Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steve E. Watkins, Missouri University of Science & Technology; Les Kinsler, Kansas State University, Salina; Julia L. Morse, Kansas State University, Salina; Doug Carroll, Missouri University of Science and Technology

Tagged Divisions

Liberal Education/Engineering & Society

the possibility of requesting some sort ofaudience feedback or evaluation forms to be gathered as visitors to the poster session exited.Comments or scoring on individual presentations and interaction could provide helpful feedbackto student presenters.The requirement of communicating “technical accomplishments and design lessons learned” wasfound to be generally unifying among most types of engineering-related student projects, but didpresent a challenge to some excellent engineering-education oriented posters which had thepurpose of improving engineering outreach to young people rather than presenting a technicalapplication or development. These clearly presented engineering education-relevantmethodology and documented results and would have

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitch Cieminski, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

+ students and its notablywelcoming attitude toward them. From examining student-run practices across technical theater,acting, directing, and organizational management, I find that the practices of identity negotiation,performance, and flexible democratic decision-making, situated in an alternative technical-socialspace, are sociotechnical practices with a queer inflection important to the site. These can helpengineering educators in three ways: 1) by simply providing a description of some meaningfulsociotechnical experiences of queer students; 2) by beginning to bridge the “diversity-oriented”and “technically oriented” streams in engineering education research through considering howqueer STEM students are innovative technologists in their own

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

communicative needs identified byindustry stakeholders. A natural fit for a technical writing and communication curriculumdesigned for the needs of engineers, the Kolb model of experiential learning features a practicethat is process-based, focused on connecting new and old knowledge, and requires learnerdiscomfort—through iterative testing a learner must be willing to dispense with ideas found to befalse. Knowledge creation occurs through the meaningful interaction of one’s lived experiencewith that of the immediate environment [1].Understood as an active and dynamic approach to problem-solving, experiential practices in theclassroom offer unique student impact opportunities for mid-performing students, while stillretaining value for advanced students

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

skills over time. In particular, this exploratory studyaimed to identify persistent errors, lingering misconceptions, and challenges engineering studentsfaced when they attempted to apply their knowledge and skills in new contexts. Communicationskills are critically important for engineers. Strong writing skills empower engineers to makevisible the complexities of their work to a wide range of audiences. The Accreditation Board forEngineering and Technology [1] identifies “the ability to communicate effectively” as a keystudent learning outcome [2]. Yet, despite its importance, technical communication oftencompetes for time with engineering content in the typically “crowded” undergraduateengineering curricula [3].Approaches that integrate

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

materials. As a member of IEEE’s Professional Communication Society, she serves as a book series editor for ”Professional Engineering Communication.” For the University of Wisconsin-Madison, she regularly holds workshops (both online and face-to-face) for practicing engineers all over the globe on how to improve their technical presentations.Thomas Dean McGlamery, University of Wisconsin–MadisonAmy K. Atwood, University of Wisconsin - Madison Page 22.1318.2 c American Society for Engineering Education, 2011Special Session: Moving towards the Intended, Explicit, and Authentic

Conference Session

Targeted Harassment in Engineering Education: What It Looks Like, Why Now, and What Is at Stake

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin A. Cech, University of Michigan; Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #26283Panel Session: Targeted Harassment in Engineering Education: What ItLooks Like, Why Now, and What Is at StakeDr. Alice L Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering) Alice L. Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of Environmental and Ecological Engineering at Purdue University. Prof. Pawley’s goal through her work at Purdue is to help people, including the engineering education profession, develop a vision of engineering education as more

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

(75 minutes) and a weekly laboratory session (4 hours).Students complete six laboratory modules, each two weeks in duration, during the laboratorysessions (see Table 1). Most modules require two in-class laboratory periods to complete, oneperiod designated as a planning period and the other as an experimental period. Following thefirst laboratory period, students write a planning report (a technical memo) in groups of 3-4 andfollowing the experimental period the students individually write a summary report (a technicalmemo). The final laboratory module requires a 20-minute group presentation and a fulllaboratory report. Thus, the course, as implemented in the past, required 10-14 writtenassignments, but had been lacking instruction in

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

technological change, engineers cannotdesign the technology that will create the future in which their children will live.” (coursesyllabus, p 1.). The course is structured in two parts with a large lecture and smaller discussionsections. Each semester there are lecture sessions that each occur once per week with over 150students enrolled in the lecture. The lead-instructor offers content and then encouragesdiscussion in pairs and in plenary. The students are evaluated on the lecture and reading-basedportion on the course in two multiple choice exams that account for 40% of their course grade,which is an individual measure of success in the course. The lecture sessions are complimented by nine Discussion Sections with 15-40 students enrolledin each

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Caroline Carvill, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jessica Livingston, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

increasedcollaboration between faculty in both disciplines. In survey research conducted in the earlyyears of ABET Engineering Criteria implementation, House et al (2007) gathered responsesfrom engineering faculty in a variety of institutional settings and academic disciplines regardingtheir willingness to incorporate communication into their technical courses. They were generallyinterested in such a curricular change (or in some cases, were already engaged in these changes),but many lacked good models for such incorporation.1 Subsequent research along similar linesreflected increasing practices among engineers that blended technical communication andengineering.2-4 Dyke and Riley, for example, provide insight into the strategies engineeringfaculty use to blend

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda M. Head, Rowan University

Tagged Divisions

Liberal Education/Engineering & Society

history," Education, IEEE Transactions on , vol.41, no.4, pp.320-324, Nov 1998.4. Mahajan, A.; McDonald, D.; Walworth, M., "General engineering education for non-engineering students," Frontiers in Education Conference, 1996. FIE '96. 26th Annual Conference., Proceedings of , vol.3, no., pp.1264-1266 vol.3, 6-9 Nov 1996.5. Pearce, J.A.; , "Technology for non-technical students: adventures on the other side of campus," Frontiers in Education Conference, 2000. FIE 2000. 30th Annual, vol.1, no., pp. T2F/1-T2F/3 vol.1, 2000.6. Kramer, K.A., "A senior-level engineering course that meets general education requirements," Frontiers in Education Conference, 1997. 27th Annual Conference. 'Teaching and Learning in an Era of

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

. David also does public engagement with science and technology work with government agencies such as NASA, DOE, and NOAA. c American Society for Engineering Education, 2019What are they talking about? Depth of engineering student socio-technical thinkingin a technical engineering courseDr. Natasha Andrade, University of MarylandDr. David Tomblin, University of MarylandAbstract In the last decade, there have been several efforts from engineering faculty to includesocial justice and socio-technical thinking in the engineering curriculum. For example, Leydensand Lucena report several examples of courses at different universities that aim to make socialjustice more visible in the engineering curriculum 1

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

the Valparaiso University Capstone Senior Design course to address all four of thesechallenges.1. IntroductionNumerous publications have emphasized the importance of technical communications skills inthe field of engineering. Results of a 1999 survey from engineering graduates who have been inthe workforce from three to five years showed that "64 percent of these engineers' overall worktime is spent on some form of communication"1. In a 2005 study based on a focus group of 50individuals representing both academic and non-academic engineers, communicationcompetency ranked as the second most important engineering attribute, behind only technicalcompetency2. ABET also recognizes the need for engineers to develop communication skills

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha A. Andrade, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

value mapping exercises can influenceengineering student’s appreciation of stakeholder diversity and socio-technical systemcomplexity. While our focus here is on a civil and environmental engineering course, our studyhas implications for engineering curriculum in general. More specifically, though, we discusshere an attempt to use stakeholder value mapping exercises to equally represent all threedimensions of sustainable development in a technical engineering course. The study reported here aims to answer the following two research questions related tousing stakeholder value mapping exercises as short-term instruments for integrating macro-ethical issues into technical course. Does stakeholder value mapping: 1) improve student

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristine Horvat, University of New Haven; Judy Randi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

ability tocommunicate effectively with a range of audiences has been emphasized as a critical skill forengineering professionals [1]. Given this emphasis, different approaches to building students’professional communication skills have been implemented but with mixed results. For example,when engineering students take technical communication courses, they tend to rememberinformation about format, but fail to apply knowledge about audience and purpose when theywrite engineering reports [2]. Some research has pointed out short comings in technicalcommunication textbooks, which neglect important engineering communication skills such asdata visualization and emphasize stylistic features used in the humanities [3]. Other research hasfound some

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

strongertechnical communication skills. In the early 2000s, engineering professional societies reportedunderdeveloped writing and presentation skills in entry-level job candidates while, at the sametime, stressing the time spent in a typical engineer’s day on communication tasks [1, 2]. At thesame time, ABET adopted new criteria for evaluating and accrediting engineering programs [3].The criteria focused on developing “soft skills” including teamwork, ethics, and effectivecommunication, among others. The importance of soft skills has only grown in the interveningyears. Among ABET’s student outcomes as listed in 2019-2020 is “an ability to apply written,oral, and graphical communication in broadly-defined technical and non-technical environments;and an

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rose M. Marra Ph.D., University of Missouri; So Mi Kim, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker, University of Utah; Shann Bossaller, University of Missouri

Tagged Divisions

Liberal Education/Engineering & Society

andill-structured industry problems in mining, milling, and manufacturing. There are no courses inthe IRE curriculum; rather, every semester students generate (with the help of faculty) a series ofsyllabi that describe how they will meet the required technical and design competencies thatcomprise the IRE curriculum. A majority of IRE learning and assessment activities are organizedand indexed by the aforementioned team-based, semester-long industry projects. For example, anIRE team designed and implemented a condenser performance test to be applied to a powerplant’s power generation condenser. To solve the problem, students learned cycle analysis,conduction heat transfer, convection heat transfer, heat exchanger design, engineeringeconomics, and

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

general elective. Here it should also be noted that someengineering departments and advisors at Purdue are relatively open about what courses can countas technical electives, while others are much more restrictive. Still another constraint centered onour attempt at a “2+1” model for the course, which required students to enroll in 2 credits for thecourse itself and another 1 credit of service learning or undergraduate research, which weimagined as a way to relate the course content to other kinds of learning. But this provedproblematic since it meant the course did not fit into the mold of a typical 3-credit elective.After cancellation of the course in Fall 2012, pursuing a permanent course number seemed like agood – and perhaps overdue

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

presentation skills in an Introduction to TechnicalCommunication course. In this initial study, we aim to: (1) provide a set of curricular materialsthat engineering educators can use to integrate reflection in any presentation assignment and (2)discuss self-reported student data regarding development of presentation skills. Students reportedthat viewing their recorded presentation and reflecting on their performance helped them gainconfidence and improve their presentation skills for future use.Although effective communication skills are required for success in all engineering disciplines,many programs do not teach technical communication for a variety of reasons, including lack ofinstructor experience or buy-in regarding the value of teaching

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Stephanie Cutler, Pennsylvania State University, University Park; Joseph C. Tise, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

University.Joseph C. Tise, Pennsylvania State University, University Park Joseph Tise is a doctoral candidate in the Educational Psychology program at Penn State University. His research interests include self-regulated learning, measurement, and connecting educational research to practice. c American Society for Engineering Education, 2019 Work-in-Progress: Embedding a Large Writing Course within Engineering Design—A New Model for Teaching Technical WritingSummary and Introduction A survey of more than 1000 professional engineers reveals that communication is one ofthe top two skills needed in the profession [1]. Not surprising, many engineering colleges haveresponded to such surveys with

Conference Session

Liberal Education/Engineering & Society Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mel Chua, Georgia Tech; Ian Smith, Project Alloy; Miriam Nathan Lerner, National Technical Institute for the Deaf, Rochester Institute of Technology; Sarah Jacobs; Rita Straubhaar M.Ed., Monroe Community College; Ruth Anna Spooner; Perseus McDaniel

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

"thing-inform"?: case studies in seeing engineering meaning differently through the process of technical ASL vocabulary creationAbstract(Note: A signed version of this abstract is available on ​http://aslcore.org​. Although this paper hasbeen written in English, the primary working language of this project is American SignLanguage. The English paper presented here should be treated as an explanation designed for anon-signing audience.)Engineering is a social activity where practitioners constantly use language in order tocommunicate. While not completely deterministic, the nature of the language we use influenceshow we think, communicate, and collaborate [1]. This paper draws from work on the engineeringbranch of

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

Engineering Accreditation Commission, available at www.abet.org (accessed 12 November 2011). 10. Davis, M. (2010), “Assessing technical communication within engineering contexts”, IEEE Transactions on Professional Communication 53 (1), pp. 33-45. 11. Reave, L. (2004), “Technical communication instruction in engineering schools: A survey of top-ranked Page 26.787.9 U.S. and Canadian programs”, Journal of Business and Technical Communication, Vol. 18, pp. 452-90. 12. Felder, R.M. (2008), “A whole new mind for a flat world”, in MacLennan, J. (Ed.), Readings for Technical Communication, Oxford University Press, Don Mills

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

-specific courses but there maybe a trade-off between making engineering material more accessible to general educationrequirements as compared to the depth covered in major-specific courses. This paper shows thatencouraging and motivating students to study engineering does not necessarily have to bedistinct from teaching them technical design or engineering skills. Learning outcomes in hands-on design courses are a critical component to student engagement and retention withinengineering and the liberal arts. All of the courses discussed within this paper play important butdifferent roles within the engineering curriculum at Harvard.IntroductionMore and more engineering programs offer introductory design courses earlier in the curriculum,even

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. c American Society for Engineering Education, 2020An emancipatory teaching practice in a technical course: A layered account of designing circuits laboratory instructions for a diversity of learnersAbstractThis paper is about the liberal education goal of emancipation in the domain of thought.Specifically, liberal education’s aim is, as stated by Ewert, “to achieve freedom from self-imposed constraints, reified social forces and institutions, and conditions of distortedcommunication” [1, p.354]. As middle-aged female engineering faculty, the

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Helen Carlson P.E., Merrimack College; Catherine Woodworth Wong, Merrimack College

Tagged Divisions

Liberal Education/Engineering & Society

.), and recitation (including a group project to design and build an operational windmill). Thecourse for incoming engineers includes interdisciplinary hands-on projects, presentations, andwriting assignments with the goal of developing a sense of cohort, and “leveling the field” forstudents with a wide-range of backgrounds and experience.Electrical Engineering (EE) majors generally take a different introductory course, comingtogether with the other engineering first-year students on Fridays during a recitation session todesign and build the interdisciplinary windmill projects. In Fall 2017, due to sabbaticals, the EEstudents were enrolled in the same lecture section as the CE and ME students. Enrollment inGEN1001: Introduction to Engineering was

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Canino, Trine University; Kendall B. Teichert, Trine University

Tagged Divisions

Liberal Education/Engineering & Society

andimportant to today’s engineers. However, Frankenstein is rarely discussed in technical classes.This paper discusses a design project for first-year Mechanical Engineering students that askedstudents to select and explore themes from Frankenstein as a guide for the design of anautonomous robot. In essence, the students were required to develop a target customer that wouldbenefit from the theme they selected. The use of the novel to generate concepts for the robotswas supported by using a form of double column notes. This processes required the students toselect several quotes from the book as inspiration for concept generation. Students sketched therobot ideas and explained the connection between the quote from the book and the concept. The

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

anddistribution power of the LEGO Group. And, in September 1998 the official Mindstorms kitswere released, selling out by December [8]. Figure 1. A cart of LEGO Mindstorms (EV3 generation), rolled out for an after- school program.Now in its third generation,i Mindstorms has become a popular way to introduce engineeringdesign to young people in the United States and around the world. This is exemplified mostprominently with the FIRST LEGO League (FLL), a partnership between the LEGO Group andthe international robotics competition non-profit, For Inspiration and Recognition of Science andTechnology (FIRST). In teams, young people compete against each other by programmingMindstorms to solve problems specified by FIRST for that year’s FLL

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sean Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Danielle Corple, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

American Society for Engineering Education, 2019 Tensions in Applying a Design Thinking Approach to Address Barriers to Increasing Diversity and Inclusion in a Large, Legacy Engineering ProgramIntroductionWe are focusing on three interconnected issues that negatively impact engineering disciplinarycultures: (1) diversity and inclusion issues that continue to plague engineering programs; (2) lackof adequate preparation for professional practices; (3) and exclusionary engineering disciplinarycultures that privilege technical knowledge over other forms of knowledge [1]. Although mucheffort has been devoted to these issues, traditional strategic and problem-solving orientationshave not resulted in deep

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

between courses is to the students’ disadvantage, ourprogram has been working to overcome this split between technical writing and “content”proficiency. Our efforts are part of a larger, college-wide initiative that began in 2004 and 2005,when our College deans formed a Task Force of committed administrators and faculty whobegan holding listening sessions and urging all faculty to address the challenges facing engineersfor the future.6 These discussions at the College level included an emphasis on the importance ofimproving interdisciplinary work and improving engineering communication skills; these skillsreceived even more attention as we prepared for our ABET re-accreditation visit of 2006.Concurrently, enrollment in the College of Engineering

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Ware, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; John R. Gallagher, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois, Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

labs from technical content to writing, and revising assignment promptsto scaffold writing processes. At the start of the semester, the Center for Writing Studies staff leda focused workshop on response practices for the instructional staff, introducing a rubric craftedfor one of the course assignments. Throughout the semester, the mentoring team met weekly tosketch out material (new rubrics, writing lab curriculum, assignment revisions) that would thenbe workshopped with the full instructional staff at their weekly meeting. The mentoring teamparticipated in and took field notes on these weekly staff meetings. On one occasion, Nikiobserved all writing lab sections and ran a follow-up session to debrief the TAs. The teamcarried out end-of

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering); Sean Eddington, Purdue University; Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

: An assets-based approach to persistence in engineering students of color,” Journal of Engineering Education, vol. 105, no. 1, pp. 93-117, 2016.[13] S.A. Dumais, “Cultural capital and education,” In the International Encyclopedia of the Social & Behavioral Sciences, J.D. Wright, ed., 2nd ed, vol. 5, pp. 375-381, 2015.[14] S. Brown, “Student social Capital and Retention in the College of Engineering” in Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, Portland, OR, USA, June 12-15, 2005.[15] J.P. Martin, M.K. Miller, and D.R. Simmons, “Exploring the theoretical social capital ‘deficit’ of first generation college students: Implications for