Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber Genau, University of Alabama at Birmingham; Andre Millard, University of Alabama at Birmingham

Tagged Divisions

Liberal Education/Engineering & Society

, requiring all students, regardlessof major, to take courses in a variety of subject areas. These general education courses are oftenconsidered by engineering students to be unrelated to their chosen profession and are thereforeseen merely as hoops to be jumped through on the way to graduation. However, these coursesmake up a significant percentage of students’ overall credit requirements, and represent a mostlyuntapped opportunity to meaningfully incorporate the global and societal context required byABET into an engineering degree program. By partnering with the humanities and social sciencefaculty who teach these distribution requirements, engineering programs have an opportunity toreclaim this portion of the university experience, making it a

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Laura E Sullivan-Green, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Graduate technically competent engineers who expect to engage in lifelong learning in the profession. To be competitive in the employment market, engineers must have a solid, fundamental technical education in their discipline which meets ABET general and program criteria; this cannot be accomplished with less than 96 units of technical content. However, to meet the level needed for an entry-level engineering professional, their programs need not be so specialized that they are unable to communicate with either the public or other technical professionals in different disciplines. 2. Keep the needs of pre-major students in mind. This includes community college

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zhihui Zhang, Chinese Academy of Sciences; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #10926The Fusion and Conflict Between Engineering Education and General Edu-cation in China After 1949Dr. Zhihui Zhang, Chinese Academy of Sciences Assistant professor ,Institute for History of Natural Sciences, Chinese Academy of Sciences. main re- search topics: engineering education; philosophy of engineering.Xiaofeng Tang, Rensselaer Polytechnic Institute Xiaofeng Tang is a PhD candidate in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute. Page 24.1218.1

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; Chris Gewirtz, Virginia Tech; Ramon Benitez, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #18399Assessment and Implementation of an Interdisciplinary General EducationMinorKirsten A. Davis, Virginia Tech Kirsten is a PhD student in Engineering Education at Virginia Tech, where she also completed her mas- ter’s degree in Higher Education. She has previously worked in industry in the field of IT analytics and has experience with corporate recruiting. Her primary research interests are engineering study abroad, developing intercultural competency in engineering students, and international higher education.Chris Gewirtz, Virginia Tech Graduate Student in Engineering Education at Virginia Tech. His

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

, Jared Diamondargues this point in detail (Diamond 2005). It is exactly this need for well-informed leaders andvoters that justifies and underpins the educational system in the United States, indeed in mostdemocracies, and the university system has done an admirable job of producing an educatedcitizenry by universally requiring general education courses rich in the liberal arts. That said,there is a sizable and increasingly unpardonable hole in the educational background of “typical”college graduates: their technical knowledge related to the nuts and bolts of our increasinglytechnological society is insufficient, limiting their ability to engage in a real way with decisionsvital to our future. There is a need to fill this hole, and one bridge to

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

Paper ID #15839Improving Design Competency in Introductory Engineering Courses withina General Education RequirementDr. Christopher Lombardo, Harvard University Dr. Christopher Lombardo is an Assistant Director of Undergraduate Studies and Lecturer at the Harvard School of Engineering and Applied Sciences. Dr. Lombardo received Bachelor of Science degrees in Electrical Engineering and Physics from the University of Maryland at College Park and a Master of Science and a Doctor of Philosophy degree in Electrical Engineering from the The University of Texas at Austin. Outside of the classroom, Dr. Lombardo facilitates

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7066Engineering Writing for the General Public: A Classroom ApproachDr. Elisa Warford, University of Southern California Elisa Warford is a senior lecturer in the Engineering Writing Program at the University of Southern Cal- ifornia, where she teaches undergraduate and graduate courses in written and oral engineering commu- nication. Her current research interests include the rhetoric of science and portrayals of engineering and technology in American literature. She is also a professional technical editor specializing in engineering writing for academia and industry. She holds a Ph.D. in English from the

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in engineering, care ethics in engineering, humanitarian engineering, engineering ethics, and computer modeling of electric power and renewable energy systems.Ms. Ngan T.T. Nguyen, Texas Tech University Ngan Nguyen is a research assistant and doctoral candidate in the Department of Curriculum and Instruc- tion at Texas Tech University. Her research is focused on fostering the learning experiences of Asian international graduate students in higher education.Dr. Jeong-Hee Kim, Texas Tech University Jeong-Hee Kim is Chairperson and Professor of Curriculum Studies and Teacher Education in the De- partment of Curriculum and Instruction at Texas Tech University. Kim is a curriculum theorist, teacher educator, and

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Joanna K. Garner, Old Dominion University; Kaitlyn Pigeon, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

summer internship. American c Society for Engineering Education, 2020 Work-in-Progress: Online Tutorials to Help Undergraduates Bridge the Gap Between General Writing and Engineering WritingAbstract Although engineering students are regularly called upon to write as engineers in designcourses, laboratory courses, and internships throughout their curriculum, many engineeringstudents do not formally learn to write as an engineer until their third or fourth year of study. Forthis reason, a gap exists between what engineering students know about general writing and howthey are expected to write as an engineer. As a first step to address this gap, this paper

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

transferrable transdisciplinary graduate education and researchprogram to produce the next generation of researchers, educators, and decision makers focusedon dynamic collaborations across not only academic disciplines, but also among stakeholders.We are particularly interested in bringing together researchers, policy makers, and communitystakeholders in ways that foster mutual respect and value, and that adhere to the needs, goals,and engagement of the individuals most impacted by disasters.Previous work on disaster resilience demonstrates the importance of interdisciplinary teams indeveloping resilient solutions and effectively managing risk [1]. Disasters are complex problemsthat require solutions and collaboration from a wide-range of disciplines

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. c American Society for Engineering Education, 2016 Staying in or Getting Out: The Relationship Between Undergraduate Work Exposure and Job Satisfaction after GraduationIntroductionPast research has focused on the ways engineering students talk about the work they hope to doas professional engineers after graduation, which the authors refer to as their ‘images of work.’1These authors found that students’ initial images of work were marked by hopefulness andaspiration; students wanted to design new technologies and engage in innovation. As the studentsmoved through their undergraduate education, however, their images of work became moremundane. Often this mundaneness emerged as a

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

Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills," Journal of Engineering Education, vol. 106, no. 2, pp. 299-325, 2017.[6] D. Pons, "Relative importance of professional practice and engineering management competencies," European Journal of Engineering Education, vol. 41, no. 5, pp. 530-547, 2016.[7] M. Danaher, K. Schoepp and A. Kranov, "Are students in graduate programmes adequately attaining professional skills?," World Transactions on Engineering and Technology Education, vol. 15, no. 4, pp. 311-316, 2017.[8] M. Baltic, R. Krneta and A. Rakic, "Interdisciplinary project bridges the gap in electrical engineers' knowledge of modern control applications," International

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Liberal Education/Engineering & Society

AC 2011-260: INFORMED INFLUENCE: PREPARING GRADUATE EN-GINEERS TO PRESENT WITH POWER INSTEAD OF JUST POWER-POINTChristine G. Nicometo, University of Wisconsin - Madison Christine G. Nicometo is an associate faculty associate in the Engineering Professional Development (EPD) Department at the University of Wisconsin-Madison. Within EPD, she teaches technical commu- nication courses in three programs: Technical Communication Certificate (TCC); Masters of Engineering Professional Practice (MEPP); and Masters of Engineering Engine Systems(MEES). Through the College of Engineering, she also directs the New Educators Orientation Program. She has been an active member of ASEE since 2006.Traci M Nathans-Kelly, University of

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in this article.Dr. Marie Stettler Kleine’s research on humanitarian and integrated engineering programsinspired her reflection on how different forms of contextualization and the vocabulary used todescribe them signal different ways to best teach engineers. Her graduate training in science andtechnology studies and human-centered design prepared her to see that these forms ofcontextualization are much more nuanced than using particular language, but this varyinglanguage fundamentally changes the engineering pedagogy in practice. She continues tointerrogate why and how engineering educators learn from other disciplines to explicitlyprioritize contextualization.For Dr. Kari Zacharias, this project has been an opportunity to reflect on the

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Donnell, Georgia Institute of Technology; Betsy M. Aller, Western Michigan University; Michael Alley, Pennsylvania State University, University Park; April A. Kedrowicz, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

introduced.Sageev and Romanowski, for example,12 explicitly polled recent engineering graduates toidentify topics that should be added to future technical communication courses. This paper alsoprovides references to numerous other papers presenting similar survey results. Page 22.1687.6However, the courses that incorporate these innovations are also heirs to a great deal of critiqueof classroom writing instruction. Wolfe questions the quality of classroom instruction intechnical communication by identifying problems in a dozen widely-used technicalcommunication textbooks.13 Kirkland presents a detailed review of the general disjunctionbetween classroom

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

AcrossEngineering, a faculty development program our team developed [29]. In the paragraphs below,we first offer generic examples that can be implemented across a wide variety of courses. Thesechanges include incorporating short writing-to-learn assignments in large classes and providingscaffolding—that is, breaking a writing assignment into smaller pieces—for a writing assignmentin a graduate-level environmental engineering course. Then, we move to discuss specificexamples drawn from our mentoring work with faculty across STEM, demonstrating theeffectiveness of a variety of writing-as-process elements including peer review, writer’s memos,and scaffolding.Recognizing that time constraints are one of the major challenges limiting incorporation ofwriting in

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Foster, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sustains us as well as tactics for grounding and establishing self as well ascollective care. While there are general prompts or questions brought to the table for the JoyfulActivism meetings, there is no requirement or set agenda, and conversations are open-ended,ranging from topics of comfort foods that we make, physical and action-oriented hobbies we takepart in, and creative endeavors that feed our souls.ConclusionIn summary, we return to our specific aims, what happened, and what did not:First, we aimed to test approaches from social movements and assess their promise for change inengineering education. This involved evaluating previous movements in engineering and STEMthat organized for change within Engineering and Science practice. We also

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Tandon School of Engineering ; Lindsay Anderberg, New York University Tandon School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

: (1) traditional engineering and technology accreditation standards donot require students to take enough general education courses, (2) faculty may use theseprescriptive standards as a reason not to change or update course materials, and (3) individualfaculty members have a difficult time integrating non-technical/engineering concepts into theircourses.6 This points to the important and direct role liberal education can play in the educationof engineers.Surveys of working engineers also help to elucidate skills important to the profession. A 2012survey asked recent engineering graduates to rank the ABET student outcomes from “extremelyimportant” to “not at all important” in their professional experience.7 The top cluster of alumni-ranked

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education

Tagged Divisions

Liberal Education/Engineering & Society

Education and Engineering DisciplinesAbstract:Ohio Northern University is in its second year of an innovative and unique Bachelor of Sciencedegree with a major in Engineering Education. This program will provide graduates with afoundation in engineering, mathematics, and education, qualifying the graduate for licensure as asecondary math teacher in the state of Ohio. The degree is similar to a General Engineeringdegree, expanding potential career opportunities. Further opportunities are expected to be amongvenues such as science and technology museums. This degree program offers the introduction ofmath teachers into middle and high school environments with an inherent appreciation ofengineering, producing graduates who

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Janice L. Hall, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16350Privatization of Public Education: Lessons from New Orleans for Engineer-ing Education in K-12 and BeyondDr. Donna M. Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech.Mrs. Janice L. Hall, Virginia Tech I am a doctoral student in Engineering Education at Virginia Tech. I have B.S. and M.S. degrees in biolog- ical and bio-medical engineering respectively. It was through my participation in extracurricular activities and my experience as a graduate teaching assistant I found my passion for engineering education. My research interests include broadening participation and

Conference Session

Liberal Education/Engineering & Society Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan Gallagher, Montana State University; Irina Karapetyants, Russian University of Transport; Karalyn Clouser, Western Transportation Institute at Montana State University; Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

materials and for improvinginstructor competency in teaching the topic, a faculty training program was developed as well asa detailed course curriculum and textbook. New curricular mandates are unlikely fortransportation programs in the less centralized and less vocationally-focused university systemfound in the United States. Nevertheless, the survey findings should raise concern about whetherhigher education institutions in the U.S. are graduating successive generations of designers andengineers without awareness of disability rights and accessibility needs. There is evidence thatdevoting explicit coverage to disability demographics and universal design in coursework canimprove students’ attitudes and sensitivity toward persons with disabilities

Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Brian J. Novoselich, United States Military Academy; Gregory Martin Freisinger, United States Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

understand the broader context of whatthey are learning. However, the engineering education and educational literature, in general, stilloverwhelmingly uses the term pedagogy to describe their methods and practices of teaching.This study and the one prior, are meant to increase awareness of the topic and help determine ifthe use of the term and underlying principles of andragogy have an important place inengineering education. We advocate that engineering educators discuss the instructional design of their courses andprograms with a more nuanced approach than currently exists. Adding the term andragogy intothe engineering education lexicon may provide engineering educators the language necessary todescribe a different set of assumptions about

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Athena Lin, Purdue University at West Lafayette; Justin L. Hess, Purdue University at West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

andorganizations evaluate the use of their technologies in the real-world.Limitations and Future WorkWe intend for this framework to be a starting point for the engineering education community toconsider the role of civic responsibility in engineering education. Our findings represent alimited insight into students’ perceptions of civic responsibility because we generated ourfindings from a convenience sample of first-year engineering students. We encourage furtherresearch on this topic with students in various stages of their engineering programs to develop amore comprehensive picture of how civic responsibility manifests within engineering education.It is especially critical to understand how engineering students’ beliefs about civic

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Colin M. Gray, Purdue University; Denise McAllister Wilder NCIDQ, Purdue University; Terri S. Krause, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

toinvolve users in their design process, even as data sources, appears to be linked in some students’minds to a lack of importance of ‘fluffy’ or ‘soft’ skills; this also appears to stem from a lack ofunderstanding that different individuals can have fundamentally different needs or desires, arecurring topic in both the Seminar and Design Lab courses. While the importance ofprofessional skills, such as communications and teamwork, are generally acknowledged as beingimportant in the workplace and have been encouraged within engineering education in recentyears (e.g., 42), less tangible skills and ‘lenses’ typically introduced as part of a “well-rounded”liberal education are often not as easily linked to application in a student’s imagined

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Quiles-Ramos, Virginia Polytechnic Institute and State University; Donna M. Riley, Virginia Polytechnic Institute and State University; Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in 1955,30 and the Goals Report in 1968.31 Each of these reports emphasizedthe need for strong, professional education based on the inclusion of a general education programthat ran concurrently with the technical subjects that students encountered as part of theirengineering degree program. While science and math was clearly featured in these reports, thehumanities and social sciences, which were originally labeled “purely cultural subjects,” wereconsidered essential for all engineering graduates, and were given separate treatment frominstrumental subjects such as writing, communication, engineering economics, and laborrelations.24, 27This investigative tradition relied on voluntary compliance. Progressive Era reform traditionsdrew their

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Lynch, Australian National University; Jeremy Ingle Smith, Australian National University

Tagged Divisions

Liberal Education/Engineering & Society

education in Australia, enabling strategic andsustainable collaborations and partnerships, ventures and initiatives. This attitude of opportunity-seeking and openness allowed an equal space for any organisation, individual or university tocontribute. In the education sector, academics at many universities have worked very closely,generating enhanced learning opportunities for students and consortium funding. The collegialspirit fostered by EWB-A helped to create cohesion in a uniform development of HumEng andallowed continued and supported growth.NCP fundingNew Colombo Plan (NCP) Mobility Grant funding from the Australian Government is a keyenabler of overseas programs such as the Design Summits. The NCP supports Australianundergraduate students to

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

years as a program director in engineering education at the National Science Founda- tion, he took a chair position in electrical engineering at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.Dr. Atsushi Akera, Rensselaer Polytechnic Institute Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Brent K Jesiek, Purdue University, West Lafayette; Jian Yuan, Beihang University

Tagged Divisions

Liberal Education/Engineering & Society

background and/or practical experience in the Chinese context. For instance, in thegeneral criteria, the ten “graduate outcomes” include a considerable number of requirements thatare new to China’s traditional engineering education, such as “social, professional, and ethicalresponsibilities”, “design a system and process within the economic, environmental, legal, safety,health and ethical constraints”, working on “teams”, “global”, and “multicultural context.”25These requirements are strongly linked to an American or more generally Western historical andcultural context. For instance, terms such as “safety”, “global”, and “multicultural” may assumea liberal or cosmopolitan view that sees everyone has the right to freedom, basic health andsafety, and

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

accrediting body, New England Association of Schools and Colleges (NEASC),now requires assessment of general education outcomes, and further mandates thatundergraduates demonstrate competence in written and oral communication; the ability forscientific and quantitative reasoning, critical analysis and logical thinking; and the capability forcontinuing learning, including information literacy.1 As a university, we aspire to promote andintegrate excellence in liberal and professional education. We have, therefore, undertaken aproject to identify a series of core undergraduate learning outcomes, to be addressed andassessed both in general education and in the majors. These outcomes will help our studentsdevelop the knowledge, skills, and habits of mind

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

engineering college to a comprehensive university that includes sciences,engineering, management, and the humanities.23Undergraduate students at BIT need to take a minimum of 180 credits to graduate. Everyundergraduate student at BIT is required to take at least 8 credits or 4 courses in the form of thegeneral education electives.24 Compared with other Chinese universities that specialize in appliedscience and engineering, the general education program at BIT is known for covering a broadrange of topics in history and society, economics and law, literature and arts, linguistics, naturalsciences, engineering and technology, as well as courses focusing on improving students’ hands-on learning experiences.25Pang suggests that the implementation of