Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

broadly-defined Grand Challenges. For instance, they mentioned electronic ink (E-ink), radiation fromcell phones, lab on a chip, and other real-world problems catalyzing a better understanding ofsociotechnical thinking, both at simplistic and more complex levels. For instance: FG03, Mozzarella: 01:18 It's kind of a well-rounded class and [the instructor] definitely makes an effort to tie in different engineering challenges, so you get a lot more real-world applications. For example, we just talked about the solar panels in our little wave unit and on my spring break trip, we drove past a massive solar farm and it was kind of cool because it was like, "Hey, she's talked about those." I have a much better understanding

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

viable.For us, this starts with developing a community of support to give faculty the confidence toeffectively introduce wicked problems into their existing courses. Through this community,faculty may leverage one another’s expertise in order to expose students to real-world wickedproblems. In the spirit of holistic engineering education, our hope is to enable instructors toconfidently develop their students’ non-technical skills which are integral for generatingsustainability-minded leaders of the future.5,6Research MethodsIn this paper, our primary research objective was to develop a valid and reliable psychometricinstrument that measures a series of sustainability-related learning objectives that are central toWPSI. Our second objective was to

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Liberal Education/Engineering & Society

.   Overall Significance of the StudyCivil engineering education strives for broader exposure to the humanities and social sciences.This course enlisted topics such as Haitian history and political structures which are inside thefoundational knowledge areas of the humanities and social sciences, respectively. This classroomexperience places the students, “In a position to understand the physical world and the behaviorsof its inhabitants.”[25] The student outcomes of scholarly papers, posters, and presentationsillustrate the importance and incorporation of the humanities and social sciences. The courseoutcomes demonstrate the knowledge, comprehension, and application levels of achievement ina manner that is coupled with technical content. In

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society

Sciences. 4: 155-169.5. The Wicked Problems in Sustainability Initiative. Engineers for a Sustainable World. Accessed 02/03/17.https://www.eswusa.org/drupal/wpsi6. Hess, J. L., Brownell, S. A., & Dale, A. T. (2014). The Wicked Problems in Sustainable Engineering (WPSE)Initiative: Pilot Results of a Cross-Institutional Project-Based Course Offering. Paper presented at the 2014American Society for Engineering Education Conference & Exposition, Indianapolis, IN.7. Hess, J. L, Brownell, S. A., House, R. A., Dale, A. T. (2015). Development and Application of the SustainabilitySkills and Dispositions Scale to the Wicked Problems in Sustainability Initiative. Paper presented at the 2015American Society for Engineering Education Conference &

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

would help bring thematic unity to the lecture and lab portions of thecourse and challenge students to develop designs for the patent application that addressedproblems of greater significance than mere inconvenience. So I looked to the United NationsSustainable Development Goals. I realized that the SDGs had the potential to increase students’perception of the course’s value to engineering education and practice because they could serveas a compelling means of achieving the strategies for adding value outlined by Ambrose and hercolleagues. That is, integrating the SDGs into the course could connect lecture content and labassignments to “issues that are important to students” and to “real-world event[s]” as well as tothe needs of “an actual

Conference Session

Sustainability

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

pursue. Further, real-world problems require real-world expertise, often in the form of professionals of various backgrounds. While some schoolsmay have expertise in specific areas, addressing a variety of problems may require expertise thatis not readily available at that university. Finding guest lecturers or mentors takes time, and maybe impossible if expertise is sought within an individual university on a very specific topic. Ifcollaboration across universities is made possible, seeking expertise theoretically becomes morefeasible due to the larger web of knowledge.Need for Multiple PerspectivesWicked problems are characterized as including multiple stakeholders, each with different sets of

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

develop experience and comfort with riskand uncertainty. Interaction with technology developers in incubators, with entrepreneurs, withcommunity members as customers, and with real-world applications motivates students.d. Programs that Span the Curriculum – While many reforms necessarily focus on existingengineering degree programs, wiping the slate clean and proposing entirely new programs isanother model that should be studied for its potential to transform engineering education.Examples include existing prototype projects that result in engineering programs built arounddesign, innovation, and Grand Challenge problems, multi-disciplinary learning communities, andintegrated dual-majors. These projects integrate engineering and the liberal arts

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

Integrated CurriculumIntroduction and BackgroundThere have for many years been efforts to bridge the gap between educational experiences inengineering and the liberal arts and sciences. Such efforts typically take the form of coursesdesigned to promote technological literacy for liberal arts majors, or courses designed toencourage engineering or science majors to consider the social and political implications of theirprofessions.Technological literacy for non-technology majors has been addressed in a variety of ways. Onevery popular version is to provide a course for students, early in their collegiate career, to learnan engineering application that has direct relevance to their lives. This approach has been used atYale University in the course

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Claudio Cesar Silva de Freitas, Purdue University, West Lafayette; Zachary James Beyer, Purdue University, West Lafayette; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

by thefollowing enduring outcomes: (1) understanding engineering as an approach to solving real-world problems; (2) learning professional skills and applying these skills to local developmentchallenges; (3) empowering learners to become agents of change within their community; and(4) facilitating access to higher education experiences for refugee learners.Recruitment The course took place in a shared space where other events and classes occurred at differenttimes. We planned the course to be three months long, by having two sessions per week each onelasting 2 hours. Originally, the course was created to support 15 tertiary students aged from 18years old and up. Given the massive interest in taking this course, we increased the number

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Kenyetta Anisah Rose Neal Akowa

Tagged Divisions

Liberal Education/Engineering & Society

real-world applicability and later are challenged to reintegrate their technicalskills within the physical, social, and economic environment. In this study, we seek tounderstand how students answer a real-world problem at the start of their academic engineeringdegree; specifically, students in this study are first-year engineering students who havecompleted one fall semester of their engineering degree. We have collected qualitative responsesfrom 206 students in a survey administered at the start of their spring semester. Students wereasked to lay out the process they would undergo to prepare for a natural disaster event in theproblem. We collected qualitative student responses from two cohorts in 2019 and 2020. Thefindings show that while

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

another related heattransfer design problem, such as determining required insulation to keep a perishable mass warminstead of cold, or a different mass, etc. A key feature in the engineering context, however, is tokeep the experiences concrete as real physical projects rather than simply textbook problems.Seeing the design prototype work properly (or not) and being able to do something about itthrough engineering analysis is the key motivational element of the Kolb learning model.As a platform for the fourth Kolb phase of active experimentation, integrated design activitiesare applied and provide a concrete multi-disciplinary problem for using the course subject matterin a much more real world context than a subject textbook problem. This ought

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University

Tagged Divisions

Liberal Education/Engineering & Society

A, B, and D used a number of different techniques to integrate sociotechnical thinkinginto their classes. In this section, we describe a few examples to help the reader understand thefindings in this paper. We refer readers to our project web site [18] for additional examples andinformation.Professor A used a real-world example of the iBill, the talking banknote identifier, which wascreated by the US Treasury after it was ruled to discriminate against blind and visually impairedindividuals due to the fact that US bank notes are all the same size and the numbers are hard toread. The US Treasury had to distribute free currency readers to eligible individuals at asignificant cost. In this example, it is clear that the design of the iBill was

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Ghaly P.E., Union College

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

timesthroughout history and, more regrettably, it is still playing itself to this day in manyregions around the world. With this in mind, engineers as well as non-engineers have arole to play to ameliorate living conditions for humans everywhere to reduce thepossibility of war and conflict. The question humanity in general and engineers inparticular are faced with is how to engineer peace and employ various skills to build abetter future for all. The answer to this question starts with an attempt to combat thefactors that ultimately lead to conflict. Peace engineering is a branch of study in whichengineering and non-engineering students are trained to think critically across manydisciplines to use technical solutions involving science and engineering

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

topicsthey will learn in other courses, a clear reference to andragogy’s idea of students’ orientation tolearning. In fact, providing students with real-world research experience even at theundergraduate level is the concept behind MIT’s Undergraduate Research Opportunities Program(UROP), started in 1969. Overall, several areas within the campaign priority section refer toaspects of andragogy. The Georgia Institute of Technology’s strategic vision and plan, a relatively shortdocument, looks out to 2035 to help shape where the institution wants to go in that time. Whilethe nature of the document does not discuss the role of the learner in general, it does detail avision on the future curriculum. The plan recognizes the need for a very flexible

Conference Session

Liberal Education/Engineering & Society (LEES) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashlea Noelle Krupa, Pennsylvania State University; Melissa Marshall, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University; Christine Haas, Worcester Polytechnic Institute; Johanna Gretchen Hatzell, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

to engage students in interesting demonstrations. Ideallythese demonstrations reinforce science and engineering concepts that students are beginning tolearn about in their curriculum. Demonstrations are designed to connect science and engineeringconcepts to real world applications and show students how these concepts impact their dailylives. Each visit has a different theme. Some themes include Introduction to Engineering,Acid/Base Chemistry, Polymers, Sound, Light, Environmental Chemistry, and Algorithms.During the final visit, the middle school students teach a concept they learned throughout theyear to reinforce what they learned. Students’ final presentations demonstrated a clearunderstanding of the concept or material they taught

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig W. Somerton, Michigan State University; Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

3.5 3 ME 812 Conductive Heat Transfer Hot or Not ? Assignment #1 Due Monday, September 13The” Hot or Not?” assignments are intended to: (1) develop a real world intuition for heat transfer and(2) develop a public communication style for technical information.Assignment: Write a 500 word essay explain the physical phenomena described below. Theexplanation should be easily understood by an educated, non-technical person (e.g., Craig Gunn). Phenomena: Touch of Sense for TemperatureAt the front of the room are six blocks made

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

potential to influence the engineeringprofession for great benefit to society. As noted by Chan and Fishbein: “As the world becomes more complex and interrelated, so do the problems engineers face. The engineering profession and individual engineers need to adapt or else risk getting lost in these global changes, thus abandoning our social responsibilities.” 11The University of Wisconsin-Stout’s institutional mission encourages faculty and staff to“integrate applied learning, scientific theory, humanistic understanding, creativity and research tosolve real-world problems, grow the economy and serve a global society.” However, with thepolytechnic designation comes an increased focus on applied learning techniques and careerfocused

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

sciencecore courses, so when they do, it appears odd. Also, a tension emerged in the WI students’comments. They recognize how social justice is important in engineering practice, yet also see itas unusual and perhaps out of place in technical engineering education. Despite this response,students indicated that if done in a manner that makes sense to them, the integration of socialjustice dimensions could have significant learning benefits. Students requested more concrete,tangible examples. This serves as a window of opportunity since there are social justicedimensions of many real-world control systems applications that could

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

definition of an engineer. More specifically, the challenge of outlining what an engineer isor of what an engineer consists, may seem like long settled business. Those of us withinengineering can rest assured that the debate is alive and well, with the beginning throes of a true,unique engineering philosophy only recently being pondered in the Western world. This workseeks not to elaborate upon the current or historic papers within engineering philosophy, butaims to outline core developments in the world of phenomenology and existentialism primarilyinspired by Dall’Alba’s recent invocations of Heidegger’s works.(1,2) Surely, others in the fieldhave used philosophical terms relating to existentialism, phenomenology, and ontology, somewith commercial

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Barillas, Rowan University; Stephen Fernandez, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

this globalized engineering world. Students need the knowledge, skills and experienceworking with a diverse group of people and projects. By having students work on projects thatcan be used by people of diverse backgrounds they will also become more socially consciousindividuals.Course Specifics:Why Focus on Drones?Drones have been identified as the focus of instructional curriculum due to their rise inpopularity and utilization and because of the wide range of engineering/science conceptsinvolved in their design and potential applications. While historically, drones were developed formilitary applications, Choi-Fitzpatrick, Chavarria, Cychosz, Dingens, Duffey, et. al, [11] foundthat by 2012, the non-military uses of drones overtook military

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shahrima Maharubin, Texas Tech University; Shamsul Arefeen, Texas Tech University; Ryan C. Campbell, Texas Tech University; Roman Taraban, Texas Tech University

Tagged Divisions

Liberal Education/Engineering & Society

modalities for the transfer and co-creation ofknowledge, requirements, and possibilities for change in operational models and tapping into theboundary-breaking opportunities fostered by digital ways of teaching and learning. This studyaims to provide a future-proof pathway for the engineering education ecosystem to better equip itfor solving real-world problems with a multi-disciplinary approach to create new value forsociety. In the process, the study also sheds light on relevant new research avenues.1. IntroductionNeeds-driven innovation (also known as needs-based innovation) has been in use in the field ofBio-design for nearly 20 years now. [1]. One of these innovation techniques is framed through a'why or what and how' approach by Kate

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

andanalyzed using t-tests comparing the PLTW teachers’ responses to the responses of those whostrictly taught mathematics and science subjects. Findings One major finding from these studies is a misalignment in precollege engineeringeducation between intended and assessed curricula with regards to explicit integration of themathematics and engineering. PLTW should be grounding students’ conceptual knowledge ofmath and science to real world applications and allowing students to generalize their knowledgeand apply it to new problems and applications. However, similar to the NAE (2009) reportEngineering in K-12 Education, we find areas where STEM integration can be improved. InIntroduction to Engineering Design (IED), for example, very

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

sensitivity to electrode application. Toovercome these problems, students needed to use the theory they were learning. Theyalso learned to reframe problems – for example one group made a breakthrough whenthey redefined their system as human-instrument, rather than two separate systems.PBL-type courses also allow students to confront real-world non-technical problems suchas managing projects and documenting progress. Each group managed a website wherethey documented their progress and used post-its to track action items.The biomusic project, however, was wicked in another way. There were real constraintscoming from multiple sources. Some constraints were internal and of a logistical ortechnical nature (e.g. assignment deadlines, requirement of real

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, there is a big focus on how there is no one solution to a problem. There is a balance on how we can approach solutions by taking a interdisciplinary approach.“ Less Fewer applications, “more management training and reactions to real 40 relevant less “real life” or “real life scenarios in AB/Engineering Studies“ world” relevance, less “In BS Engineering classes there was a lot less of interesting that professor-student relationship and those classes were more focused on you understanding

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Julia Nicodemus, Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

broadenparticipation in engineering discussions, knowledge-making, and practice.Discussion of “real world applications” has been shown to improve retention rates of women inSTEM disciplines [27]. In a study of the expectations of first year college students intending tomajor in civil engineering, Shealy et al. [28] found that these students, regardless of gender,expected their eventual engineering work to involve important issues such as water supply andclimate change. Also, women students were more likely to show an interest in also working toaddress “far-reaching societal issues.” Ro and Knight [29] reviewed a range of studies indicatingthat women tend to learn better than men when engaged in socially relevant material. A recentsurvey administered by

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Geselowitz, IEEE History Center; John Vardalas, IEEE

Tagged Divisions

Liberal Education/Engineering & Society

application ofscientific knowledge to the solution of real-world human problems, engineering must respond tochanging economic, political and social contexts. It immediately follows, therefore, that thecodification and transmission of engineering knowledge must adapt in turn. Given, over the pastseveral decades, the ever increasing role of technology in all aspects of society and the increasingglobalization of these technology, and the recognition, the new ABET criteria are no surprise.Further given the realization—often through a series of perceived crises such as collapsinginfrastructure, global climatic change, or ecological disasters—that the impact of engineers onsociety is critical, the “social impact” criterion makes perfect sense. Although a

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

targeted student learning outcomes (SLOs): (1)oral/written/graphical communication, and (2) critical thinking, in a tablet-enhanced learningenvironment with an emphasis on active and collaborative learning. As an initial step, this paperparticularly examines students’ perceptions.Project-based learning and flipped classroom pedagogies were adopted in all three courses.Project-based learning allows students to gain knowledge and skills through problems with real-world applications; whereas the flipped classroom strategically reverses activities traditionallyoccurring in (i.e. lectures) and outside (i.e. homework) the classroom and engages students withexercises, projects, and discussion during class time. They both are proven effective student

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

, reference to real-worldcontext, presentation of methods, use of visuals, etc.) and guide students in a comparativeanalysis of several examples. For instance, in biological fields figure captions tend to be lengthyand descriptive, while captions in mechanical engineering are quite sparse. A paper in roboticsmight describe a specific real-world application to motivate its main contribution, while aninformation theory paper might present an unproved theorem as its motivation. This guidedanalysis will help students observe and articulate the variation and specificity of disciplinarywriting. After this in-class practice, and drawing on a sample list of potential rhetorical moves,students will use their disciplinary knowledge (developed in their research

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

“engineering students have so much to learn before they can actuallystart practicing in the field, safely, that a formal rigorous engineering education at the Bachelorslevel is inescapable.”9 However, because competency in soft skills is also critical to theprofession, it is essential to look beyond textbook learning. A National Science Foundation studyrecommends engineering faculty engage students in “collaborative problem-solving, analysis,synthesis, critical thinking, reasoning, and reflections to real-world situations,” and that “newlearning approaches must be put to use that heighten practical learning and allow students todemonstrate the application of their studies to real-world situations.”10 Interestingly, theproposed revision to Criterion 3

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

text, of energy research agendas and energy company portfolios, but also we need to ask this of ourselves in the classroom.” [15, p. 1-7].The way in which ES curricula were created and defined makes SJ relevant, yet SJ dimensionsare inherent in ES courses for another reason: though abstract, the models, systems, andmathematical equations that are the focus of ES courses generally have corollaries in the realworld. Feedback and control systems, for instance, exist in driverless cars, wind turbines, insulinpumps, and many more real-world applications. The same is true for concepts, models, andsystems in other ES courses. Thus, these courses do not focus exclusively on technical artifacts,as such artifacts do not live in a vacuum. Rather