Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

participating with their facultymentors and to encourage the use of ePortfolios. Individual students work will with their facultymentors the create an Individual Education and Development Plan (IEDP) that provides a maptoward graduation and career [18], [19]. IEDPs will include the purpose and sequence of HIPs inwhich students participate. If students have a clearer idea of which soft skills they wish todevelop – such as problem solving and critical thinking, oral and written communication, teamwork, ethical perspective, leadership, emotional intelligence etc. [20], [21] – they could morepurposefully plan and engage in HIPs.In addition, ePortfolios could provide a useful way to strengthen the collective impact of theHIPs. In ePortfolios, students can

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

redesignedwith an increased focus on ethics and equity. Additionally, the college that houses engineeringand computer science is redesigning the process of hiring faculty and conducting yearlyevaluations so diversity, equity, and inclusion count in more substantive ways.A growing edge I’ve learned is how any research project related to diversity, equity, andinclusion would benefit from team members taking time to intentionally nourish apsychologically safe environment. This will help people build trusting relationships, practicehumility, and create entry points for team members to learn from and with each other. Thispractice carries great potential for transformation at multiple scales, from the individual to theinstitution, so we can truly move the

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olivier de Weck, Massachusetts Institute of Technology; Reza Rahaman, Massachusetts Institute of Technology; Joel Schindall, Massachusetts Institute of Technology

torevise accreditation criteria toward a learning outcomes-based model that incorporatednon-technical and professional skills-based outcomes [3], and the National Academy ofEngineering’s (NAE’s) Engineer of 2020 report on present-day and anticipated occupationaldemands placed upon engineers [4].The ABET EC2000 and NAE Engineer of 2020 reports, drawing from consensus studiesinvolving educators, practitioners and leaders in engineering, introduced sets of broadlydescribed competencies in areas related to communication, teamwork, ethics and leadership(among others) into the scope of engineering education. These competency prescriptions aimedto address curricular gaps and to improve students’ preparedness for practice, but, in doing so,spoke more to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

considerations. They reported even lesscurricular emphasis on ethical considerations and on asking students to examine their personalbeliefs and values and how those influence their decision making [18]. In some contexts,engineering students may appreciate the importance of various contextual information—e.g.,cultural, political, environmental—however, they frequently struggle to integrate thisinformation into their practice [19]. In addition, engineering students do not have a strongunderstanding of their biases, lenses, or norms [19]. These shortcomings are, in part, the result oflimited exposure students have to the social sciences and the humanities during formalengineering education. In addition, the prioritization of technical expertise and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Greg Strimel, Purdue University at West Lafayette (PPI); Sherylyn Briller; Douglas Pruim; Todd Kelley, Purdue University at West Lafayette (COE); Jung Sohn, Purdue University at West Lafayette (COE); Rebecca Martinez, Purdue Polytechnic Graduate Programs; Jackson Otto

) embracingambiguity, 14) promoting technology savviness, 15) developing a work ethic for getting thingsdone, 16) designing for people through an empathetic approach, 17) applying differentdisciplinary lenses to problems or opportunities, and 18) being reflective and embracingcriticism. These items could give insight toward establishing a set of shared practices for theteaching of innovation that could bridge across disciplines.Institutional Barriers and Strategies. According to the stakeholder (i.e., faculty andadministrators) interviews, creating a shift in the paradigm of undergraduate innovationeducation, or undergraduate learning more broadly, faces multiple barriers to bothimplementation and student participation. In general, the interviewees noted the

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

classdiscussion. This think-pair-share format encourages valuable collaborative discussion in theclassroom [23], but we also want to encourage students to act on the topic, not just talk about it.For each topic, we created an assignment where students apply the topic to their own lives andthen write about their experience. There are five different assignments like this throughout thesemester.The time management activity is introduced during the first week of the course. The courseoutcomes for this assignment are: (1) Clearly format a spreadsheet calculation to communicate a problem solution (2) Explain and apply appropriate study and success strategies, concepts & habits to be successful in an engineering major and exhibit the work ethic

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yalda Afshar, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Marasco, University of Calgary; Jalal Kawash, University of Calgary; Laleh Behjat, University of Calgary; Mahmood Moussavi, University of Calgary

whilefacilitating discussions with the students. In the session, the instructor not only provided the op-timal design to the students but also reviewed students’ designs and provided feedback on teamdesign decisions.5.3 Data Collection and AnalysisAll data was collected under an approved institutional ethics protocol. We collected final projectartifacts from teams who consented to participate in the study. Moreover, we surveyed the stu-dents who participated in the ENSF 607 and ENSF 608. By adopting both qualitative and quan-titative analysis, we investigate the challenges students faced when translating UML to EER dia-grams and how efficiently ENSF 607 and ENSF 608 prepared students for the project.5.3.1 SurveyThe survey was distributed online

Conference Session

DEED Technical Session 3 Capstone Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wilhelm Friess, University of Maine; Justin Lapp, University of Maine; Andrew Goupee

of capstone span the range of professional skills such asteamwork and communication, as well as technical skills, where students utilize material learnedthroughout the curriculum to develop an engineering design. An important element of thisprocess is the consideration of industry-near practices and standards, as well as a risk-basedanalysis and an ethical perspective on the design task. Often the student design is also built andtested, thus closing the loop of the design-build-test sequence. Thomas et al. [5] classify theoverarching objectives of the capstone experience as one of integrating and synthesizing preciousknowledge, of preparing a transition to working life, to have students reflect on their learningand practice lifelong learning

Conference Session

Engineering Libraries Technical Session 6: Diversity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Lester, California Polytechnic State University, San Luis Obispo; Kelly Durkin Ruth

Society forEngineering Education (ASEE) has its own statement on Diversity and Inclusiveness [15]. Eventhe accrediting body ABET has its own Principles of Diversity and Inclusion [16], approved byits board in 2017.STEM librarianship groups have shown similar support for this work. The Medical LibraryAssociation lists diversity, equity, and inclusion as “essential values” [17] to the organization,and as of 2020 has said it will integrate DEI objectives into each of its strategic plan goals.ACRL-STS names Inclusion, Diversity, Equity, and Accessibility as a core value [18] while theASEE Engineering Libraries Division’s (ELD) bylaws include a statement on Diversity, Equity,Inclusion, and Ethics [19]. ASEE-ELD also has a newly formed Committee of

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello; Ruben Bustamante-Encina, Universidad Andres Bello; Marcela Silva, Universidad Andres Bello; Nivia Diaz, Universidad Andres Bello

or workshop do you think the school students enjoyed and learned the most from? Why?  How was your experience of working in an interdisciplinary fashion?  How do you relate interdisciplinary working to your future academic and work activities?3. Procedure for obtaining interviewsThe coordination of the interviews was personal and by telephone. Once the fourappointments were scheduled, the interviews were carried out through Microsoft Teams; theaverage duration of the interviews was 45 minutes. The interview itself followed a specificprotocol, asking after all interview elements, including ethical elements (welcome andintroduction, signing of the informed consent, the interview itself, and farewell). Themeetings were recorded

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University at Marion

remote teaching in an integratedengineering energy course during COVID-19,” Educ. Sci., vol. 10, no. 10, pp. 1– 23, 2020, doi:doi:10.3390/educsci10110304.[15] B. C. Swartz, D. Gachago, and C. Belford, “The ethics of blended learning in times ofdisruption,” South Afr. J. High. Educ., vol. 32, no. 6, pp. 49–64, 2018, DOI:http://dx.doi.org/10.20853/32-6-2659.[16] Tahmina, Q., & Kelley, K., & Ulstad, A. T. (2021, July), Building an Effective ABETETAC Assessment Program from the Ground Up Paper presented at 2021 ASEE Virtual AnnualConference Content Access, Virtual Conference. 10.18260/1-2--36765[17] ABET, COVID-19 Updates, Accessed on: February 5th, 2022. [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aziz Shekh-Abed, Ruppin Academic Center; Nael Barakat, The University of Texas at Tyler

. Barakat is also a program evaluator for ABET and a consultant for engineering programs development and evaluation under other systems. Dr. Barakat is an active consultant who is currently collaborating with international teams of professionals from academia and industry to build capacity and education programs in areas such as: Engineering Leadership, Engineering Ethics, Professionalism, Societal Impact of Technology, Curriculum Development, and Communication. Dr. Barakat expertise and interest include also the areas of Mechatronics, Control, Robotics, Automation, and Nanotechnology Education. © American Society for Engineering Education, 2022 Powered by

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Goldberg, University of Maryland College Park

antibodystructure and function, students were asked to consider how to handle a batch of drug productthat had unexpected chemical modifications. In addition, they were asked whether they wouldadjust their decision based on where the chemical modification occurred in the molecule,considering the potential impact on safety and efficacy. While an easy answer could have beennot to use the batch if there was any chemical modification at all, this has practical implicationsin terms of lost productivity. Being able to consider nuanced situations where the material couldbe used safely and ethically allowed students to explore the grey area where decisions are oftenmade in industry.In homework assignments, students were asked to consider the relative importance of

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audra Morse, Michigan Technological University; Patricia Clayton, Wake Forest University; Carolyn Rodak, State University of New York, Polytechnic Institute; Jacob Henschen, University of Illinois at Urbana - Champaign; Pinar Omur-Ozbek, Colorado State University; Charles Riley, Oregon Institute of Technology; David Saftner, University of Minnesota Duluth; Anthony Cioffi, American Society of Civil Engineers

Technology I conduct research in diverse areas of engineering education from professional skills, to writing, to gender and ethics. I also maintain a structures laboratory to conduct full-scale structural component testing and field investigations of highway bridges.David A Saftner (Associate Professor) Dr. David Saftner is an Associate Professor in the Department of Civil Engineering. He earned a BS from the United States Military Academy and an MS and PhD from the University of Michigan. Prior to pursuing a career in academics, Dr. Saftner spent five years as an engineer officer in the US Army and serving in Missouri, Colorado, Kuwait, and Iraq. His areas of research include beneficial reuse of waste soil material

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, University of Florida; Elliot Douglas, University of Florida; Erica McCray, University of Florida

Engineering Education, and Distinguished Teaching Scholar at the University of Florida. His research interests are in engineering problem solving, diversity and inclusion, and social justice for engineering ethics. Dr. Douglas has served as Associate Editor and Deputy Editor of the Journal of Engineering Education, Chair of the Educational Research & Methods Division of ASEE, and Program Director for Engineering Education at the US National Science Foundation. He received S.B. degrees from MIT in 1988 and a Ph.D. from the University of Massachusetts – Amherst in 1993. © American Society for Engineering Education, 2022 Powered by www.slayte.com A narrative

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamita V, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Eileen Fong, Nanyang Technological University

connection between the tinkeringactivity and engineering. Similarly, for perspective-taking, students can be taught to applyempathy and ethical practices in their engineering projects by taking into consideration theneeds of different stakeholders involved in the engineering project. Future research couldstudy the effects of implementing engineering education in K-12 curriculum can affect thefunds of knowledge of first-generation college students, as well as how such an engineeringcurriculum affects students’ academic performances and mindsets.ReferencesAsh, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137–154.Batson, C. D. (2009). These

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Becker, United States Air Force Academy; Timothy Frank, United States Air Force Academy; Joel Sloan, United States Air Force Academy

Technical Communication Block Lesson 1 What is Technical Communication: Guidelines, Expectations & Examples Lesson 2 Ethics & Roles of Technical Communicators Lesson 3 Communicating Visually & Becoming User-Centered Lesson 4 Peer Review of Students Drafts of Writing Assignment 1In addition to the technical communication block of lessons, the concept of the four pillars wasintegrated throughout the course as each writing assignment designated a different intendedaudience and students had to tailor their content, language, and design appropriately. Instructorsassessed each writing assignment using the same rubric which evaluated students’ appeals toaccessibility, user-centeredness, accuracy, and

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meredith Blumthal; Luis Rodriguez; James Stubbins, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign; Gretchen Forman, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana - Champaign; Dawn Owens, University of Illinois at Urbana - Champaign

, national, and global levels, creating positive change in their communities. (3 items) 4. Social Awareness and Cultural Understanding (SACU): Development of a critical and reflective orientation toward such social and cultural differences as race, indigeneity, gender, class, sexuality, language, and disability (4 items) 5. Global Consciousness (GC): Discovery of how complex, interdependent global systems—natural, environmental, social, cultural, economic, and political—affect and are affected by the local identities and ethical choices of individuals and institutions. (2 items) For the learning outcomes measures, at the end of the course, we ask the students a set of20 questions with these instructions

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Karimi, The University of Texas at San Antonio; Randall Manteufel, The University of Texas at San Antonio

solutionmanual to distribute it to others. Several studies [2]-[8] have examined the effects of students’use of solution manuals on their performance during exams. One study [2] had concluded thatmany instructors have ethical concerns regarding the students’ use of solution manuals, whilemany students do not consider the use of solution manuals as scholastic dishonesty. Few otherstudies [3]-[6] have indicated that the use of solution manual adversely affects students’ learning.Others [7]-[8] have proposed new strategies for assigning homework problems. Textbookpublishers have tried to create unique problem numbers for each student to reduce copying [9].With the availability of solution manuals to students, the authors observed over time an increasein

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

Society for Engineering Education, 2022 Powered by www.slayte.comK-2nd Grade Teachers’ Perceptions of Computational Thinking: Research Findings and Implications for Integrating Engineering and Computational Thinking in Elementary Education (Fundamental)AbstractAs engineering has been incorporated in elementary education over the past two decades, aprimary focus has been on engineering design. This approach has been productive, particularly inintegrating engineering with math, science, and language arts. However, design is only oneaspect of engineering. Engineering as a field of study and a profession also involvesmathematical modeling, teamwork, ethical reasoning, and computational

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Young, The Ohio State University; David Delaine

ethical barriers for American J. C. Ingram, A. E. Indian/Alaska Native students and professionals Castagno, R. Camplain, in engineering and D. D. Blackhorse1 All papers published in the annual conference proceedings unless otherwise noted.2 Published in the proceedings of the North Midwest Section Meeting.3 Published in the proceedings of the First-Year Engineering Experience

Conference Session

Curricular Developments in Electrical and Computer Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Matthew Lamparter, Bucknell University

] L. Bucciarelli, Designing Engineers. Cambridge, MA: The MIT Press, 1996.[8] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering Design Thinking, Teaching, and Learning,” J. Eng. Educ., vol. 94, p. 103, 2005.[9] B. J. Kallenberg, By Design: Ethics, Theology, and the Practice of Engineering. Eugene, Oregon: Cascade Books, 2013.[10] N. Cross, Designerly Ways of Knowing. Basel: Birkhauser, 2006.[11] M. Besterfield-Sacre, C. J. Atman, and L. J. Shuman, “Engineering Student Attitudes Assessment,” J. Eng. Educ., vol. 87, pp. 133–141, 1998.[12] R. A. Cheville and M. S. Thompson, “Navigating Process-Product Tensions using a Design Canvas,” in ASEE Annual Conference and Exposition

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tua Bjorklund; Raimo Vepsäläinen; Vikki Eriksson, Aalto-yliopisto/Elektroniikan, tietoliikenteen; Senni Kirjavainen

. TheDesign Society, 2017, pp. 169–178.[26] M. Dodgson, D. Gann and A. Salter, “The role of technology in the shift towards openinnovation: the case of Procter & Gamble,” R&D Management, vol. 36, no. 3, pp. 333–346,2006. https://doi.org/https://doi.org/10.1111/j.1467-9310.2006.00429.x[27] C.H. Ho, “Some phenomena of problem decomposition strategy for designthinking: differences between novices and experts,” Design Studies, vol.22, pp. 27-45, 2011.https://doi.org/10.1016/S0142-694X(99)00030-7[28] D. Helbing, “Societal, Economic, Ethical and Legal Challenges of the Digital Revolution:From Big Data to Deep Learning, Artificial Intelligence, and Manipulative Technologies.” InD. Helbing (Ed.), Towards Digital Enlightenment. Springer International

Conference Session

First-Year Programs Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Elif Kongar, Fairfield University; John Drazan, Fairfield University; Isaac Macwan, Fairfield University; Michael Zabinski

competencies in fundamentals of engineering in a highly interactive format. Topics includeprofessional skills such as technical communication (both verbal and writing), guidelines for professionalengineering practice, ethics and selected topics from Electrical, Mechanical and Biomedical Engineering.This design-focused course teaches an engineering approach to problem-solving with special emphasis onteamwork, oral and written communication, creativity, ingenuity, and computer-aided design tools. Theinstructional approach used in this course involves first-year engineering students as active participants inthe learning process. Four sections of the Fundamentals of Engineering course participated in this studyand were taught by four School of Engineering

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

] R. Kuo, A. Zhang, V. Shaw, and C. Wang, “#FeministAntibodies: Asian American Media in the Time of Coronavirus,” Social Media + Society, vol. 6, no. 4, p. 2056305120978364, Oct. 2020.[6] A. C. Kao, “Invisibility of Anti-Asian Racism,” AMA Journal of Ethics, vol. 23, no. 7, pp. 507–511, Jul. 2021.[7] C. S. Lee and A. Jang, “Questing for Justice on Twitter: Topic Modeling of #StopAsianHate Discourses in the Wake of Atlanta Shooting,” Crime & Delinquency, p. 00111287211057855, Dec. 2021.[8] M. Creusere, H. Zhao, S. Bond Huie, and D. R. Troutman, “Postsecondary Education Impact on Intergenerational Income Mobility: Differences by Completion Status, Gender, Race/Ethnicity, and Type of Major,” The Journal of Higher

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

Responsible and Appropriate Conduct of Introduction to Research The Business Model Canvas Research* Undergraduate Research: A Necessity in Creating an ePortfolio Ethics in the Engineering Profession* Cross-Disciplinary Engineering Education* How to Write Compelling Research & Plagiarism and Academic Social activity canceled due to Covid-19 Personal Statements for Grad

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Andrew Chan, California Polytechnic State University, San Luis Obispo; Julia Cannon, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo

hard to educate myself and other club members about. Although Iknew there were (and still are) other people on the team who understand the importanceof doing community-centered project work, I felt limited in my ability to “rock the boat”by my lack of experience and general confusion about EWB’s project process. Much ofwhat I’d read about sustainable, ethical development revolved around thoughtful andequitable community assessment and collaboration, so why did our project begin with aproblem statement handed down from EWB? As time went on, I became increasinglydissatisfied with our team’s efforts to understand the partner community and create anassessment plan. I was extremely frustrated and overwhelmed by the complexity of whatwe had to do

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

encouraged to choose from variety of cultural traits including Language,Nationality, Aesthetics (Music, Literature, art, crafts, dance), Architecture, Religion, Celebra-tions, Rituals, Myths, Customs, Clothing and Fashion and Ethics (hierarchies, behavior as goodand bad). The cultural influence on the product should be incorporated into the conceptual stageof design. Students should carefully consider what aspects of the culture are going to be in-cluded in the product. Rather than being superficial additions to a product, cultural aspectsshould influence the design, usage, and purpose of the product. Culture and purpose should haveequal influence on the final design.Post-activity reflection and student work productsForty-six students in the

Collection

2005 GSW

Authors

Ross Kastor; Robert Askew; Richard Bannerot; Paul Ruchhoeft; Elena Poltavtchenko; Colley Hodges; Chad Wilson; Cari-Sue Wilmot

stresses rhetoric and argument, bothin society in general as well as the academic community. Beginning in Spring 2005, theCollege of Engineering is sponsoring a section of Composition II specifically forengineers. The course continues to stress rhetoric, but it does so through technicalwriting. Students are introduced to general business discourse and formats, but the coursealso introduces them to technical writing, including ethical issues within engineering. Asthe syllabus for the course states, “While all English 1304 students are expected to exit the course with a good working knowledge of the fundamentals of critical analysis and argument, students in this section will also work with persuasion as it functions in

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

evaluators have access to individual responses. Reassure that reports on the COI will only include aggregated responses and non- identifiable comments. Assurance and trust have to be there or participants, especially those who feel identifiable, will not respond or will put “prefer not to answer” on the demographic variables of interest. Surveys have to follow ethical guidelines. Step 3. Top-down Support Have the Center director send a Center-wide email about the importance of completing the survey prior to deploying it, and then a reminder to complete the survey closer to the deadline. Make it clear in the latter email that the director does not have access to who completes the survey or to the individual level data