersection of engineering, community, and identity as an integral part of STEM education and practice, when in their experience, they had often remained at the fringe or relegated to courses outside of the technical curriculum.Background and motivationScenario #0 above marks a turning point in the development of a course titled Effective andEnduring Advocacy: Leading with Compassion in STEM, catalyzing its transition from an earlyconcept into a fully supported Pilot Course [1]. We now offer the present work, a CollaborativeAutoethnography (CAE), which explores the impacts of the course on both students andfacilitators.Development of the Pilot Course
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education
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- 2025 ASEE Annual Conference & Exposition
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- Nadine Zeeni, Lebanese American University; Haidar Harmanani, Lebanese American University; George E Nasr, Lebanese American University; Rony S. Khnayzer, Lebanese American University
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- Liberal Education/Engineering & Society Division (LEES)
, and providing opportunitiesfor students to engage in projects that address real-world sustainability challenges. Byfostering a deeper understanding of the climate crisis and equipping engineers with theknowledge and skills to develop sustainable and equitable solutions, we can empower them toplay a crucial role in mitigating climate change and creating a more sustainable future for all.This paper examines the development and implementation of an interdisciplinary Liberal Artsand Sciences Curriculum (LASC) at a private university. Designed to integrate sustainabilityprinciples into engineering education, the program aligns with the United Nations SustainableDevelopment Goals (SDGs) and equips students to address the multifaceted challenges
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community
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- 2025 ASEE Annual Conference & Exposition
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- Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech
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, hack, and make. In this paper, we explore theoretical andalternative design frameworks for integrating research into school and work, using a student-designed learning artifact called AlaskaCraft as an example of how the complexity of this historyand research has made its way into the classroom.Keywords: design, active learning, complexity, anthropology, Alaska, housing Research BackgroundThe learning activity presented in this paper – an education game called AlaskaCraft – is basedon a case study of the construction of home-building projects often referred to as cold climatehousing projects by the engineers, builders, and Alaska Native community members whocontributed to our research. These building
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures
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- 2025 ASEE Annual Conference & Exposition
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- Rae Jing Han, University of Washington; Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Teodora Rutar Shuman, Seattle University; Alan Cheville, Bucknell University; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology
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in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I
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- 2025 ASEE Annual Conference & Exposition
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- Lazlo Stepback, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (PWL) (COE); Amanda Katz, Utah State University
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on the latest research bywell-trained instructors. Engineering educators should be partners with organizations likeASPIRE and NREL to bring learning about the latest technology into the classroom. Sociologicalperspectives can also be integrated into the curriculum, as suggested by Galpin et. al [16], to giveengineering students a more holistic understanding of how infrastructure impacts people.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1941524, NSF Engineering Research Center for Advancing Sustainability through PoweredInfrastructure for Roadway Electrification (ASPIRE).References[1] H. Ritchie, (2024). “Tracking global data on electric vehicles.” Our World in Data, Feb
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II
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- 2025 ASEE Annual Conference & Exposition
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- Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan
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provided an opportunity to expose students to topics that are rarely coveredin standard engineering curricula, it has a few downsides. First, it is a stand-alone, electivecourse, and this setting has been shown to be less influential on engineering students’ ethicaldevelopment than instruction that is integrated into engineering courses [23]. Addressing theculture of disengagement from public welfare concerns in engineering education will ultimatelyrequire that public welfare concerns be incorporated into what are traditionally understood as“technical” courses. Separating education on public welfare responsibilities into its own coursedoes not challenge this division of “technical” and “social” responsibilities [24]. A first stepwould to make the
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures
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- 2025 ASEE Annual Conference & Exposition
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- Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering; Davis Chacon-Hurtado, University of Connecticut
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Connecticut Davis Chacon Hurtado, Ph.D., is an assistant research professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, the College of Engineering, and the Human Rights Institute, to promote and advance interdisciplinary research in engineering with a clear focus on societal outcomes. Davis is working with several faculty on campus to develop research and curriculum at the intersection of human rights and engineering, such as the one discussed herein. Davis completed his Ph.D. in Transportation and Infrastructure Systems at Purdue University in West Lafayette, Indiana, in 2018. His research interests include
Characteristics and Discourses about Energy Transition: Insights from Crossdisciplinary Student Talk
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
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- 2025 ASEE Annual Conference & Exposition
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- Desen Sevi Özkan, University of Connecticut; Todd Campbell, University of Connecticut; Pamela C Detrois, University of Connecticut
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Paper ID #46084Characteristics and Discourses about Energy Transition: Insights from CrossdisciplinaryStudent Talk ¨Dr. Desen Sevi Ozkan, University of Connecticut Desen is an assistant professor at the University of Connecticut in the Chemical and Biomolecular Engineering Department. She holds a Ph.D. in Engineering Education from Virginia Tech. Her research focuses on sociotechnical engineering education and how people make sense of complex sociotechnical energy infrastructure and systems.Todd Campbell, University of Connecticut Todd Campbell is a Professor and Head of the Department of Curriculum and
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II
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- 2025 ASEE Annual Conference & Exposition
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- Gabriel Van Dyke, Utah State University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Vanessa Tran, Utah State University
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engineering from Dartmouth College, a master’s in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years in both London, UK and Silicon Valley, CA. His research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the Equity Research Group where he mentors