Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

evaluation will contribute to knowledge on student perceptions and realization of academic and professional support in engineering and will enhance understanding of alternate academic pathways to success for alternately admitted engineering students.Background and Significance Undergraduate engineering education is in the process of a radical transformation; many programshave begun to restructure pedagogical practice and prioritize a broad range of essential socioemotional“soft skills” to both better prepare engineers to be leaders in the public sphere and in daily practice, and torecruit and retain a more diverse pool of talent to inspire innovation [1]–[7]. There are still many barriersto pursuing an undergraduate degree in

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

disconnection from social,political, and cultural forces in ways that prevent authentic movement towards socially justpractice (Cech, 2013; Riley, Pawley, & Slaton, 2013). Other findings point to the persistence ofcultural norms that emphasize and prioritize technical skills over those related to communication,teamwork, intercultural competence and others often termed professional—even soft—skills(Faulkner, 2000, 2007; Tonso, 2006; Trevelyan, 2012). This tendency to dichotomizeengineering skills in terms of hard/soft or technical/professional also drives perceptions of what“counts” as engineering. Put differently, by positioning engineering as a primarily technical