Paper ID #19632Contextualizing a New General Engineering Curriculum in the Liberal ArtsDr. Diana A. Chen, University of San Diego Dr. Diana A. Chen is an Assistant Professor of General Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College.Dr. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is
Paper ID #8570An Integrated Approach to Developing Technical Communication Skills inEngineering StudentsProf. Ronald S Harichandran, University of New Haven Ron Harichandran is the Dean of the Tagliatela College of Engineering at the University of New Haven. He leads the Project to Integrate Technical Communication Habits and implemented a similar program in the Department of Civil and Environmental Engineering at Michigan State University when he was the chair there. Dr. Harichandran received his BE in Civil Engineering from the University of Canterbury, New Zealand, and his MS and PhD from MIT. He was a faculty member
taught middle school for three years as partof the Teach for America program and helped found the first Democracy Prep Charter School. She hasdeveloped several programs for students including a series of math competitions for NYC middle schoolstudents and a chemistry card game called Valence. c American Society for Engineering Education, 2016 Preliminary Assessment of and Lessons Learned in PITCH: An Integrated Approach to Developing Technical Communication Skills in EngineersAbstract The Project to Integrate Technical Communication Habits (PITCH) was recentlyimplemented at the University of New Haven. The goal of PITCH is to develop goodcommunication habits in engineering students
-term study abroad course through Mon- tana State University and an introduction to engineering education course at the Central New Mexico Community College. c American Society for Engineering Education, 2019 Comparative Approaches to Accessibility Education in the United States and RussiaAbstractDifferences in national contexts have led to uneven global development of transportation systemsthat are accessible to people with disabilities. The World Health Organization promotes theworldwide implementation of education and professional training programs to foster a mindsetsupportive of accessibility [1]. The education of future engineers is an essential component inthis
, M. Taylor, M. Hammerle, “Do International Students Appreciate Active Learning in Lectures?”, Australasian Journal of Information Systems, vol. 22, pp.1-14, 2018. [7] L. Deslauriers, L.S. McCartya, K. Miller, K. Callaghan, G. Kestin, “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom”, Proceedings of the National Academy of Science, vol. 116, no.39, pp. 19251–19257, 2019. [8] M. Liebelt, S. Eglinton-Warner, W. Soong, S. Al-Sarawi, B. Ng, B. Phillips, M. Sorell, An Engineering Approach to Engineering Curriculum Design: 28th Australasian Association for Engineering Education (AAEE) Annual Conference (AAEE-2017
2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. c American Society for Engineering Education, 2019 Vocation in the Engineering Curriculum: Challenging Students to Recognize Their ValuesAbstractThis work-in-progress paper describes a new initiative at the Shiley-Marcos School of Engineeringto help our students integrate, and sometimes reconcile, their personal values with theirengineering identity. In this paper, we describe how we are collaborating with the Office forMission and Ministry on our campus to use the language of vocation in an engineering context tohelp our students develop a critical awareness about the
contributing or to how they interact as a team. functionality. were interacting with the team).Results and DiscussionThe assessment of the curriculum modules developed began with an end of Fall 2017 termsurvey. Of the 185 survey requests, a total of 177 responses were collected.Evaluative SurveyTeamwork curriculumThe curriculum implemented in Fall 2017 was broadly accepted with few complaints and somevocal appreciation. The discussion of teamwork fundamentals was new to most students, so weframed the activities in the context of improving their ability to implement engineering projectsin their careers. The context framing of
in Tyler, TX, with his wife Terra and their dog Ollie.Dr. Catherine Elizabeth Ross Ph.D., University of Texas - Tyler PhD. University of Texas at Austin, 1998 Associate Professor of English, University of Texas as Tyler 1998 to the present c American Society for Engineering Education, 2016 SEEKING NEW PERSPECTIVES: ENGINEERS EXPERIENCING DESIGN THROUGH CREATIVE ARTSAbstractThe engineering curriculum of necessity focuses heavily on technical subjects—mathematics,chemistry, physics, and the large body of discipline-specific material. The arts are frequentlypresent only in vestigial form and are regarded as tangential at best to the real engineeringcurriculum. However, an
, and technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Kevin O’Connor, University of Colorado, Boulder Kevin O’Connor is assistant professor of Educational Psychology and Learning Sciences at the University of Colorado Boulder. His scholarship focuses on human action, communication
developed byLouisiana Tech University. The course consists of discussion sessions, hands on labs,cryptographic problems, film sessions, and a final cyber challenge each of which integrate thehistory, ethical issues, applications, and theory behind cyberspace, security, and cryptography.Developing a cyber curriculum that is truly interdisciplinary in focus – cutting across both thesciences and the liberal arts – demonstrates a national model for implementing similar programsat other institutions. This integrated approach to teaching strives to educate new scholars whounderstand not only the science, technology, engineering, and mathematics but also the political,social, historical, ethical, and legal aspects of this evolving discipline.Results of
AC 2012-3099: A NOVEL APPROACH TO TEACHING TECHNICAL WRIT-INGDr. Chad A. B. Wilson, University of Houston Chad A. B. Wilson wrote his dissertation on hybridity and allegory in 19th-century British literature before transitioning to the University of Houston’s Cullen College of Engineering, where he directs a technical communications program. He runs the technical communications course and helps other professors de- velop and assess communications assignments. Page 25.83.1 c American Society for Engineering Education, 2012 A Novel Approach to Teaching Technical
learning and application of programming concepts. Based on the well-acknowledged ef-fectiveness of the writing across the curriculum (WAC) and Writing-to-Learn (WTL) move-ments, this paper employs the intermingling of writing activities with coding, which has the po-tential to dramatically impact the programming learning process. We term this approach Writing-to-Learn-to-Program (WTLTP). Following our discussion of the WTLTP genre, we presenttechnologies that support the genre and discuss our future efforts to investigate the effectivenessof WTLTP in the classroom environment. This paper contributes both to WTL literature by in-corporating WTL principles into a new domain and to computer science education literature byproposing a new approach to
Across the Curriculum: A National Study of College Writing.” College Composition and Communication Dec 2009 61.2, pp. 378.9. Susman, T. 2009, May 20. “As Fossils Go, She’s a Celebrity.” Los Angeles Times, pp. A1. Retrieved from http:// search.proquest.com/docview/422254803?accountid=14749.10. Swales, John and Christine Feak. 2004. Academic Writing for Graduate Students: Essential Tasks and Skills. 2nd ed. U of Michigan P.11. Thayer, Sydney M. 2012. “Biology’s approach to construction: The development and use of scaffolds in tissue engineering.” Illumin 8.3. Retrieved from http://illumin.usc.edu/231/biologys-approach-to-construction-the- development-and-use-of-scaffolds-in-tissue-engineering/12. Yavitch, Amélie et al. 2012
Paper ID #15219Making History Active: Archival Interventions for Engineering EducationDr. Christopher Leslie, New York University Tandon School of Engineering Christopher Leslie is a Lecturer of Science, Technology and Media Studies at the New York University Tandon School of Engineering in Brooklyn, New York, and he is codirector of the Science and Technology Studies program there. Dr. Leslie’s research considers the cultural formations that surround technology, science, and media in the 19th- and 20th-century United States. He is the head writing consultant for the Introduction to Engineering and Design course, and
Lafayette Amy S. Van Epps is an associate professor of Library Science and Engineering Librarian at Purdue Uni- versity. She has extensive experience providing instruction for engineering and technology students, including Purdue’s first-year engineering program. Her research interests include finding effective meth- ods for integrating information literacy knowledge into the undergraduate engineering curriculum. Prof. Van Epps has a BA in engineering science from Lafayette College, her MSLS from Catholic University of America, a M.Eng. in Industrial Engineering from Rensselaer Polytechnic Institute, and is currently working on her PhD in Engineering Education at Purdue.Dr. Michael Thomas SmithDr. Sorin Adam Matei
branch off in a new direction, we shouldsurvey leaders in industry and research to understand their perspectives on professionalpresentations. Likewise, we should survey engineering faculty to discover how AE can beincorporated into engineering curriculum. Additional surveys of students and recent graduatesshould also be conducted in order to measure for statistically significant differences and to gain aneven better understanding of experiences using AE in professional settings, the resistance theapproach elicits, and new ways to spread the approach.Appendix A: Survey Question Tree Two question trees shown Figures A-1 and A-2 were developed to conduct surveys in aneutral manner so that respondents volunteered information, as opposed to
practice. c American Society for Engineering Education, 2016 A Principlist Approach for Framing Conversations with Diverse Stakeholders About Engineering PracticeAbstractA recent report from the National Academies of Science and Engineering with the Institute ofMedicine highlights an emerging shift in thinking about the process of technology development.The report, commissioned by the Defense Advanced Research Projects Agency, focused newattention on the conversation about social contexts and impacts of engineering, particularly thedesigning and implementation of new technologies. This report suggested a need for changes inthe content of the conversation about social impacts of engineering
MSAs and their impact on quality of life metrics, to find multiplealternative hypotheses to pursue, and find ways, both engineering and non-engineering, toimprove such metrics. This should help place engineering solutions in the broader scope ofthings and their impact.We hypothesize that, by providing scaffolding with ’executable’ narrative case studies andinteraction with students in other disciplines, we can help mainstream engineering students tostep out of their comfort zones and reflect on broader societal issues. We also hypothesize thatthis would help non-mainstream engineering students to find a new awareness and strength inbecoming engineers.Our approach is derived from two theoretical models with strong emphasis on studentinvolvement
Journal of Planning History, Perspectives on History, the Journal of Urban History, Reviews in American History, History News Network, Punk Planet, and Pitchfork.com. His first book, tentatively titled ”Between Being and Becoming: On Architecture, Student Protest, and the Aesthetics of Liberalism in Postwar America,” is forthcoming from the University of Pennsylvania Press. Page 25.798.1 c American Society for Engineering Education, 2012 Integrating Entrepreneurship and Innovation into an Engineering Curriculum Through Service Learning and the Liberal Arts
, c American Society for Engineering Education, 2014 Integrated 2D Design in the Curriculum: Effectiveness of Cross- Subject Engineering ChallengesAbstractMultidisciplinary engineering design is difficult in the undergraduate years. It is particularlyso in the early Freshman and Sophomore years, since the students have not enrolled in abreadth of subjects. Multidisciplinary problems are often left to latter years, thereby leavingthe students with an incomplete picture of how course subject matters relate and fit in alarger view of engineering and design. A novel approach to multi-disciplinary engineeringeducation was instituted in the Freshman and Sophomore years at the Singapore Universityof Technology and Design
Paper ID #34327Integrating History and Engineering in the First-Year Core Curriculum atBoston CollegeDr. Jonathan Seth Krones, Boston College Dr. Krones is an Assistant Professor of the Practice in Boston College’s new Department of Human- Centered Engineering (HCE). Before starting this position in 2021, he was a Visiting Assistant Professor of Environmental Science and Environmental Studies at BC, where he introduced engineering-style ped- agogy into the first-year Core Curriculum and helped to establish HCE. In addition to engineering educa- tion, his research focuses on industrial ecology and environmentally
Paper ID #32377”A New Way of Seeing”: Engagement With Women’s and Gender StudiesFosters Engineering Identity FormationDr. Jenn Stroud Rossmann, Lafayette College Jenn Stroud Rossmann is Professor of Mechanical Engineering and Co-Director of the Hanson Center for Inclusive STEM Education at Lafayette College. She earned her BS in mechanical engineering and the PhD in applied physics from the University of California, Berkeley. Prior to joining Lafayette, she was a faculty member at Harvey Mudd College. Her scholarly interests include the fluid dynamics of blood in vessels affected by atherosclerosis and aneurysm, the cultural
exists a risk that suchspaces or competitive design teams [24, e.g.] will be dominated by the already-dominant, sointention and attention to the values and goals of hands-on design and making is critical. Ourprogram embeds its values into student design projects by partnering with community membersto identify relevant, real-world opportunities for student design and by avoiding designcompetitions that lack deep and meaningful societal context and sociotechnical content.Like makers of literature, theater, and the visual arts, engineers are fundamentally involved in theact of creating new things, addressing persistent problems with new solutions, and craftinginnovative visions and novel approaches while fashioning the infrastructure of our world
engineering course combining liberal education topics andintroductory engineering topics. This course also includes a substantial design project whichincorporates a cultural engagement component through collaboration with international partners.The first offering of this new course revealed that, while some reservations persist, students foundvalue in exploring what it means to be an engineer in a broader global context.IntroductionA traditional engineering curriculum will likely fail to provide students with the critical skills ofcultural engagement necessary to live and work in a globally connected world and profession. Itis not surprising that much of the traditional engineering curriculum has been focused onproviding solutions to the problems of
planning to start engineering at Loyola University Chicago (LUC), the new Director decidedto integrate social justice with engineering in the curriculum. This decision seemed a naturalextension of Jesuit universities’ emphasis on social justice. LUC’s BS Engineering Scienceprogram began the following year in August, 2015.BackgroundIn his 1968 survey for ASEE, Liberal Learning for the Engineer, Sterling Olmsted counted 93engineering schools that had initiated programs in liberal studies in the last three years. By 1973,as a result of this report, almost 200 technical colleges experimented with curricula to address thesocial implications of technology. Two curricular approaches included “humanizing”engineering through interdisciplinary education and
curriculum redesign focused on incorporating content- based writing approaches. In the Department of English, Cat teaches in the Core Writing Program where her pedagogy incorporates creative writing workshops and collaborative writing.Prof. Eva Chi, University of New Mexico Eva Chi is an Associate Professor in the Department of Chemical and Biological Engineering Department at the University of New Mexico. The research in her lab is focused on understanding the dynamics and structures of macromolecular assemblies including proteins, polymers, and lipid membranes. Undergrad- uates, graduate students, and postdoctoral scholars are trained in a multidisciplinary environment, utilizing modern methodologies to address
Paper ID #26697Tensions in Applying a Design-Thinking Approach to Address Barriers to In-creasing Diversity and Inclusion in a Large, Legacy Engineering ProgramSean Eddington, Purdue University, West Lafayette Sean Eddington (Ph.D., Purdue University) will be an assistant professor of Communication Studies at Kansas State University beginning Fall 2019. Sean’s primary research interests exist at the intersec- tions of organizational communication, new media, gender, and organizing. Within engineering contexts, Sean has examined career issues within the engineering discipline regarding (1) new faculty experiences
Page 22.1289.2changing and there are a few faculty and administrators who are beginning to insist that deepknowledge can’t be split along any cultural dividing line12. In particular, Union College inSchenectady, NY, has developed a new curriculum, Converging Technologies, “…for integratingthe arts, humanities and science with modern technology and engineering in a way that willenhance student’s technological literacy for the 21st century”13. Their comprehensive view of theproblem of eliminating the artificial separation of knowledge by culture, andtheir comprehensive view of the solutions, provide inspiration to programs that hope to makesubstantive changes to engineering, science and liberal-arts education14.The course Signals, Systems &
Paper ID #6638Using the Portfolio Approach to Assess Multi-year Engineering Projects: aCase StudyDr. Harold R Underwood, Messiah College Dr. Underwood received his Ph.D. in Electrical Engineering at UIUC in 1989, and has been a faculty member of the Engineering Department at Messiah College since 1992. Besides teaching Circuit Analy- sis, Electromagnetics, and Communications Systems, he supervises students on projects in the Integrated Projects Curriculum (IPC) and within the Communications Technology Group of the Messiah College Collaboratory. His on-going projects include Flight Tracking and Messaging for small planes in
for demand. Following themodel of sustainability across the curriculum which has worked at schools such as NorthernArizona University and Emory University and has been emulated in North America andbeyond,13, 14, 15 we sought federal and local grants that would pay interested faculty to learn moreabout sustainability, sustainable engineering, and sustainable design and then incorporatelearning modules into one or more of their courses. While this model has worked at otherengineering schools,16, 17, 18, 19 a number of cultural and institutional barriers beyond the scope ofthis paper have prevented a similar approach from working at ours. We do, however, havefaculty-training programs in entrepreneurship and innovation, values that are clearly