Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

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

; Building personal 1st-year network. Broader Individuals to interact with Graduates more exposed to broad social issues and how Society & students, materials on diversity/ they might impact them through civic engagement; Larger cross-culture. Graduates better equipped in disciplinary area and Community application; Graduates understanding of how disciplinary and design knowledge can impact causes they value through professional engagement. Instructors Time and expertise; Personal

Conference Session

Communication and Engineering Careers: Motivating Our Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine Golder, British Columbia Institute of Technology; Deanna Gail Levis, British Columbia Institute of Technology; Darlene B Webb, British Columbia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

engineering concepts within the profession and with society at large.” For a program to be accredited, the institution must be able to demonstrate that its graduates have these skills.1 Similarly, ABET lists “an ability to communicate effectively” with the 11 major student outcomes required for an engineering program to be accredited.2Educating the Engineer of 2020 emphasizes the importance of communication and teamworkskills.3 Articles in JEE and various ASEE conference papers and presentations all stress theimportance of communication skills.4-7 The ASEE’s Innovation with Impact report8 also notesthe increasingly important role that communication skills play in a successful engineering career.Student engagement and

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

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

in the form of capstonedesign projects and programs like Engineers without Borders [3-6], and in response to therecognition that to be effective engineers, students need to be able to consider the impacts theirdesign decisions have on communities [7]. Supported by college staff, individual faculty, studentprograms, or community-engagement offices in universities, such programs have made strides toprovide such learning opportunities for students. Yet, for many organizations that have funds tosupport efforts to broaden participation, this work takes them into relatively uncharteredterritory.Inspired by past work on teacher professional development [8] and ways an assessment tool canshape such development [9], we sought to create an educative

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott A. Morris, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-Champaign campus and globally through the extramural Masters of Science online program. c American Society for Engineering Education, 2016 Don’t Look At Your Shoes! Getting Engineers and Scientists to Engage With AudiencesAbstract:A first-year graduate seminar is used to work with students to alleviate shyness, introversion andspeaking anxiety, as well as providing a method for speaking effectiveness incorporating culturalcues when giving technical presentations. The core intent was to get students - particularly thosewho are not native English speakers - to be comfortable and to improve on monotonous, roterecitation from memorized scripts. The effort has been fortunate to draw

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beth Bateman Newborg, University of Pittsburgh; Teresa L. Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Liberal Education/Engineering & Society

ofengineering and how engineering has impact on society. X University’s Physics 100embraces liberal arts-oriented approaches to understanding and liberal arts-orientedlanguage choices to maximize “non scientists’” understanding of scientific clarity,accountability, precision, and proof.With an emphasis on Newtonian Mechanics, Physics 100, Physics for the Modern World(PMW) is a foundation-level course within the sciences portion of the General Educationcore at X University. Many students who enroll in PNM are liberal arts majors and do soto fulfill their General Education requirements for the sciences. The course also has arigorous laboratory component. Students in this course are encouraged to engage in thelearning of physics in many ways. In addition

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

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

student leaders through the process we hope willhelp prepare them for future challenges when they are in leadership positions on larger scales.References[1] Coyle, Edward J., Jamieson, Leah H., Oakes, William C, “EPICS: Engineering Projects in CommunityService”, International Journal of Engineering Education Vol. 21, No. 1, Feb. 2005, pp. 139-150.[2] Zoltowski, C. B., and Oakes, W.C., “Learning by Doing: Reflections of the EPICS Program”, Special Issue:University Engineering Programs That Impact Communities: Critical Analyses and Reflection, InternationalJournal for Service-Learning in Engineering, 2014, pp. 1-32.[3] Oakes, William, Andrew Pierce, Nusaybah Abu-Mulaweh, “Engagement in Practice: ScalingCommunity-based Design Experiences

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #10651Developing curriculum to prepare student engineers to engage with problemsfaced by underserved communities globallyDr. Bhavna Hariharan, Stanford University Bhavna Hariharan is a Social Science Research Associate at the Kozmetsky Global Collaboratory in the School of Humanities and Sciences at Stanford University. Her field of inquiry is Engineering Education Research (EER) with a focus on engineering design for and with underserved communities around the world. For the last nine years, she has worked on designing, implementing and managing environments for interdisciplinary, geographically distributed

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

Angelina Nicole Rivera, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Robin Bullock, Colorado School of Mines; Thomas J. Phelan, United States Air Force Academy; Kathleen M. Smits, The University of Texas at Arlington

Tagged Divisions

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

1engagement with international students and community members. We will consider how thisdifference in format of research impacted student learning and engagement in the researchprocess.Funded by the National Science Foundation, the Responsible Mining, Resilient Communities(RMRC) project is a multi-country, interinstitutional, and interdisciplinary research collaborationwhose goal is to co-design socially responsible and sustainable gold mining practices withcommunities, engineers, and social scientists. A key component of this work is engineeringeducation research that investigates how situated learning enhances undergraduate students’global sociotechnical competency, especially as it relates to their ability to define and solveproblems with people

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sherif Elmeligy Abdelhamid, Virginia Tech; Chris J. Kuhlman, Virginia Bioinformatics Institute; Madhav V. Marathe, Virginia Tech; S. S. Ravi, University at Albany - SUNY; Kenneth Reid, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

Education. He was named NETI Fac- ulty Fellow for 2013-2014, and the Herbert F. Alter Chair of Engineering (Ohio Northern University) in 2010. His research interests include success in first-year engineering, engineering in K-12, introducing entrepreneurship into engineering, and international service and engineering. He has written two texts in Digital Electronics, including the text used by Project Lead the Way. c American Society for Engineering Education, 2016 Agent-Based Modeling and Simulation of Depression and Its Impact on Students’ Success and Academic RetentionAbstractIn the U.S., major depressive disorder affects approximately 14.8 million American adults.Furthermore

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, North Carolina State University; Jennifer Kuzma, North Carolina State University; Patricia Mae Roberts, North Carolina State: School of Public and International Affairs; Erin Banks, North Carolina State University ; Sharon A Stauffer, NC State University Genetic Engineering and Society Center

Tagged Divisions

Liberal Education/Engineering & Society

and next steps. Figure 1. Project ComponentsApproaches and TheoriesThe project draws on ideas, methods, and content from four key fields and concepts (see Figure2): engineering ethics (EE), responsible innovation (RI), cultural theory (CT), and engagedscholarship (ES) (see Figure 2). The first two of these (EE and RI) provide content for thefacilitated discussions. Cultural theory (CT) provides the methodology for the survey work andidentifying core and policy values in order to test Advocacy Coalition Framework (ACF) theoryand how coalitions relate to meanings of responsible innovation that stakeholder communitieshold. Engaged scholarship (ES) positions students in communities of practice by having

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

embedded within engineeringdepartments ​[9]​. By using the expertise of graduate student and postdoctoral peer coacheswithin a given discipline, the Communication Lab provides a scalable, content-aware solutionwith the benefits of just-in-time, one-on-one ​[10]​, and peer ​[11]​ training. When we firstintroduced this model, we offered easy-to-record metrics for the Communication Lab’seffectiveness (such as usage statistics and student and faculty opinion surveys), as arecommonly used to assess writing centers ​[12], [13]​. Here we present a formal quantitative study of the effectiveness of Communication Labcoaching. We designed a pre-post test study for two related tasks: personal statements forapplications to graduate school and graduate

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

thatallowed student interaction between the courses, it was necessary to define the activity. The firstiteration of the activity was an assignment that asked students to have on-line discussions aboutcommon reading assignments. The discussions that students had amongst themselves did nothave great depth, and it was clear that they were not completely engaged in the activity.Afterwards, it was determined that the assignment was viewed as only a small homeworkassignment in a much larger course, and it had little impact. The second version of the assignment required students to present to local organizations(including a museum and an after-school program for high school students). Logisticallimitations required that each class present at

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

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

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

c Society for Engineering Education, 2021 Engagement in Practice: Performing STEM Outreach During a PandemicIntroductionAt Santa Clara University (SCU), STEM Outreach in the Community is a course that satisfies theuniversity’s Experiential Learning for Social Justice (ELSJ) requirement. The course has a two-unit lecture component and a one-unit lab. In lecture, students participate in discussions andcomplete assignments where attention can be brought to national and local economic andeducational inequities. Students perform outreach through the lab component of the class. Theoutreach opportunities are traditionally through four partner sites where SCU students teachengineering lessons to K-12 students. In March 2020, when the

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

Reed Marshall ; Daylen James McGhee, United States Military Academy; Lixrine Epie Ngeme, United States Military Academy; Joseph Carl Price ; Aaron T. Hill Jr., United States Military Academy; Brad C. McCoy, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

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

U.S. and internationalcolleges and universities on the principles of effective teaching [12]. The workshop focuses itsseminars, demonstration classes, and practice classes around an ExCEEd Model consisting of: 1. Structured organization that is based on learning objectives, appropriate to the subject matter, and appeals to different learning styles. 2. An engaging presentation with clear communication, a high degree of contact with students, and physical models and demonstrations. 3. Enthusiasm! 4. Positive rapport with students. 5. Frequent assessment of student learning (both in and out of class). 6. Appropriate use of technology.As shown in Celebrating 20 Years of the ExCEEd Teaching Workshop presented in

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

educational grants including as PI on 7 grants from NSF. He has been in the classroom, teaching more than 20 credits per year to engineering students for more than 25 years. His specific areas of expertise are in active learning, faculty development, and learning community development. He has been awarded the 2012 Progress Minnesota award, 2012 Labovitz Entrepreneurialism award, and 2012 Innovator of the Year award from the Rural Community College Alliance all for his work in developing the Iron Range Engineering program. His degrees are in civil engineering (B.S., University of North Dakota), and mechanical engineering (M.S., University of Central Florida). He is licensed as a professional engineer in the state of

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

still typicallytaught outside of the STEM major, sending the message to students that writing is not central toSTEM disciplines. To combat this issue, many have argued for writing across the curriculumand taking a discipline-specific view of writing.A challenge, even for these approaches, is engaging students in authentic writing that isfoundational to solving contextual and socially just design problems [2]. Whereas the focus ofmuch core engineering coursework is focused on building technical, disciplinary knowledge,many have argued for approaches that also prepare students to approach engineering problemsmore holistically, considering the ethics and consequences of their work [3]. For instance, instudents struggle to consider the ways their

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

;Universities[26], both pre- and post- surveys were designed through Qualtrics and disseminatedonline. The surveys consist of three major sections: 1. Demographics; 2. Knowledge and experience of tablet-enhanced learning environment; and 3. Perceptions towards impacts of tablet-enhanced learning environment on oral, written and graphical communication, and critical thinking.Individual student learning outcomes were assessed through groups of questions as describedbelow.Oral CommunicationTwo questions were used to assess students’ perceptions of gains in oral communication: 1) Doyou feel that your oral communication skills benefited/improved by having access to tablets inthe classroom? and 2) Which of these elements (if any) of tablet

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

interpret student body language will help future generations of educators moreeffectively assess their classroom environment and engage students.This paper focuses on the nonverbal communication occurring within classrooms; specificallythe nonverbal messages sent by students and received by the instructor. It also describes thecompleted performance of a pilot study conducted to answer the research question of whetherpedagogical experience influences an instructor’s ability to assess student comprehension basedstrictly on nonverbal communication. The literature review for this paper highlights nonverbalcommunication research methods across a wide variety of disciplines.The primary instrument utilized in the pilot study experiment is a series of 20

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Liberal Education/Engineering & Society

area of hospital patient health monitoring and K-12 education. He is actively engaged in K-12 outreach and interested in collaborative research across colleges. c American Society for Engineering Education, 2016 Interdisciplinary Collaboration: Getting Engineering Majors to Work with Students in Other Disciplines on Issues Impacting SocietyAbstractDespite all of the physics problems engineering majors learn to solve assuming ideal conditions,engineering problems rarely exist in a vacuum. Engineers are impacted in their work by laws,regulations, and policy, standards, business practices, and communication. This paper showcasesa research-based course for

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

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

undermining local autonomy throughparticipatory methods [13], [14]. Even well-intentioned NGO workers can also have biasesthat shape how they engage people and projects on the ground [15]. It is not the goal of thispaper to recount the history of problems and successes of NGOs, but to be keep them presentas we develop criteria for engineers to work effectively with NGOs as partners in communitydevelopment. What kind of NGO characteristics make partnerships more effective inleveraging engineering student work for community development?The main goal of a partnership among engineers, NGOs, and communities should be toreduce dependency of communities on foreign expertise while increasing the community'sself-reliance to promote social justice, peace, and

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

influenceover groups of people and their environments.In this first example, the participant describes the impact of effective communication on the lifeof an individual. So, while the extent described is small, the impact is large. Page 22.1257.12 Good communication skills are necessary in all walks of life. The lack of effective communication skills has a negative impact on the personal as well as professional life of a person.In this next example, the participant discusses how her communication abilities allowed hercreate opportunities for her to impact her team members and the worked they were engaged in. Even though the

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

shift the impact of humans on the planet. Education about climate change in engineering should represent these dynamic challenges withsustainability implications spanning communities, environment, and economies(The Climate ChangeEducational Partnership, 2014). Based on prior work we expect to identify strong relationships betweenstudents’ college experience and critical engineering agency. When topics related to sustainability areincluded in these settings we expect to find an increase in student willingness to take action on climatechange (McNeill & Vaughn, 2010). Peers are also likely to influence ones’ own beliefs. We expectclassroom pedagogy, for example, including opportunities for peer discussions to enhance

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene Erickson, Colorado School of Mines; Alyssa Miranda Boll, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

continues that work in her position at the Colorado School of Mines, primarily with the involvement of undergraduate researchers. In her role as a Teach- ing Professor, she is primarily tasked with the education of undergraduate engineers. In her courses, she employs active learning techniques and project-based learning. Her previous education research, also at Stanford, focused on the role of cultural capital in science education. Her current interests include engi- neering students’ development of social responsibility and the impact of students’ backgrounds in their formation as engineers. c American Society for Engineering Education, 2019

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

disciplines” serves to highlight similarities anddifferences and reconcile sometimes conflicting perspectives. We further suggest that studentsalso engage in a similar reconciliation process as they move from one instructor’s classroom toanother and from one disciplinary perspective to another.Many engineering students tend to struggle with some of the conventions necessary to composetechnical documents [6,7,8], especially because academic writing most often does not focus ontechnical writing conventions. Acquiring technical communication skills requires letting go of1 The order of authorship is alphabetical.some previously held understandings about writing and replacing them with new knowledgeabout what constitutes technical communication. 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

, Environmental Engineering, Electrical and Computer Engineering, Cooperative andExperiential Education, Engineering Libraries, Experimentation and Laboratory-OrientedStudies, Graduate Studies, Student, and Faculty Development. This expansion reflects theincreasing levels of engagement of engineering faculty in communication instruction, but it alsocontributes to fragmenting the discourse on engineering communication and making it moredifficult for authors to be aware of other scholars working on the same topic.Closing Observations: Where Do We Stand and Where Do We Go from Here? The preliminary analysis reported here suggests that the implementation of EC2000increased interest in communication within ASEE and expanded the community of scholars

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

engineering practice over qualitative and socialaspects; and iii) A ‘production mindset’ that gives precedence to quickly generating a largenumber of engineering professionals to inject into the workforce over recognizing the broadereducational aspirations of students. We argue that the definitions of engineering that emergeacross these conversations do not do justice to the diversity of student experiences of becoming,and wanting to become, an engineer. Based on these findings, we invite universityadministration, faculty, and staff to critically explore implicit messages that are communicated tostudents in order to be able to better respond to the diverse priorities and values students bring totheir education and carry throughout their professional

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Hampton, Virginia Tech; David Reeping, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #27445Positionality: The Stories of Self that Impact OthersCynthia Hampton, Virginia Tech ynthia Hampton is a doctoral candidate in the Department of Engineering Education at Virginia Tech. She also serves as program and student support for the Center for the Enhancement of Engineering Diversity (CEED). While at Virginia Tech, Cynthia has directed summer bridge programs, led peer support initia- tives for underrepresented groups, and served on various commissions, committees, and research groups focused on student support, organizational change, graduate student policy, and culturally responsive evaluation

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

for twenty-five years. In 2002 he established Leaders of Tomorrow, a student leadership development pro- gram that led to the establishment of ILead in 2010. He is also a Professor in the Department of Chemical Engineering and Applied ChemistryDr. Robin Sacks, University of Toronto Robin is an Assistant Professor with the Institute for Leadership Education in Engineering at the Uni- versity of Toronto where she teaches leadership and positive psychology. She served as Director of the Engineering Leadership Project, which aims to understand how engineers lead in industry.Mr. Mike Klassen, University of Toronto Mike Klassen is the Assistant Director, Community of Practice on Engineering Leadership at the Institute

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Dua Chaker, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

to motivation, well-being, creativity, cognitive flexibility, and self-esteem.1 Specific to education, providing choices in classroom settings has been linked toincreased engagement and higher-quality learning.1,2 It is unknown whether and how choiceopportunities impact students at a more macro level in course selection.In previous studies, the authors questioned engineering students’ ability to satisfy their need forchoice as they commonly navigated through undergraduate programs that were overlyconstrained as compared to non-engineering programs.3,4,5,6,7,8 One study across dozens ofuniversities revealed that free electives (course selections with no restrictions) comprised amedian of just 3% of engineering programs versus 24% for non

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

those policymakers entrustedwith managing the various cross-sectional difficulties related to the energy progress. To that end,educational programs have the power to engage communities to educate them on the benefits oftechnology and the impact of their choices as “energy consumers”.Related workPietrapertosa et al. [11] describe an educational awareness program to reduce energyconsumption in 4 schools managed by the Municipality of Potenza in Italy. The Schools4energymethodology focused on promoting sustainable behaviors in students under the age of 14 as acompetition amongst schools while including artistic activities and games. The competition called“School Race” aimed to drive schools to reduce energy consumption by adopting goodsustainable