Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

AC 2012-3711: TEACHING NON-MAJOR STUDENTS ELECTRICAL SCI-ENCE AND TECHNOLOGYDr. Harold R. Underwood, Messiah College Harold Underwood received his Ph.D. in electrical engineering at UIUC in 1989 and has been a faculty member of the Engineering Department at Messiah College since 1992. Besides teaching circuit analysis and electromagnetics, he supervises the Communications Group of the Messiah College Collaboratory, including a project involving flight tracking and messaging for small planes in remote locations, and an assistive communication technology involving wireless enabled remote co-presence for cognitively and behaviorally challenged individuals. He has been teaching Exploring Electrical Technology as a

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Jean L. Coco, University of North Carolina, Charlotte; Mehdi Miri, University of North Carolina, Charlotte; Robert W. Cox, University of North Carolina, Charlotte

Tagged Divisions

Liberal Education/Engineering & Society

Page 24.729.2of instructors’ written feedback and students’ written reflections on electrical engineeringstudents’ speaking skills. Four design courses—sophomore, junior, and two senior designclasses—provided the project’s framework. The research involved assessing the presentations ofa select group of project students and an equal number of control group students, beginning withthe sophomore design class and continuing through the two senior design courses.The project students received feedback via an analytic rubric. The benefits of using rubrics areshown in Conrad et al 7. The Project students viewed their videotaped presentations and wrote areflective paper on their performances. The control group did not receive feedback, althoughtheir

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #26492An Integrated Social Justice Engineering Curriculum at Loyola UniversityChicagoDr. Gail Baura, Loyola University Chicago Dr. Gail Baura is a Professor and Director of Engineering Science at Loyola University Chicago. While creating the curriculum for this new program, she embedded multi-semester projects to increase student engagement and performance. Previously, she was a Professor of Medical Devices at Keck Graduate In- stitute of Applied Life Sciences, which is one of the Claremont Colleges. She received her BS Electrical Engineering degree from Loyola Marymount University, her MS Electrical Engineering

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

mechanical,electrical, or industrial engineering degrees. Upon further explanation, the alumni clarified thatwhat they meant by this statement was that they did not use their disciplinary expertise. Theydid, however, emphasize the ways that the abilities they acquired in their engineering education-- namely technical problem solving, critical thinking, communication, and teamwork -- werewhat allowed them to succeed as engineers. To the surprise of our current students, the panelistsall agreed that one of the most useful classes they took was public speaking. Recognizing theneed for a broad curriculum that reflects the diversity of skills engineers require, including thosewithin the liberal arts, we have started a new major in General Engineering. In

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

one of the core courseelements: Agile Methodology, Effective Communication, Digital Design, MechanicalAutomation, or Electrical Automation. The students prepared the content for their sessions aweek prior to their demonstration, with materials provided by the instructors in addition to otherstudent-sourced resources. The content was delivered with active exercises as constructed by thestudents and included games, quizzes, tutorials on software and standard lecture. It was hopedthis generational learning could direct a suitable platform for approach to the concepts withrespect to the varied background of the student cohort. Sticky-note clustering was performed inmainly the ideation and project planning lectures to help explore ideas in both

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

possible and even compelling [9, p. 4].There are numerous examples of innovative, interdisciplinary, first-year engineering courses thatalso motivated our curriculum development. Some utilize project-based learning strategies tohelp establish an understanding of the nature and limitations of engineering models [11]. Someembrace role-play as a way to demonstrate the importance of context and perspective in defining,to say nothing of solving, sociotechnical problems [12]. Yet others have an explicit focus onethics, having students grapple with real-world engineering ethics problems [13]. All of thesecourses prioritized communications and teamwork, and created opportunities for empathybuilding.3. Course overviewMaking the Modern World challenges a

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-Learning at Benedictine College in Atchison, Kansas. c American Society for Engineering Education, 2017 Integration of Critical Reflection Methodologies into Engineering Service- Learning Projects: A Case-StudyAbstractThis paper focuses on a case study utilizing critical reflection methodologies in an engineering,service-learning course at a small, liberal arts college. The college started the engineeringdepartment in 2009. As a new program, the department has been working to accredit programsin four disciplines: chemical, civil, electrical, and mechanical engineering. The department isdesigning the degree programs to take advantage of the Catholic, liberal arts mission of thecollege. The

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold R Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #6638Using the Portfolio Approach to Assess Multi-year Engineering Projects: aCase StudyDr. Harold R Underwood, Messiah College Dr. Underwood received his Ph.D. in Electrical Engineering at UIUC in 1989, and has been a faculty member of the Engineering Department at Messiah College since 1992. Besides teaching Circuit Analy- sis, Electromagnetics, and Communications Systems, he supervises students on projects in the Integrated Projects Curriculum (IPC) and within the Communications Technology Group of the Messiah College Collaboratory. His on-going projects include Flight Tracking and Messaging for small planes in

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

Liberal Educa- tion/Engineering & Society Division of ASEE and is particularly interested in the role of liberal education in developing engineering leaders.Dr. Toluwalogo Odumosu, University of Virginia Toluwalogo ”Tolu” Odumosu is Assistant Professor of Science, Technology and Society and Assistant Professor of Electrical and Computer Engineering in the School of Engineering and Applied Science at the University of Virginia. He also holds a Research Associate position at Harvard University. He received his PhD in Science and Technology Studies from Rensselaer Polytechnic Institute, holds a M Eng. in Electrical Engineering from Cornell University and a BSc in Electrical Engineering from the University of Lagos

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

apawley@purdue.edu.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Assistant Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ron D Dempsey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

study’sthree components of boundary work (knowledge, expertise, and power) and how the ETprograms developed their curricular knowledge, emphasized their focus on applied expertise, andmanaged the power differential with their founder, Georgia Tech, as well as, the larger, morepowerful reality of engineering. The curriculum analysis looks as the similarities between thecivil and electrical ET programs and their corresponding SPSU engineering programs todemonstrate how close in knowledge and expertise these programs are. An online survey was sent to all ET and engineering faculty members and can be foundin Appendix B. The survey was anonymous and the respondents were only asked to identifythemselves as faculty members in ET, engineering, or both

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pritpal Singh, Villanova University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

energy systems and power electronics. He has been working on thin film solar cell research since 1979 including a Sabbatical Leave at the National Renewable Energy Laboratory in 1993. He has also worked on several photovoltaic system projects Dr. Singh has also worked on electric vehicle research, working on battery monitoring and management systems funded primarily by federal agencies (over $3.5 million of funding). Dr. Singh has consulted for several companies including Ford Motor Company and Epuron, LLC. He has also served as a reviewer for the US Department of Energy and National Science Foundation. Dr Singh has over 150 conference and journal publications and holds seven issued US patents. Dr. Singh’s recent

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas - Tyler; Kyle Gullings, University of Texas - Tyler; Catherine Elizabeth Ross Ph.D., University of Texas - Tyler

Tagged Divisions

Liberal Education/Engineering & Society

). They describe this project as “arecruitment dream—skilled engineers/musicians, performing to an open audience using devicesthey have constructed.” The authors report improvements in communication skills in addition tothose in student performance, engagement, and retention.The program ElectrizArte 16 described by Yu et al involves electrical engineering students in thedesign and implementation of projects involving electrical engineering (analog electronics,digital electronics, programming) to create artistic effects (e.g., photonic harp, LED cube).Completed projects were displayed publicly.Freeman et al 17 describe EarSketch, a programming environment and accompanying curriculumthat allow students to create their own music mixes. This

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch, West Texas A&M University; Rhonda B Dittfurth, West Texas A&M University; Freddie J Davis P.E., West Texas A&M University

Tagged Divisions

Liberal Education/Engineering & Society

communication competency andappreciation 4. An interesting finding was that while students recognized the importance of technical writing skills,they frequently overrated their skills in self-assessments when their work was reviewed by experts. Qualitative andquantitative surveys allowed the researchers to adjust and improve curriculum to emphasize better technical writingskills.The State University of New York (SUNY) at Oswego incorporated technical communications skills across thecurriculum of a new electrical and computer engineering (ECE) program5. Experts in communications, English,arts, and information science were consulted to implement efficient and innovative ways of instruction in technicalcommunications across the new ECE program

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

describes the planning andactivities undertaken to meet this new requirement along with preliminary results from a recentpilot.Our College is part of the University of Hartford, a private institution with about 4500undergraduate students of which 800 are enrolled in engineering (E) and engineering technology(ET) programs. Bachelor of Science degrees, accredited by the Engineering AccreditationCommission (EAC) of ABET, are offered in 6 majors: Acoustical Engineering & Music (new),Biomedical, Civil, Computer, Electrical and Mechanical Engineering. Within the last 10 years, 3of the above programs were accredited for the first time. Three of five undergraduate ET

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. She is Professor Emeritus in the Department of Engineering Professional Development and Wendt Commons: Teaching and Learning Services. Her area of research is engineering education including assessment of student learning. She taught technical communication courses to undergraduate engineering students and currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW-Madison.Mitchell J. Nathan, University of Wisconsin-Madison Mitchell J. Nathan, BSEE, PhD, is professor of Educational Psychology, with affiliate appointments in Curriculum & Instruction and Psychology at the

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

projects, and 3) the potential to direct this curriculum bysocial relevance matter in the recruitment, retention, and graduation rates of female students inLSE. Other researchers and educators have previously suggested that underrepresentation can beaddressed by re-evaluation of the “values and standards of science and science education”16 andthe development of a more gender-inclusive science and science education. Riley, et al (2009)call for the integration of “some classic themes of feminism [into engineering education andpractice] — asking who benefits and who is harmed, critically examining assumptions andpresumptions that create injustice, and creatively and energetically working for our dreams ofwhat could be” to produce both more socially

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

Objects and Embracing Chaos in Collaborative Work," Computer Supported Cooperative Work, vol. 16, 2007: 335.35. D.H. Jonassen and W. Hung, “All problems are not equal: Implications for problem-based learning,” The Interdisciplinary Journal of Problem-based Learning, vol. 2, pp. 6-28, 2008.36. O. Pierrakos, A. Zilberberg, and R. Anderson, “Understanding Undergraduate Research Experiences through the Lens of Problem-based Learning: Implications for Curriculum and Translation,” The Interdisciplinary Journal of Problem-based Learning, vol. 4, pp. 35-62, 2010.37. A. Strauss, "The Articulation of Project Work: An Organizational Process," The Sociological Quarterly, vol. 29, pp. 163-178, 1988.38. A. Strauss, "The

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Joshua Pelkey, AirWatch; Michael Owen Rodgers, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

definitions were analyzed by expert judges. Before judges proceeded withofficial scoring, they engaged in training and calibration sessions.1. Expert JudgesTwo judges analyzed student sustainability definitions. The first judge was a PhD student inCEE, while the second judge held an advanced degree in Electrical and Computer Engineering.Both judges completed sustainability-related courses, conducted sustainability-related research,and have been involved with Engineers without Borders (EWB), an organization dedicated toimplementing sustainable engineering projects worldwide. Both judges extensively reviewedrecent publications related to sustainability and sustainability education prior to scoring studentdefinitions.2. Judge Training and

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

to address thesetopics, and translates to career plans. To develop the survey, we drew from existing knowledge on topicsincluding belief about climate change (Leiserowitz et al., 2012), engineering course content andstandards (ABET, 2013; Allenby et al., 2009), sustainability (Davidson et al., 2007; Huntzinger et al.,2007; Mihelcic et al., 2006), critical engineering agency (Godwin et al., 2013; McNeill & Vaughn,2010), and career choice (Hazari et al., 2010; Kaminsky et al., 2012; Shealy et al., 2015). The surveywas model on prior national surveys such as Sustainability and Gender in Engineering (Klotz et al.,2010), the Yale Project on Climate Change Communication (Leiserowitz et al., 2012; Leiserowitz et al.,2010) and the climate

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

. Leydens won the James F. Lufkin Award for the best conference paper—on the intersections between professional communication research and social jus- tice— at the 2012 International Professional Communication Conference. In 2015, he won the Ronald S. Blicq Award for Distinction in Technical Communication Education from the Professional Communica- tion Society of the Institute for Electrical and Electronic Engineers (IEEE). His current research focuses on rendering visible and integrating the social justice dimensions inherent in three components of the engineering curriculum—in engineering sciences, engineering design, and humanities and social science courses. That research, conducted with co-author Juan C. Lucena

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-disciplinary team project that involves faculty members and students from engineering and non-engineering disciplines. This paper benefits from our experiences with multidisciplinarycollaboration that has helped engineering students build critical thinking, systems approaches,and alternate solution scenarios (Donate et al., 2015, Shankar et al., 2017 a & b). Thesemultidisciplinary teaching alliances have involved professors and students from engineering anddigital arts, and a content field such as urban planning, education, nursing, or business. The endproduct has been smart phone apps. We have published 55 such apps at the open source Githubsite (For museum apps developed by high school students, see MODS15 and MODS16. ForHealth care apps

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

Blacklock, Colorado School of Mines Dr. Jenifer Blacklock focuses on project-based learning and developing hands-on curriculum to create for strong science and engineering foundations.Dr. Kathryn Johnson, Colorado School of Mines Kathryn Johnson is an Associate Professor at the Colorado School of Mines in the Department of Elec- trical Engineering and Computer Science and is Jointly Appointed at the National Renewable Energy Laboratory’s National Wind Technology Center. She has researched wind turbine control systems since 2002, with numerous projects related to reducing turbine loads and increasing energy capture. She has applied experiential learning techniques in several wind energy and control systems classes and

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Lombardo, Harvard University; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard University

Tagged Divisions

Liberal Education/Engineering & Society

electrical and mechanical engineering majors. Each ofthese courses has a final team project, with varying degrees of open-endedness, in lieu of atraditional exam. Design competencies were measured in these courses, both pre- and post-experience, using self-reported surveys as well as instructor assessment of ABET learningoutcomes. The post-experience surveys as well as final project rubrics were used to measurechanges in design competencies as well as changes in self-efficacy. There was a correlationbetween the changes of self-efficacy and ABET outcomes at the end of the courses for bothmajor-specific and general education courses. Students in the general education course scoredlower in final self-efficacy compared to their peers in the major

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

draw from storytelling activities done elsewhere in the department duringthe written reflections portion of the intervention.Similarly, even if the Conservation Principles class focuses primarily on analytical content, latercourses focused more explicitly on inclusive design can point back to examples from this one(“Remember the project from a year ago where one team looked at the effects of dietaryrestrictions on intermittent fasting? Let’s talk about what sorts of patients might have these kindsof dietary restrictions and why…”) With this “spiral curriculum” approach (Bruner, 1960),already used in medical (Harden, 1999) and engineering (ex: Dixon, Clark, & DiBiasio, 2000),the same problems end up doing double duty at different times to

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cherrice Traver, Union College; Douglass Klein, Union College; Borjana Mikic, Smith College; Atsushi Akera, Rensselaer Polytechnic Institute; Steven B. Shooter, Bucknell University; Ari W. Epstein, Massachusetts Institute of Technology; David Gillette, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society

brought together academic leaders and scholars from both engineering and theliberal arts to explore models for integrating engineering and the traditional liberal arts.The examples presented are grouped into five different aspects of undergraduate engineeringeducation, addressing different phases of students’ progress, recognizing that fosteringinnovation must be a continuous process: 1. Projects that focus on first year or introductory material 2. Projects that focus on core engineering courses 3. Projects that focus on capstone and extra-curricular experiences 4. Projects that span the curriculum 5. Faculty professional development to support projectsThe paper also reviews research results linking innovative capacity to the

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

. 10 “Infusing Communication Skills in an Engineering Curriculum” by Eichorn et al.describes the design of and rationale for engineering communication instruction in a newelectrical and computer engineering program. This new program incorporates the full range oftransformative practices outlined above: team teaching in true partnership, an integratedapproach to communication, and designing curricula not just courses. The design team includedfaculty from the institution’s School of Communication, Media, and the Arts along with facultyfrom computer science and senior leadership in electrical and computer engineering. The paperhighlights the multifaceted nature of engineering communication and the value of embeddingcommunication

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Mel Chua, Purdue University; Cole Hatfield Joslyn, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

. Soc. justice Crit. Explor. Oppor. 85–109 (Springer, 2013). Page 24.491.103 Halsmer, D. et al. Exploring connections between engineering and human spirituality. in ASEE Annu. Conf. Expo. Conf. Proc. (2010)4 Hatchell, K. et al. Engineering That Makes a Difference: A Faith-based Approach to Community Development in the Ulpan Valley of Guatemala. in CEEC Conf. Proc. (2013)5 Bulanon, D. et al. Engineering Capstone Design Course with Integrated Christian Mission Service Projects. in CEEC Conf. Proc. (2013)6 Christian Engineering Education Conference (CEEC)- Available at: https://sites.google.com/site

Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Graham, Johns Hopkins University; Tobin Porterfield, Towson University

Tagged Divisions

Liberal Education/Engineering & Society

ensuringthat colleges and universities integrate these skills in their curriculum [4]. To determine whichprofessional skills are important for career success, researchers have queried academics,students, and practitioners in a range of engineering disciplines and country contexts. Chan et al.identify 38 skills including critical thinking, conflict management, and time management [5]. Astudy of practicing engineers in New Zealand maintained the importance of communication andethics but added career planning, leadership, and project management [6]. In addition to confusion over what makes up this professional skill set, no consensusexists on what to call this group of skills. Some research uses a single term, while others usemultiple terms

Conference Session

Linking Engineering and Liberal Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Ledlie Klosky, U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Steven D. Hart, U.S. Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

that informed citizen of thefuture is a course in Infrastructure for all college graduates. Infrastructure should be taken hereas a widely inclusive term, with many systems and meta-systems (the health care system,electrical power, information technology, transportation, etc.) providing the framework for suchstudies. The how of such a course, what such a course might consist of, possible course syllabi,models and the like, is presented by Hart et al. (2011), but this paper seeks to address a verydifferent question; why require such a course, particularly for non-engineers. More directly put,this paper argues that if we are to address the broad and complex problems posed by ourdecaying existing infrastructure and our demand for future