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)

. As they move up thecorporate ladder, those in senior management can spend over 70% of their day writing [3]. Figure 1: Requirements of a twenty-first-century engineer [4].Despite the significance of writing and communication in the engineering field, researchindicates a gap between communication instruction in engineering programs and expectationsfrom the professionals in the field, who indicate that they need novice engineers with bettercommunication skills [3]. This suggests that what students learn in their academic programs doesnot necessarily meet the demand of the industry.This paper describes the response of two English faculty members to these concerns as wereorganize the only required technical writing course in the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

that included two spatial visualization tests, a verbal analogy test, andselfreported demographic information. Participants who completed all instruments were invitedback to a one-on-one session where verbal fluency tests that measured phonemic and semanticfluency were administered. Eighty-eight valid data points were collected. A principal componentanalysis was applied to the spatial skills test results to classify each participant into categories ofhigh, medium, and low spatial visualizers. This paper investigates verbal fluency in engineeringstudents, an important aspect of overall technical communication ability. Results from this studywill contribute to understanding how verbal fluencies interact with spatial visualization skillswhich

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #48698Media(ting) the Socio-technical Divide: a Course Model for Enabling Socio-technicalThinking Using Performance PedagogiesDr. Lydia Wilkinson, University of Toronto Lydia Wilkinson is an is an Assistant Professor, Teaching Stream at the Institute for Studies in Transdisciplinary Engineering Education and Practice, University of Toronto, where she teaches courses at the undergraduate and graduate levels focused on the development of communication skills, as well as a range of other connected competencies, including teamwork, leadership and sociotechnical thinking. Her current research investigates

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

overall success inengineering, and research has shown the largest gender differences in speeded mental rotationtasks [11],[25]. In the MRT, participants are given one figure on the left and are presented withfour figures on the right that may be rotated views of the original left figure. Each answer hastwo correct options and two incorrect options, and participants earn 1 point if they select bothrotated views, and 0 if they do not identify both figures. The time limit is 6 minutes with 24 totalquestions. Figure 1. Sample Problem from MRT (Correct answer = 1, 3)Phase 2 InstrumentsStudents participated in a recorded session that examined technical communication ability. Forthis paper, the focus is on a subset of tasks completed by

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Van Dyke, Utah State University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Vanessa Tran, Utah State University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

recognized by leading engineering education research journals at both national and international levels. Dr. McCall has led several workshops promoting the inclusion of people with disabilities and other minoritized groups in STEM. She holds B.S. and M.S. degrees in civil engineering with a structural engineering emphasis.Dr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education at Florida International University. Secules holds a joint appointment in the STEM Transformation Institute and a secondary appointment in the Department of Mechanical and Materials Engineering. He has bachelor degrees in

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, King's College London

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Liberal Education/Engineering & Society Division (LEES)

engineering identity development critical to prolonged engagement of Black women in engineering,” Journal of Engineering Education, vol. 110, no. 1, pp. 92–113, 2021, doi: 10.1002/jee.20374.[4] J. Huff and M. Ross, “Advancing an Integrative Perspective of Identity in Engineering Education,” in International Handbook of Engineering Education Research, A. Johri, Ed., New York: Routledge, 2023. doi: 10.4324/9781003287483.[5] W. Faulkner, “`Nuts and Bolts and People’: Gender-Troubled Engineering Identities,” Soc Stud Sci, vol. 37, no. 3, pp. 331–356, Jun. 2007, doi: 10.1177/0306312706072175.[6] S. Secules, “Making the Familiar Strange: An Ethnographic Scholarship of Integration Contextualizing Engineering Educational Culture as

Conference Session

Liberal Education/Engineering & Society Division (LIBED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingshu Meng; Hannah Norton; Chelsea Andrews, Tufts University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

result, universities are working to include more sociotechnical content informerly purely-technical courses, with the goal of engaging students in recognizing andanalyzing the economic, political, and social aspects of technology. In the U.S., many of thefocus topics for this sociotechnical content are grounded in a U.S. context, requiring anunderstanding of the history and current state of racial and economic power structures. WhileU.S. residents are likely familiar with these structures, it is important to consider how thesetopics are encountered by international students.This work-in-progress study on international student experiences is part of a larger NSF-fundedresearch project exploring integrating sociotechnical topics in a first-year

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Tran, Utah State University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

. 22, L. Berkowitz, Ed., Academic Press, 1989, pp. 137–173. doi: 10.1016/S0065-2601(08)60307-X.[26] M. Baas, B. Nevicka, and F. S. Ten Velden, “Specific Mindfulness Skills Differentially Predict Creative Performance,” Pers. Soc. Psychol. Bull., vol. 40, no. 9, pp. 1092–1106, Sep. 2014, doi: 10.1177/0146167214535813.[27] E. Hilton, W. Li, S. H. Newton, M. Alemdar, R. Pucha, and J. Linsey, “The Development and Effects of Teaching Perspective Free-Hand Sketching in Engineering Design,” in Volume 3: 18th International Conference on Advanced Vehicle Technologies; 13th International Conference on Design Education; 9th Frontiers in Biomedical Devices, Charlotte, North Carolina, USA: American Society of Mechanical Engineers, Aug

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); MaeRianna Artang, Purdue Engineering Education; Lauren Elizabeth Graves, Indiana University - Purdue University in Indianapolis; Iori Honzawa; Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

over others. Within this framework, agency refers to the ways individualsnegotiate, resist, and re-author their positions within these social contexts. Using figured worldsas our framework, we examine how queer youth experiencing housing insecurity negotiateidentity and reimagine engineering through personal, cultural, and communal practices.Context and MethodsThe version of the LED program examined in this study was co-developed by DeBoer Lab atPurdue University and Trinity Haven, a transitional living program for LGBTQ+ youth facinghousing insecurity in Indiana. Adapted from our decade-long international work, this U.S.-basedimplementation centered on technical skill development and social-emotional learning (SEL),guided by a reciprocal

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, Lafayette College; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

engineers have repeatedly pointed out that this identity does not hold up underobservation. Wendy Faulkner finds that despite the pervasiveness of the technical-social dichotomy, bothmale and female engineers have reasonable people skills [3, p. 172]. She identifies several salientengineering identities in the oil and software industries, such as “nuts and bolts”, “football and families”,pranksters, nerdy men, shy men, urbane men, etc. [4, p. 14]. While all of these identities were codedmasculine, these studies paint a more nuanced portrait of engineering identities than stereotypicalaccounts. Engineering identities often exclude women, racial minorities, and other minority populations.Women’s presumed association with “social”, rather than

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan; Mariel Krupansky, University of Michigan; Robin Fowler, University of Michigan; Kenneth M. Alfano, University of Michigan; Colleen Hart, University of Michigan

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Liberal Education/Engineering & Society Division (LEES)

expertise [1] and to develop ideas [2]. Findings from early studies afterthe public release of ChatGPT have found that students see GenAI as a useful but limited tool[3-6]. GenAI tools saturate digital writing ecologies and continue to gain power with eachiteration, yet student use of GenAI remains an understudied aspect of generative AI uptake inhigher education literacy [7]. Engineering education has unique features (e.g., coding,calculations, design processes, technical communication) and deserves its own empiricalresearch on student writing practices in relation to GenAI, not yet done to our knowledge.Additionally, it is still unclear how generative AI technologies will shape the engineeringeducation landscape as students grapple with the

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan

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Liberal Education/Engineering & Society Division (LEES)

ideologies in the professional cultureof engineering that devalue non-technical considerations [3-7], engineering education programsoften de-emphasize public welfare responsibilities compared to technical skills and can evenfoster disengagement with public welfare considerations as students learn to be engineers [8].As part of a broader project on engineers’ recognition of their public welfare responsibilities, wedeveloped a one-credit course to teach Master’s and upper-division undergraduate students torecognize their public welfare responsibilities, equip students with strategies to intervene (e.g.,bring issues to the attention of team members, use organizational hotlines, report to federalagencies, work with journalists), and prepare students to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Munirah Almutairi, North Carolina State University at Raleigh; Tamecia R. Jones, North Carolina State University at Raleigh

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Liberal Education/Engineering & Society Division (LEES)

: This mixed-methods systematic review investigates the effectiveness of integratingdesign-thinking into civic education through technology. Recognizing the increasing importanceof fostering civic competencies alongside technical skills in students, innovative educationalapproaches are necessary.Methods: We conducted a comprehensive search of relevant databases, including EBSCO’sAcademic Search Complete, ProQuest Central, and Web of Science, focusing on studiespublished in the last decade. The review synthesizes findings from 60 studies conducted acrossK-12 and higher education settings.Results: Integrating design-thinking into civic education through technology enhances studentengagement and learning outcomes. Digital tools bridge the gap

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brooks Michael Leftwich, Purdue University at West Lafayette (COE)

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Liberal Education/Engineering & Society Division (LEES)

materials.Select Company Overviews for example:As the analysis for this paper focuses strictly on the digital informational material that companiespresented, it is valuable to show examples. The four overviews below show a range of themesand factors such as internal (e.g., the work environment), external (e.g., compensation andbenefits package), institutional (e.g., location-specific, founding date), and social responsibility(e.g., responsibility for people, society and natural resources). Although not all-encompassing,these examples provide some insight into how companies utilized the Overview to highlight theirorganization and its work, values, and who they are looking to hire. Creative technical solutions of excellent quality – that’s what

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)

, and from psychology. The overarching goal of the course was to develop aninterdisciplinary understanding of the necessary balance between the needs of society andengineering design. It explicitly addresses four societal impact outcomes in ABET Criterion 3:public health and safety impacts of design, ethical decision-making, collaborative productivity,and effective communication with diverse audiences [1]. This course is supportive of theEngineering One Planet (EOP) program of the American Society for Engineering Education(ASEE) [2]. In addition, the importance of making design decisions in economic, environmental,and societal contexts is emphasized from the perspectives of engineering and physical andmental health.IntroductionA new technical

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadine Zeeni, Lebanese American University; Haidar Harmanani, Lebanese American University; George E Nasr, Lebanese American University; Rony S. Khnayzer, Lebanese American University

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Liberal Education/Engineering & Society Division (LEES)

-intensiveindustries, contribute significantly to greenhouse gas emissions and environmental degradation.However, engineers also possess the unique skills and knowledge to develop innovativesolutions, such as renewable energy technologies, sustainable transportation systems, andclimate-resilient infrastructure.Despite this critical role, studies have shown that senior engineering students often holdmisconceptions about climate change [1]. These misconceptions can include underestimatingthe severity of the crisis, lacking a comprehensive understanding of its interconnectedimpacts, and over-relying on purely technological solutions. Faulkner [2] and Cech [3]highlight how engineering education often reinforces a technical/social dualism, wheretechnical aspects

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering; Davis Chacon-Hurtado, University of Connecticut

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

relevant approaches like ethics and posed not as replacements to these lenses, but as complementsbacked by international law. Speaker Maya Carrasquillo, University of California, Berkeley, emphasizedthat “bridging engineering and human rights can continue to build upon the ethical and justice framingsthat challenge engineers to think about the complexity and opportunities of operationalizing humanrights.”The following sections summarize some of the perspectives and insights offered by symposiumparticipants, framed by the terms used by the Human Rights-Based Approaches to Engineering principlesoutlined by Chacón-Hurtado et al. [1]: 1) distributive justice, 2) broad participation, 3) explicitconsideration of duty-bearers, 4) accountability, and 5

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology LUT; Susanna Maria Bairoh, Academic Engineers & Architects in Finland TEK

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

she calls the technical/social dualism [3]. This dualism ischaracterized by the mutual exclusivity of technical and social, dictating that one cannot beinterested in both at the same time. Especially the male engineers take pleasure in thetechnical, their professional identities specifically excluding the social, and they make a cleardistinction between narrowly-specialist and more heterogenous professional roles [3]. Hence,both the ordinary engineering routines without significant elements of innovation and thesocial side of engineering practice are easily overlooked. In practice, however, mostengineers have little or no involvement with technological innovation, and value is oftencreated through ordinary routine engineering [2]. Moreover

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Wood, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Amber N Williams, University of Michigan; Lu Zhou, Tsinghua University; Lisa R. Lattuca, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

also serves to benefit the performanceof engineering teams [46]. Reddy et al. [22] further argue that sociotechnical approaches toteaching engineering have other benefits, including “enhancing student engagement, addressingABET learning outcomes surrounding the understanding of context, [and] supporting students’ability to engage ambiguous open-ended problems with attention to diverse stakeholders” (p. 3).Illustrative examples of Principle 1 in practice Despite the persistence of the social-technical divide in students’ thinking, sociotechnicalengineering courses, workshops, and modules have had success at developing students’sociotechnical understanding and skills (e.g, [23], [29], [47]). Engineering instructors canchallenge the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Dawson, University of Calgary; Ayah Metwali, University of Calgary

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

an additional Venn diagram todescribe engineering identity within two different aspects: sense of belonging and grit (interestand effort in the program).These categories are defined slightly differently by [7], where they were separated by academicidentity (a combination of academic performance and occupational aspirations), how studentsview themselves as engineers and how they are recognized as engineers by other members ofsociety. Each framework in [7] identified a combination of factors and characteristics that forman engineering identity. One relevant paper [8] divided engineering identity into two differentcomponents: a technical identity and a heterogeneous identity that focused on non-technical(soft) skills.As described in [3]-[5

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

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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

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Saskia van Beers, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

patterns later in their careers [13]. Following career history interviews with28 senior engineers, they proposed five distinct engineering career paths: company men,technical specialists, boundary spanners, entrepreneurs, and invisible engineers [13].Engineering career paths are not only diverse but also differentiated with respect to status,legitimacy, and accessibility. Cardador and her colleagues have shown how career stratificationpushes women engineers towards under-resourced and less-respected career paths [7]. Similarly,in a follow up analysis of their earlier study, Rottmann et al. found that women and racializedengineers were penalized for excellence, often being tracked into middle management orentrepreneurial roles while white men in

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)

. Rather, it has justbegun.AcknowledgementThis work would not have been possible without the teachings of the Indigenous scholars whohave written on this topic, as well as the educators and activists, our friends, families, andsupervisors, and the lands from which we continue to learn. We are grateful to them all.References[1]​ A. Gaudry and D. Lorenz, “Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy,” AlterNative: An International Journal of Indigenous Peoples, vol. 14, no. 3, pp. 218–227, Sep. 2018, doi: 10.1177/1177180118785382.[2]​ C. Ahenakew, V. De Oliveira Andreotti, D. Hunt, and S. Stein, “Complexities and challenges of decolonising

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes; Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Jennifer Hadley Perkins, University of Nevada - Las Vegas; Joshua Owusu Ansah, Arizona State University; Precious Njeck, Arizona State University, Polytechnic Campus; Esther Low, Arizona State University; Crislana Rafael, Arizona State University; Bilal Ahmad, Arizona State University; Jenna Materna, Arizona State University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

st Men Women Black Latinx White Domestic International 1 year Year 3+ 3 2 2 2 1 3 2 2 3Data collection for this study entailed documentation of all of the steps of the processand its associated artifacts (i.e., the conversations of the graduate students in decidingthe application format). Such discussions presented opportunities for varying valuesand priorities to not only be introduced but reflected on critically with intentionality.The primary data for this project became the transcripts of meeting recordings, teamcorrespondence emails, the instrument and rubric for selection, the profiles of thechosen candidates, and focus

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahreum Lim, Arizona State University; Emma Frow, Arizona State University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

: Springer International Publishing, 2008. doi: 10.1007/978-3-031-79940-2.[13] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Sci. Technol. Hum. Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[14] J. A. Leydens and J. C. Lucena, Eds., “Social Justice is Often Invisible in Engineering Education and Practice,” in Engineering Justice: Transforming Engineering Education and Practice, 1st ed., Wiley, 2017, pp. 45–66. doi: 10.1002/9781118757369.ch1.[15] B. Coley and K. Thomas, “‘The lab isn’t life’: Black engineering graduate students reprioritize values at the intersection of two pandemics,” J. Eng. Educ., vol. 112, no. 2, pp. 542–564, 2023, doi: 10.1002/jee.20518.[16] C. D. Wylie, “‘I

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rae Jing Han, University of Washington; Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Teodora Rutar Shuman, Seattle University; Alan Cheville, Bucknell University; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Liberal Education/Engineering & Society Division (LEES)

Journal of Engineering Education, IEEE Transactions on Education, International Journal of Engineering Education, Transactions of ASME, Chemical Engineering Journal, Bioresource Technology, Proceedings of the Combustion Institute, and Combustion and Flame. She is a member of the ASEE, ASME, and the Algae Biomass Organization. Dr. Shuman served as Chair for the ASEE Energy Conversion and Conservation Division. She received a Dipl. Ing. degree in mechanical engineering from Belgrade University and an M.S.M.E. and a Ph.D. from the University of Washington. She has held the title of Paccar Professor and is an Affiliate Professor at the University of Washington.Dr. Alan Cheville, Bucknell University Alan Cheville

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

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Liberal Education/Engineering & Society Division (LEES)

. Nurs. Res. ANR, vol. 26, no. 4, pp. 251–256, Nov. 2013, doi: 10.1016/j.apnr.2013.06.008.[34] Vivian Chavez, Cultural Humility (complete), (Aug. 09, 2012). Accessed: Dec. 13, 2024. [Online Video]. Available: https://www.youtube.com/watch?v=SaSHLbS1V4w[35] S. Kurtz-Rossi, D. Brugge, and S. Baedorf Kassis, “Health Literacy and Broadly Engaged Team Science: How One Study Team Used Plain Language Principles to Share Findings with Affected Communities,” in Broadly Engaged Team Science in Clinical and Translational Research, D. Lerner, M. E. Palm, and T. W. Concannon, Eds., Cham: Springer International Publishing, 2022, pp. 167–174. doi: 10.1007/978-3-030-83028-1_18.[36] “plainlanguage.gov | Home.” Accessed: Dec. 13, 2024. [Online

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

program. While in graduate school,students who identified as women and those who had received Pell and our scholarship felt muchgreater belonging in the sociotechnically-themed courses rather than their disciplinary trackcourses, which were more technically narrow. Students who identified as women, as Hispanic orLatino, and as Pell students saw the greatest jumps in internally recognizing themselves asengineers. Their senses of external recognition, however, were flat. This raises an intriguingpredicament that merits further investigation. Sociotechnically-grounded STEM education mayprovide a way for students from minoritized backgrounds to internally identify with STEM, butredefining STEM to be less technically narrow may simultaneously erode

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Rabb, California State University Los Angeles; Desen Sevi Özkan, University of Connecticut

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Liberal Education/Engineering & Society Division (LEES)

resolute hope – which counters pessimism towards changein an individualistic manner, seeing the world as able to be molded by action, and sparksindividual agency. Students frequently cited types of individual action as steps to move towards avague vision of democracy or a world without predatory surveillance. The breadth of actionscited was expansive, from researching tech companies’ privacy scandals, to educating andspreading awareness, organizing petitions or marches, using technical skills for good, and simplyraising one’s voice. Notably, a few students mentioned how their work in class increased theirsense of agency. One student, double majoring in international relations and computer sciencewrote, “I truly felt I was able to make an impact

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (PWL) (COE); Amanda Katz, Utah State University

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Liberal Education/Engineering & Society Division (LEES)

increase as society transitions awayfrom fossil fuels, or at least away from fossil fuel powered vehicles. To accompany this rise inEV adoption, there has been a mass installation of charging ports with over 192,000 publiclyaccessible charging ports as of August 2024 and thousands more being installed regularly [3](U.S. Department of Transportation Federal Highway Administration, 2024). Many researchers,such as the ones working for the National Science Foundation (NSF) funded engineeringresearch center Advancing Sustainability through Powered Infrastructure for RoadwayElectrification (ASPIRE), believe that we need a more holistic approach to electric vehicleadoption and develop an electrified infrastructure to support the mass adoption of EVs [4