Displaying results 1 - 30 of 37 in total
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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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- Saskia van Beers, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto
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- Liberal Education/Engineering & Society Division (LEES)
]. Addressing systemicinequities can be challenging in any profession, but particularly so when members are socializedto think of themselves as free agents, unencumbered by social structures [2,3]. Our paperexamines the prevalence of agentic and structural explanations of career mobility among 952Canadian engineers who responded to a national engineering career path survey. We found that49.3% of racialized men, 71.6% of white women, 75.6% of racialized women and 68.0% ofLGBTQ2SI+1 engineers, compared to only 26.3% of white men, believed their social locationhad impacted their careers suggesting that individuals who are relatively under-represented in theengineering profession are more inclined to view their social location as a non-neutral feature
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- 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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- Brooks Michael Leftwich, Purdue University at West Lafayette (COE)
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-choice decision process. This workintends to inform engineering students, educators, and administrators during the students’development and job choice process, university career center administrators guiding studentsthrough the job search process, company recruiters in their interview and selection processduring the student’s job search, and industry partners in the recruitment, hiring, and retention ofengineering graduates with similar values. The following sections will detail the literatureassociated with influences on students’ job choice decisions, especially engineering students, themethods used to collect and analyze the data, the findings, and a discussion of the implications.IntroductionDecisions about which job to take and what career
WIP: Engineering Identity and Professional Skills Development in the Software Engineering Curriculum
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
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- Leanne Dawson, University of Calgary; Ayah Metwali, University of Calgary
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identity has changedthroughout the years, based on my academic experience and societal impact. My first exposure to the engineering profession was through a close relative, who worked as anengineering technologist for a small consulting firm. My initial impression of their work was thatthey mainly worked individually, performing calculations and creating technical drawings. Iinitially did not want to be an engineer, based on my lack of interest in architectural drawingsand external pressures to choose a more “feminine” profession, like teaching or nursing. A visitto the local university for their yearly Women in Engineering Day introduced me to differentsides of engineering, which drew me to a career in electrical engineering. At the time, my
- 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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- 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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authors, but to ensure that the lead authors (who, both early in their careers asengineering educators, generally have more to gain professionally from the publication of thispaper) took on the majority of the labor. In fact, the affordance of narrative control was asurprising by-product of this decision, and one which the lead authors did not feel entirelycomfortable with, especially early in the process. Jacque and Morgan often remarked that the actof synthesizing highly personal experiences of their co-authors was challenging, as they did notwish to overinterpret or misrepresent the experiences of others in service of the narrative. Thoughthis awareness alone does not eliminate the risk that the experiences of authors (particularlystudent
- 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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- Sarah Appelhans, Lafayette College; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University
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PathwaysEngineering education is typically described using a “pipeline” metaphor, wherein students are shuffledalong pre-determined pathways toward a narrow set of career outcomes. However, several decades ofresearch have shown that this pipeline model does not accurately describe engineering trajectories andmay exclude students who enter the pipeline at different times and have other career outcomes in mind.Similarly, qualitative studies have shown that normative identities in engineering feature masculinestereotypes such as “geeks” and “nerds” that reproduce technical/social dichotomies. Several studies havesuggested that broadening the expected outcomes and identities in engineering to include “alternative”pathways and identities may contribute to a shift
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
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- Sakshi Solanki, University of Connecticut; Achal Duhoon, University of Connecticut; Desen Sevi Özkan, University of Connecticut
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Dirichlet Allocation (LDA) and thematicanalysis on ten interview transcripts of engineering (n=2) and social science students (n=8) toanalyze the students’ discussions on energy systems in the context of their backgrounds, careergoals, challenges, learning, and knowledge. In this analysis, we identified that engineeringstudents construct energy around technical terms and career development whereas social sciencestudents frame energy on policy and environmental issues. This dual approach also reveals deepintersecting themes such as technical learning, energy policy, energy career etc., that manualanalysis might overlook. The focus of previous studies on energy literacy has been on aconceptual framework which includes theoretical knowledge and
- 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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- Ahreum Lim, Arizona State University; Emma Frow, Arizona State University
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- Liberal Education/Engineering & Society Division (LEES)
is an important and complex site of negotiationbetween control and care: how do lab principal investigators (PIs) create environments that nurturethe development of individual trainees at multiple career stages, while advancing their own careerand research agenda in ways that will satisfy institutional expectations? This is fraught territory,grounded in an academic reward system that prioritizes individual performance. Persistent surveysof STEM trainees struggling with mental health [1], [2] highlight a culture of control linked tomeritocratic systems that can prioritize PI career advancement over the well-being of lab members.This culture is increasingly being challenged, by both trainees and mentors. How to support lableaders invested in
- 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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- Richard A House, Rose-Hulman Institute of Technology; Jessica Livingston, Rose-Hulman Institute of Technology
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easily as do morefrequently invoked technical considerations. Further demonstrating the necessity ofsociotechnical education, Riley and Sciarra’s case study demonstrates that women inengineering education can benefit from opportunities to grapple with historical legacies relevantto their own experiences and career aims.In this paper, we analyze film representations of the École massacre from the early documentaryAfter the Montréal Massacre (Rogers 1990) to Denis Villeneuve’s 2009 feature dramatizationPolytechnique. We do not find that filmmakers over time have arrived at more comprehensiveaccounts of the tragedy or keener diagnoses of its causes. Instead, each telling becomes furtherremoved from the initial feminist understanding of the events
- 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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- Liberal Education/Engineering & Society Division (LEES)
that many students’ passions (humanitarian work, justice, andenvironmental topics) directly relate to engineering and that their institutions can improve bymaking those connections. Our project differs slightly in that our effort is not to integrate theirpassions into their engineering coursework but to find ways of igniting their curiosity and passionin their liberal arts general education.Education is an endeavor in instrumentalism at the individual level (career attainment) and liberationat the societal level (ideological exploration). Liberty, freedom, and intellectual agility are commongoods requiring sound judgment; sound judgment requires breadth of understanding and curiosity.This work attempts to understand curiosity among first-year
- 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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- Amani A AL-Mqadma, Islamic University of Gaza; Bill Guariento, University of Northumbria; Caroline Burns, Northumbria University; Rachid Khoumikham, Northumbria University Newcastle/ and The University of Essex ; Hatem A Elaydi, Islamic University of Gaza
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governance practices in higher education. His research interests include renewable energy, females in engineering, and quality assurance and governance. ©American Society for Engineering Education, 2025Female engineering academics in the Global North and South: An exploration oflanguage of instruction, using Story Circles and Focus GroupsAbstractSustainable and inclusive development would benefit from an increase in female visibilityand leadership in the field of engineering. Particularly in the Global South, engineering iscrucial to development, and increasingly attractive to female students, but intersectionalbarriers restrict employment / career advancement. Our earlier research, published by ASEEin 2016 [1
- 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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- Johanna Naukkarinen, Lappeenranta-Lahti University of Technology LUT; Susanna Maria Bairoh, Academic Engineers & Architects in Finland TEK
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research interests related to technology and society, gender diversity and engineering education.Dr. Susanna Maria Bairoh, Academic Engineers & Architects in Finland TEK Susanna Bairoh holds a Doctor of Science (Economics) degree from Hanken School of Business and a Master of Social Science degree from University of Helsinki. She works as Research Manager at TEK (Academic Engineers & Architects in Finland) and is responsible for leading and managing TEK’s research activities and the research team. Through her research, she aims at improving gender equality, diversity and inclusion in technology workplaces and careers. ©American Society for Engineering Education, 2025 Perceived
- 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
- Authors
- 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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to tell a story, write a reflection, follow provided prompts, or write a commentary.Contributors were given a series of prompts, that they could use formally, informally, or choosenot to use. They were told to write in a way that was meaningful to them, reflected who theywere, and how they wanted to communicate to other people. There are five reflections includedin this paper, but we had a total of 11 conversations with potential participants. Each of theseindividuals was enthusiastic about the vision and goal for the paper. However, six were unable tocommit to contributing to this paper. The reasons given for not participating included funding,discomfort being this transparent, concerns regarding career stability, and other reasons
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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(SDGs).Dr. Haidar Harmanani, Lebanese American University Haidar Harmanani is Professor of Computer Science and Dean of the School of Arts and Sciences at the Lebanese American University (LAU). He holds a PhD in Computer Engineering from Case Western Reserve University. Dr. Harmanani has a distinguished career in academia, with expertise in computer science education and leadership. He is actively involved in computing education circles, serving as a CAC ABET Commissioner and holding memberships in professional organizations such as ASEE, IEEE and ACM.Dr. George E Nasr, Lebanese American University Dr. George E. Nasr has been Provost at the Lebanese American University (LAU) since 2018, following his tenure as
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- 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)
of land grant colleges during and after the Civil War,college enrollments dramatically increased in the United States. The traditional models of 2developing communication capability embraced by the earliest American universities could notbe easily scaled for larger numbers of students who varied widely in their preparation forcommunication instruction in college. Freshman composition (also called Freshman English)emerged as the dominant model for developing transferable writing skills students could usethroughout their college careers. This model had two weaknesses whose consequences becameclear over time. First, it was established in a
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Catherine Woodworth Wong, University of New Hampshire; Cynthia Helen Carlson PE, PhD, Merrimack College
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- Liberal Education/Engineering & Society Division (LEES)
to natural disasters such asflooding and hurricanes. These resources are introduced to highlight the importance ofcommunicating environmental health information in multiple languages [28], [29].The librarian followed this opening with an active and engaging discussion of the importance ofplain language resources in various settings and the standards and guidelines [30], [31], and adiscussion of the differences between cultural competences and cultural humility [32], [33]. Sheshowed portions of a video helping to better explain the concept of cultural humility [34] andhow it applies to their careers as future engineers [35]. The introduction portion of the classactivity concluded with a think-pair-share exercise to solidify what was learned
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education
- Collection
- 2025 ASEE Annual Conference & Exposition
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- John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University
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spatial skills based upon gender and socio-economic status [16]-[19] whichcould explain gaps in diversity in engineering; however, studies have also shown that spatialskills are malleable [20], which means disparities in graduation rates in engineering can bereduced through spatial skills intervention.Communication Skills in EngineeringOne crucial ability for engineering graduates is communication abilities, including visual, oral,written, and other forms of communication aimed at various audiences. Technicalcommunication skills are critical for engineering graduates’ success as they enter an increasinglyglobalized market and must interact with those from various cultures. The importance ofcommunication for career success is reflected by ABET’s
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Tamecia R. Jones, North Carolina State University at Raleigh; Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Chrystal S Johnson, Purdue University; Jennifer Sdunzik, Purdue University at West Lafayette (PWL) (COE); Wilella Burgess, Purdue University at West Lafayette (PPI)
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Paper ID #49126PROJECT RISE: Professional Development of Civics Teachers on EngineeringDesign Thinking and Lessons Learned from Pilot Implementation (Works-In-Progress)Dr. Tamecia R. Jones, North Carolina State University at Raleigh Tamecia Jones is an assistant professor in the STEM Education Department at North Carolina State University College of Education with a research focus on K-12 engineering education, assessment, and informal and formal learning environments. She is a 2024 NSF CAREER awardee.Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE) Dr. Guzey is a professor of science education at Purdue
- 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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- Liberal Education/Engineering & Society Division (LEES)
project that has major relevance to revamping and electrifyingmodern infrastructure is the federal interstate highway project. The interstate highway systemrepresents approximately 1% of all road milage in the United States but handles approximately26% of all miles driven [17], an indication of their importance. With the passage of the Federal-Aid Highway Act in 1956, construction of the interstate highway system was a massiveundertaking that involved building thousands of miles of roads across challenging terrain [18].Early-career civil engineers who began to work on highways after graduation needed to betrained in practical skills by the older engineers who “built roads from experience, not frombooks” [18, p. 40]. Following the trend identified
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
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- Gary P. Halada, Stony Brook University; Lori Scarlatos, Stony Brook University
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- Liberal Education/Engineering & Society Division (LEES)
designed will help STEM instructors across SUNY explore ways to teachwith AI tools toward greater knowledge about its potential to support STEMeducation–while also exploring its pitfalls such as inaccuracy, context-blindness,harmful content (generation), and “knowledge drift” due to AI recycling its owncontent. We call this first dimension “critical AI literacy for effective STEMeducation.” Second, we will support participating faculty to enhance diversity,equity, and inclusion (DEI) by recognizing and mitigating potential harms of AI-integrated science to DEI goals in science education and careers. We call thisdimension “AI-assisted inclusive STEM education.” Scaling up our 2023-24project, we developed and shared video discussions, online games
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- 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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University (USU).Dr. Cassandra McCall, Utah State University Dr. Cassandra McCall is an Assistant Professor in the Engineering Education Department at Utah State University (USU). Her research focuses on the intersections of disability, identity formation, and culture and uses anti-ableist approaches to enhance universal access for students with disabilities in STEM, particularly in engineering. At USU, she serves as the Co-Director of the Institute for Interdisciplinary Transition Services. In 2024, Dr. McCall received a National Science Foundation CAREER grant to identify systemic opportunities for increasing the participation of people with disabilities in engineering. Her award-winning publications have been
- 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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- Amanda Dawn Hilliard, The Johns Hopkins University
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- Liberal Education/Engineering & Society Division (LEES)
in their styles ofcommunication. For many people in STEM, technical communication is something they strugglewith, and this course breaks that struggle down pretty well.” A genre approach emphasizing thewriting process with frequent feedback from peers and instructors can help prepare graduateengineering students to meet the rigorous writing standards expected in graduate school andbeyond. REFERENCES[1] J. F. Barker, “Vocational guidance,” in Engineering as a career: a series of papers by eminent engineers, F. H. Newell and C. E. Drayer, Eds., New York: D. Van Nostrand Company, pp. 181–93, 1916.[2] National Academy of Engineering, The engineer of 2020: visions of engineering in the new
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Vanessa Tran, Utah State University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University
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- Liberal Education/Engineering & Society Division (LEES)
personally.Dr. Cassandra McCall, Utah State University Dr. Cassandra McCall is an Assistant Professor in the Engineering Education Department at Utah State University (USU). Her research focuses on the intersections of disability, identity formation, and culture and uses anti-ableist approaches to enhance universal access for students with disabilities in STEM, particularly in engineering. At USU, she serves as the Co-Director of the Institute for Interdisciplinary Transition Services. In 2024, Dr. McCall received a National Science Foundation CAREER grant to identify systemic opportunities for increasing the participation of people with disabilities in engineering. Her award-winning publications have been recognized by
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines
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paper analyzes data from the first two cohorts of students. It includes 23 students, of whomten completed the exit interview as scholarship students; demographics are provided in Figure 1.One limitation of our study is that non-scholarship students do not complete the exit interview,meaning that our qualitative analysis focuses on the experiences of scholarship students.Figure 1: Demographic profile of sociotechnical graduate students. Note: Non-binary optionswere given for gender, but they were not selected by students.Student group 2: MME students and welding studentsAs a part of Klemm-Toole’s CAREER grant, he brought together metallurgical and materialsengineering (MME) students from Mines and welding students at Front Range CommunityCollege
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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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- 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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traditional land of the Lenape, in so-called New Jersey. Myparents each immigrated to the US, from Germany and China, to pursue the ‘American dream.’As my parents attained graduate degrees in the US and found successful careers in computerscience, I grew up with a lot of socio-economic privilege, as well as in my education andcitizenship. I did not really start thinking critically about my positionalities and theirintersections with colonialism until very recently; I certainly feel some amount of ‘white guilt’when approaching this topic while also trying to contend with my unique family history and myplace in the American racial system as a mixed (white) woman. My hope in this paper is toreflect on my locations within the university and engineering
- 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
- Authors
- Jenna Tonn, Boston College; Brit Shields, University of Pennsylvania; Ryan Hearty, The Johns Hopkins University; Adelheid Voskuhl, University of Pennsylvania
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, scholars have studied andanalyzed social groups and societies and their stratification, and that we can follow their exampleby conceiving of engineers as a social group. [12] [13] [14] [15] [16] [17] [18] [19] [20]A critical element for me of Bucciarelli and Drew’s above-mentioned proposal for a B.A. degreeprogram in Liberal Studies in Engineering is that they intend it to attract “students undecidedabout the choice of a major” who are “open to the possibility that they might pursue a career inengineering.” [6] This describes in some ways also pre-med students, a relevant studentpopulation for many departments at Faculties of Arts and Sciences at large research universities,regarding both their numbers and their needs. There is a parallel that I
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach
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in Dominican Republic. She earned a B.S. in Civil Engineering from Santo Domingo Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayag¨uez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies. ˜ JaveirKoral Melissa NunezL. Clara Mabour, Tufts Center for Engineering Education and OutreachTaisha Pierre, Tufts Center for
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- 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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- Liberal Education/Engineering & Society Division (LEES)
course shifted students’ motivation to engage with topics of publicwelfare responsibilities (Goal 2), students at the end of class had stronger agreement that it isimportant for the users of technologies to understand how those technologies work, and that “it isimportant to me personally to have a career that helps people.”While helpful for showing broad patterns, these quantitative results do not sufficiently capturethe richness of how students’ perspectives on public welfare responsibilities may have changed.For this, we draw on anonymous open-ended reflection questions that asked students to describewhat, if anything, they learned in the course addressing Goals 1, 2, and 3.Table 1: Sample Quotes from Students’ Open-Ended Reflections on their
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech
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- Diversity
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- Liberal Education/Engineering & Society Division (LEES)
local actors. As instructors in engineering and anthropology programs, we were alsoconcurrently developing curricular approaches to guide students and design participants tocomparatively examine, map, and reflect on the relationships between the building projects, withan emphasis on collaborative design and incorporation of alternative perspectives. We see theselearning goals to be important for graduates who will engage with increasingly complexchallenges in their careers. Our curricular design addresses learning outcomes for students to beable to describe and compare different forms of “sociability” in cold climate housing projects,analyze challenges of building affordable, quality homes in communities impacted by climatechange, and explore
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- 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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- Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
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- Liberal Education/Engineering & Society Division (LEES)
their academic engineering career?,” in 2021 ASEE Annual Conference & Exposition, Virtual Meeting, Jun. 2021.[5] D. A. Delaine et al., “A systematic literature review of reciprocity in engineering service‐ learning/community engagement,” J. Eng. Educ., vol. 113, no. 4, pp. 838–871, Oct. 2024, doi: 10.1002/jee.20561.[6] M. Natarajarathinam, S. Qiu, and W. Lu, “Community engagement in engineering education: A systematic literature review,” J. Eng. Educ., vol. 110, no. 4, pp. 1049–1077, Oct. 2021, doi: 10.1002/jee.20424.[7] J. Lucena, J. Schneider, and J. A. Leydens, Engineering and Sustainable Community Development. in Synthesis Lectures on Engineers, Technology, & Society. Cham: Springer International
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- Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Brian P Kirkmeyer, Miami University
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, "Inside Higher Ed," 3 October 2024. [Online]. Available: https://www.insidehighered.com/news/student-success/life-after-college/2024/10/03/are-ai- skills-key-part-career-preparation. [Accessed 3 January 2025].[10] C. Crist, "Higher Ed Dive," 28 May 2024. [Online]. Available: https://www.highereddive.com/news/employers-more-likely-to-offer-interviews-higher- pay-AI-skills/717129/. [Accessed 3 January 2025].[11] B. Leckrone, "Best Colleges," 24 July 2024. [Online]. Available: https://www.bestcolleges.com/news/business-education-ai-skills-employers/. [Accessed 3 January 2025].[12] Anonymous, Personal conversations, 2025.[13] J. M. Pitarresi, "Leveraging Generative AI for Engineering Course Development: Save Yourself Time