Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kylee Shiekh, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

promote open and honest communication, encourage theexpression of diverse perspectives, and actively work against fear-based deliberations maximizethe potential of individuals and the overall group.Similarly, when students feel free to express themselves without fear, when they are valued andsupported, they are more likely to engage as active participants in their learning environments.They are more likely to engage their studies, take risks, and pursue opportunities that challengethem to grow academically and personally. Conversely, when students feel marginalized,unsupported, or harassed, they are more likely to struggle academically, withdraw from courses,or even leave the field entirely. This not only negatively impacts their personal lives

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Ban; Lordina Odeibea Mensah; Matthew Whitwer; Lucy Elizabeth Hargis; Courtney Janaye Wright, University of Kentucky; Joseph H Hammer; Sarah A. Wilson, University of Kentucky

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

) College levelchange around mental health is viewed positively if appropriately communicated and 3) Lack offlexibility and empathy from faculty negatively impacts perceptions around mental health.Together, all three themes highlight the importance of faculty and staff showing empathy andprioritizing the student over the academics. Because the culture of engineering has been describedas “hard” and unemotional [21], faculty who display empathy and priority of the individual as awhole human being can help to challenge these cultural norms. There is significant literature toshow the positive impact that faculty interaction can have on students [22]. There is furtherliterature to show the importance of these relationships for improving student outcomes

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

) hidden curriculum awareness(HCA); (b) emotions (EM); (c) self-efficacy (SE); and (d) self-advocacy (SA). HCA is a factor inwhich communication of information is perceived and recognized. For their part, emotions serveas the lens by which HC is received and recognized. Emotions are considered a vital mediator toprocesses like decision-making [2]. These two are the main factors that are relevant for thispaper. Research suggests that emotions profoundly impact the way that both teachers andstudents engage, their personal development, and their academic outcomes [3]. There is areciprocal relationship between the emotional state of the teachers and students wherebyteachers’ emotions are mirrored by the students—if a teacher shows excitement

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Robert, University of Denver; Jon A. Leydens, Colorado School of Mines

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

this conference paper, which examines the findings on themental health impacts that emerged from the first research question. In the next section, we brieflyexplain the novel methodological framework that was used in the research, which produced theparticipants’ narratives and findings.Methods and Theories of Creative MaterialismThe unique methods and theories used in this study were theorized to fill the gap in the engineeringeducation research literature that called for more interdisciplinary (Baille & Armstrong, 2013; Cech,2014; Karwat et al., 2014) and first-person (Moloney et al., 2018) research approaches to betterunderstand student experiences in their own words. Particularly, within the neurodivergent community,there are calls for

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lori Scarlatos, Stony Brook University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

assessment courses;of curriculum and assessment participants plans Tabulated Springpedagogy, including plans from to facilitators 2025by exploring the 50 at the end ofrelevant pedagogical participants Fall 2024literature andusing/interrogatingAI3. Participants will: Increased Participants’ Reflections, Collection ofRevamp a course engagement reflection and presentations survey data;and teaching of students in notes from at Spring report summaryapproaches by the class; symposium, on impacts (endintegrating and classroom Numbers and Survey of

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Tomblin, University of Maryland, College Park; Nicole Farkas Mogul, University of Maryland, College Park; Christin J. Salley, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42803Countering Passive Engagement: STS Postures and Analyzing Student Agencyin Everyday EngineeringDr. David Tomblin, University of Maryland, College Park David is the director of the Science, Technology and Society program at the University of Maryland, College Park. He works with STEM majors on the ethical and social dimensions of science and technology.Dr. Nicole Farkas Mogul, University of Maryland, College Park Nicole Mogul is a professor of engineering ethics and Science, Technology and Society at the University of Maryland, College Park.Christin J. Salley, University of Michigan

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Newton; Lisa Romkey, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Undergraduate Engineering Student PopulationIntroductionIt has been previously documented that severe weather events cause a wide range of directmental health concerns, including depression, PTSD and anxiety in individuals living in theaffected community [1]. However, as the urgency around broader climate change has increased,and countries race to meet the 2050 goal of net zero emissions to limit global warming [2], a newphenomenon known as “Climate Anxiety” has emerged [3]. Climate anxiety is a form of anxietyinduced by the existence of climate change and concerns about this change, rather than discreteweather events. Simply being aware of climate change and its negative impacts on our naturaland social systems can cause a severe anxiety response. The

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

organizations and authors. The history of engineeringfunding at NSF reveals it’s impacts on the economy and national defense, of great interest toCongress. NSF has set forth their own goals for areas of impact through the Broader ImpactsCriteria, generally related to public scientific literacy and workforce development througheducation, research dissemination, infrastructure, partnerships, public engagement, and more.The greatest hits compilations from the NSF and NAE seek to appeal to general audiences byhighlighting engineering contributions whose impacts are felt in people’s daily lives. Lastly, thenew NAE study aims to communicate engineering’s societal impact to wide audiences throughthe narratives of diverse and prolific engineers who have been

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

their research and practice.IntroductionAn increasing number of engineering curricula across K-12 and undergraduate levels is pushingfor social, political, and technical integrations to steer away from the traditional engineeringculture of solely privileging the technical dimension while downplaying the social and politicaldimensions [1]. Many of these curricula are discussion-based, where students have conversationsabout real-world engineering problems and how designs can impact the community [2]. In somecases, students work on design projects related to those conversations in their classrooms [3], [4].While these contexts are certainly beneficial for students to become aware of and think about thesociopolitical aspects of engineering, it is

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

teaches advanced undergraduate laboratory courses and manages the senior capstone program in the Micron School. He ©American Society for Engineering Education, 2023 Building a Communication-Integrated Curriculum in Materials ScienceAbstractWith the need to meet ABET outcomes around professional skills, such as communication andteamwork, engineering programs have long explored approaches to ensure their graduates areable to participate in the workplace in ways that employers demand. While approaches vary andsuccess depends on a number of factors, research demonstrates that an integrated approach toprofessional skill development is the most impactful for student learning. How can anengineering program build an

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas, Austin; Ramakrishna Sai Annaluru, University of Texas, Austin; Christine Julien, University of Texas, Austin; Pedro Enrique Santacruz, University of Texas, Austin

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

including untold stories throughout the history of computing andalgorithms, identity and intersectionality in engineering, designs from engineering that have highsocietal impact, the LGBTQ+ experience in engineering, engineering and mental health, andcultural diversity within engineering. Each module gives a brief overview of the topic, followedby an associated assignment. We made all of these modules available to the students in thecourse and told them to choose one to complete. Each student engaged with their selectedmodule in four specific ways: (1) watching a relevant video; (2) reading and annotating aprovided article; (3) responding in a written reflection to a set of specific prompts relevant to themodule; and (4) conducting an interview

Conference Session

Global Roles and Societal Responsibilities of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Mateo F. Rojas, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

philosophical and political work, Peter Mayo, one of Freire’s premier scholars, distills praxisaround its most important elements: 1. Theory, transformation, reflection; 2. Critical distancing;3. The material basis of consciousness; 4. The concept of concientizaçao or acquiringconsciousness; 5. Critical literacy; 6. Reconciling the contradictions of opposites; 7. Authenticdialogue; 8. The collective dimensions of learning; and 9. The contextual basis of praxis. Usingthese elements of praxis in our HES Program at Mines, mainly in an introductory course calledAdvanced Engineering for Sustainable Community Development, we show in this paper howour faculty, students, and the communities we serve engage in critical praxis in engineeringresearch for ECD, how

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine Woodworth Wong, University of New Hampshire; Cynthia Helen Carlson PE, PhD, Merrimack College

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

across the U.S., the Middle East, and Singapore. She has been teaching for over a decade and is now an associate professor and chair of civil engineering at Merrimack College. Dr. Carlson is passionate about water resources, reduction of environmental impact, spatial analysis, and student engagement. ©American Society for Engineering Education, 2025 Cultivating Plain Language Skills for Engineering StudentsAbstractWhile engineers are learning the vocabulary of the profession, understandably, they want topractice, and perhaps show their professors that they are proficient. This leads to student writingthat is overly complicated and full of jargon. The resulting document is often one that would

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Naeem Abdurrahman, University of Maryland, College Park; Sona Chudamani, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

these status quo ideologiesin engineering are maintained by a “culture of disengagement” that decreases interest in publicwelfare, Radoff et al. [6] find indications that additional factors contribute to engaged students’reproduction of such ideologies. They find, for example, instances of students in reproducingdehumanizing narratives regarding low-income communities, despite their enrollment in avoluntary program premised on cultivating socially responsible STEM professionals [6]. Thisfinding suggests that even students who remain “engaged” to some degree can reproduce statusquo ideologies which Cech attributes to disengagement [3].One explanation as to why a macro-ethically “engaged” student may fail to attend to the socialaspects of design

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elana Goldenkoff, University of Michigan; Erin A. Cech, University of Michigan

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

ethical concerns in the future [3], [14], [15].It is thus critical to understand the extent to which engineering students feel prepared by theirengineering education to handle ethical issues related to AI. In this project, we focus on theperspectives of engineering master’s students in ECE. Traditionally, most research on ethicaltraining in engineering education has focused on undergraduates. That perspective is important,as undergraduate education is the gateway for most engineering practitioners, but engineers withgraduate-level education are more likely to go directly into organizational leadership positionsand be engaged in high-level technical decision-making. As such, understanding their exposureto the ethical concerns of AI in their

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey John Hatala, West Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Andrew Steven Crawford, Tarleton State University; Victoria June Vinzant, Texas A&M University - Kingsville; London Knight, West Texas A&M University

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Liberal Education/Engineering & Society Division (LEES)

societal impact of design and public health decisions. 4. Contribute to problem-solving within an interdisciplinary team. 5. Address environmental sustainability concerns while considering the balance of infrastructure needs with wellness impacts. 6. Develop ability to effectively communicate with constituencies having different backgrounds. Student Learning Outcomes Upon completion of this course, students will be able to: 1. Communicate effectively with diverse audiences. 2. Describe environmental and infrastructure influences in built and natural settings on psychological and physical health. 3. Prioritize psychological and social factors influencing environmental and infrastructure

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; April A. Kedrowicz, North Carolina State University, Raleigh

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

culture and co-cultures on communication, audience-centeredcommunication (where an audience is one or more person, such as a client), teamwork,perspective-taking, and diversity and inclusion. A key element of the implementation iscritical/analytical reflective writing and reporting, where students are required to examine howtheir perspectives and expectations, extended from their backgrounds and experiences (the“environment” in the Transactional Model of Communication from Figure 1), influences howthey engage in situations and with others, and thus how their participation may impact the peoplethey interact with and the outcomes they experience. Throughout the semester, the terms“interpersonal-“ and “intercultural communication” are used and

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shazib Z Vijlee, University of Portland; Stephanie Anne Salomone, University of Portland; Andrew Guest, University of Portland

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

students’ curiosity. In this case, ‘community’ includes engaging withpeers from different majors and backgrounds/perspectives. Figure 4. Treemap of Experiences Engineering Students Found ValuableWith this data, we see that a first-year student’s curiosity can be effectively ignited by exploringnew ideas (i.e., core courses), trying new activities (i.e., clubs/activities), and meeting new people(i.e., community participation).Case-StudiesWe interviewed two engineering students about their experience in their first year. The conversationfocused on their perceptions of curiosity about themselves and how their experiences havesharpened or dulled their curiosity. We also touched on our curriculum (first-year seminar andliberal arts

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #47379Fostering Effective & Enduring Advocacy in STEM: Exploring the Role ofCommunity Through a Collaborative AutoethnographyDr. Jacqueline Rose Tawney, California Institute of TechnologyDr. Morgan L Hooper, University of Toronto After completing her PhD at the Graduate Aerospace Laboratories of the California Institute of Technology (GALCIT), Morgan Hooper is now an Assistant Professor (Teaching Stream) at the University of Toronto. There, her teaching focuses on building community within hands-on Engineering Design courses and beyond. She encourages students to engage with multi-faceted, trans-disciplinary

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

local actors. As instructors in engineering and anthropology programs, we were alsoconcurrently developing curricular approaches to guide students and design participants tocomparatively examine, map, and reflect on the relationships between the building projects, withan emphasis on collaborative design and incorporation of alternative perspectives. We see theselearning goals to be important for graduates who will engage with increasingly complexchallenges in their careers. Our curricular design addresses learning outcomes for students to beable to describe and compare different forms of “sociability” in cold climate housing projects,analyze challenges of building affordable, quality homes in communities impacted by climatechange, and explore

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, University of Connecticut; Todd Campbell, University of Connecticut; Pamela C Detrois, University of Connecticut

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

cases of local energy transition and other timesdiscussing the energy supply issues at a global scale.This study is underpinned by an emphasis on different knowledge formations of students. In the domainof energy, conflicts do not arise simply because one side lacks the scientific facts or objective truths of theissue, yet much of the renewable energy and energy transition efforts lay in battling misinformation oreducating the public (Oreskes & Conway, 2011; Sovacool et al., 2016). These solutions frame theproblem as a lack of factual information by an unknown mass of people. Instead of these deficit-basedperspectives, community engagement scholars are advocating for more asset-based ways of examiningthe publics views—emphasizing the

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ariana Turner, Georgia Institute of Technology; Hye Yeon Lee, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

(e.g., theoretical, empirical, case study, etc.), student outcomes from therespective story-driven learning approaches tended to align across articles. Most commonly,outcomes tended to involve at least one of the following areas: 1) leadership and career skills, 2)well-being, 3) empowerment among marginalized groups, 4) self-concept clarity, 5) empathy andsense of belonging, and 6) learning skills and engagement. While the results from our analysisrevealed a relative paucity of story-driven learning in higher education, the conclusions show arange of positive impacts for students—highlighting the potential utility of story-driven learning. 2

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott; Ashley Rea, Embry-Riddle Aeronautical University, Prescott; Brian Roth, Embry-Riddle Aeronautical University, Prescott; Katrina Marie Robertson, Embry-Riddle Aeronautical University, Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University, Prescott

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

attention on. It allowed for a narrowing of scope in the proposedsolutions into the specific areas of social and authority infrastructure, meaning that theintervention could focus on how people’s beliefs, attitudes, and past conversations impact theircurrent communication along with the authoritative powers that individuals are vested with whilecommunicating.Once these infrastructural foci were identified, they were then cross referenced with themalleability scores produced earlier. Cross-referencing these coded sets allowed us to comparethe moments that were having the greatest impact on the students with the moments that were themost malleable or able to be changed without heavy investment of time, money, or attention. Theintervention could use

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University; Tyler James Stump, The Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

expertise beyond engineering. The context of engineering capstone design courses hasbeen studied and postulated with potential mechanisms of support such as guidance on providingquality feedback to students and considerations for how to develop students as completecommunicators [16,19]. Studies have investigated secondary mechanisms to better equipstudents with authentic opportunities to engage in design and technical communication such asleveraging sponsored projects from industry [16,20]. Goldberg et al. (2014) suggests bestpractices for opportunities to manage industry participation and support when constructingpedagogical activities for students to engage with invited guest lectures. However, the studyfocuses more on strengthening those

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Rider W. Foley, California State University, Channel Islands; Andrew Li; Rebecca Jun, University of Virginia

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

levels on entrepreneurship, including partnerships with business schoolsas well as the business and technology enterprise communities.” The newest of the fourdivisions, Engineering Leadership Development (LEAD), became a division in 2015 “to providea primary point of discussion [emphasis added] and dissemination on the value and impact ofengineering leadership education.” These divisions’ websites, calls for papers, and publications reveal several othercommonalities that are worthy of systematic investigation: • Connecting and communicating across boundaries, especially disciplinary boundaries • Amplifying the contribution of engineering expertise in a variety of domains • Providing engineers with a competitive advantage in the

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Fay Booker, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College; Pat Burnett, Whatcom Community College; Eric Davishahl, Whatcom Community College; Anna Wolff, Whatcom Community College

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

EngineeringAbstractThe Engineering in Context learning community at Whatcom Community College seeks towelcome and onboard new engineering students with an integrated two-quarter cohort learningexperience. This collaboration between engineering, mathematics, history, English, and physicsfaculty consists of a six-course curriculum that integrates contextualized precalculus, Englishcomposition, Pacific Northwest history, engineering orientation, and introductory problem-solving and computing skills. The program employs high-impact practices including place-basedlearning, community-engaged projects, and undergraduate research to motivate foundational skilldevelopment, emphasize social relevance, and develop students' engineering identity, sense ofbelonging, and

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

backgrounds engage with engineeringconcepts. Researchers were drawn to this project not only for its pedagogical impact but alsobecause it provided an opportunity to reflect on their own identities and biases in teaching STEMsubjects.Positionality Dimension: MethodologyThe research team had the liberty to design and test the lessons during the planning stage of theEngineering learning experience. Each iteration in the design process led to more choices aboutthe way to communicate and practice new content in the classroom. The researchers reflected onwhich decisions were more relevant to their work and delved into the reasoning behind. Luis hasexperience working with students from Venezuela’s public education system, and he expected tosee similar

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

colonial state.In this paper, we reflect on our experiences as white and racialized settler undergraduate andgraduate engineering students, engineering education researchers, and faculty, within theCanadian and American university contexts. Our methodology draws on a duoethnographicapproach, dialogically engaging with each of our individual stories to contextualize the themes ofracial capitalism and settler colonialism as experienced through our engineering educationexperiences. We start our dialogue by contending with our experiences with institutional equity,diversity, and inclusion initiatives, and the tensions we felt doing that work within the colonialand racial capitalist foundations of engineering education and practice. We then discuss

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Naqaa Abbas, Texas A&M University, Qatar; Reza Tafreshi, Texas A&M University at Qatar; Patrick Linke; Mary Queen, Texas A&M University, Qatar

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

professional development. Based on informal feedback from students'journal reflections and my own observations of students writing and classroom talk, students feelmore engaged with and invested in the Technical Writing course because they clearly see theconnection to requirements and expectations for student writing and communication in upper-level engineering courses. They also enjoy the classroom presentations and workshops in the TWcourse provided by our engineering faculty collaborators. For example, the presentation by bothfaculty on "Identifying Engineering Problems" helps students see the Problem Statement teamproject through an engineering "lens," which, in turn, makes the assignment more relevant tothem. I'm eager to explore the impact of

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Suzanne Capitano, Colorado School of Mines; Ryan Miller, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

.” These are all examples of activevoice, which Lisa maintained throughout the majority of her interview. Lisa also displayed astrength in problem definition, describing herself as “vigilant and constantly questioning”(00:13:09.930 - 00:13:27.600) structures and the impacts on those involved.In contrast, Summer’s interview provided numerous examples of problem definition, withcomparatively fewer examples of direct problem solving. Summer posed many questions relevantto macroethics and social justice, demonstrating deep understanding and engagement of thesetopics in her work, including her teaching. She gave a number of examples of seeking to promoteaction in students and across the university to answer the questions and solve the problems