Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Charles Schreier, University of Dayton; Carl Eger, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

Liberal Education

-learning is the integration ofcommunity service projects into the curriculum that also help to develop fundamentalengineering skills through experiential learning. Service-learning has been found to helpstudents develop technical and non-technical skills, make connections between classes, developracial and cultural sensitivity, enhance their commitment to civic responsibility and increase theirethical awareness and awareness of the impact of professional decisions on society and theenvironment. 1-5 Page 11.1164.2Another increasing popular addition to the curriculum of many engineering programs isinternational learning experiences such as study

Conference Session

Liberal Education and Leadership

Collection

2009 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education

session was conducted during the afternoon and lasted roughly 5 hours.For the second Academy class, begun in the fall of the 2008-09 academic year, the sessions meton three Saturdays—in October, in January, and in March. These sessions lasted from 9:00 AMto 4:00 PM.The goals of the Academy are as follows:Leadership Academy is a hands-on experience designed to build each participant's: ≠ Confidence in their ability to lead; ≠ Consciousness of various leadership approaches; ≠ Connection with leadership resources & mentors; and ≠ Civic awareness.CurriculumThe curriculum of the Leadership Academy is as follows: Page 14.458.4Session 1

Conference Session

Innovative Courses/Pedagogies in Liberal Education II

Collection

2010 Annual Conference & Exposition

Authors

Paul Ross, University of Wisconsin, Madison

Tagged Divisions

Liberal Education

*TC Comp/FIG: writing; project management; research; oral presentations*Figure 2. The FIG (Freshman Interest Group) Technical Communication course contributes to all thebenefits listed for general program enrichment previously enumerated in Figure 1. (Dorm life, however, isessentially an out-of-class factor!)Community: A large element of first year program work has been to help establish both thesocial and the professional sense of community. For this course, the “technical theme” has beenused to build a community within the larger community of students who are starting to think likeengineers as

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Carole Goodson, University of Houston; Susan Miertschin, University of Houston; Barbara Stewart, University of Houston; Luces Faulkenberry, University of Houston; Curtis Johnson, University of Houston

Tagged Divisions

Liberal Education

and technical knowledge so they can make sound decisions regarding usingtechnology in the world in which they live. In both cases, the challenge is providing sufficientdepth of content for meaning without creating a chain of prerequisites that burdens degreeprograms with an additional semester of study.Liberal Education. Engineering and technology educators, in general, understand technology andare prepared to deliver technical content to students. However, some may be concerned aboutwhat it means to provide the context for application of technology.3 If we turn to the literaturerelated to cultural literacy and liberal education for this, we see liberal education described as anapproach that goes beyond content areas to encompass and embrace

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University; Stacey Breitenbach, California Polytechnic State University

Tagged Divisions

Liberal Education

professional uses remains relevant. Below is a list of their responsesregarding 1) the types of careers they envision graduates of the program pursuing and 2) whetheropenings exist at their current company. Because the advisory board members do represent moretechnical companies, comments represent professions that more clearly emphasize theconnection between engineering and the liberal arts.To the question “What type of careers would you see graduates of this program pursuing?”respondents answered: Page 12.8.8 • Many • Marketing • Technical writing • Patent law • Management (+MBA) • This

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Joanne Lax, Purdue University

Tagged Divisions

Liberal Education

. Mahan, A. Jayasumana, D. Lile, and M. Palmquist, “Bringing an emphasis on technical writing to a freshman course in electrical engineering,” IEEE Trans. Educ., vol. 43, no.1, pp. 36-42, 2000.6. BusinessWeek. (2006, Nov.). “Just say no…to email?” [Online]. Available: http://www.articles.moneycentral.msn.com/Investing/Extra/JustSayNoToEmail.aspx?GT 1=8717.7. J. Gimenez, “Business e-mail communication: some emerging tendencies in register,” English for Specific Purposes, vol. 19, issue 3, pp. 237-251, 2000.8. N. Baron, “Letters by phone or speech by other means: The linguistics of email,” Language and Communication, vol. 18, pp. 133-170, 1998.9. D. Enemark. (2006, May). It’s All about Me: Why E-mails are so Easily Misunderstood. The

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Robert Meyer, Clarkson University; Dick Pratt, Clarkson University

Tagged Divisions

Liberal Education

appointments in the Office of Research and Sponsored Programs and the Office of Academic Affairs. In 1998-99 he was as an American Council on Education fellow. His research interests are in environmental biology. Page 12.1399.1© American Society for Engineering Education, 2007 The Clarkson Common Experience Curriculum: Graduation Requirements Based on Student Learning OutcomesAbstractTraditional graduation requirements have been composed of required and elective courses in astudent's major together with courses selected to meet a "general education" requirement. Withthe growing emphasis on student learning

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gregory Tonkay, Lehigh University; E. Zimmers, Lehigh University

Tagged Divisions

Liberal Education

for more than 200 funded research and technology projects with over 115 industry and academic partners. He has co-authored one text and over 180 technical reports and publictaions. He is a fellow of SME and IIE technical societies. Page 12.1068.1© American Society for Engineering Education, 2007 Migration from a Leadership Honors Program to an Engineering Leadership MinorAbstractThis paper presents a new Engineering Leadership Minor developed for all engineering majors atLehigh University. This minor program utilizes the experience of engineering faculty, liberal artsfaculty, and

Conference Session

Writing and Communication I: Innovative Models for Curriculum and Assessment

Collection

2007 Annual Conference & Exposition

Authors

April Kedrowicz, University of Utah

Tagged Divisions

Liberal Education

telephone contact b) Engage in effective communication during review sessions, office hours, meetings, and all other face-to-face communication with faculty and staff c) Recognize the importance of feedback and incorporate constructive criticismME EN 2000Upon completion of this course, students will:1) Write effectively a) Understand how writing as a team is different from writing individually b) Write a team document c) Adapt technical information to different audiences (technical and non-technical) d) Understand the purpose, logic, and organization of proposals e) Write a proposal appropriately with attention to format, structure, supporting materials (logical appeals), and style f) Write

Conference Session

Communication and Collaboration

Collection

2009 Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University; Are Magnus Bruaset, Simula Research Laboratory; Melissa Marshall, Pennsylvania State University; Marianne M. Sundet, Simula Research Laboratory; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Liberal Education

Laboratory 1Total 68 Page 14.1197.8Structure of the National WorkshopAs mentioned, the national workshop consisted of three segments: (1) researchpresentations for technical audiences, (2) research writing to technical audiences, and (3)research presentations to general audiences. Preparation assignments, which aredescribed in Appendix A, existed for the first two segments. To manage the submissionand review of the preparation assignments, we used slightly modified version of the opensource learning platform Dokeos

Conference Session

Thinking around the Bachelor of Arts in Engineering

Collection

2008 Annual Conference & Exposition

Authors

Sharon Jones, Lafayette College

Tagged Divisions

Liberal Education

flexibility ofsuch a degree means that the programs are quite different in terms of curricula, students, andopportunities. Although the degree is far from mainstream, it is worthwhile to explore thequestion of whether this degree addresses some of the concerns about the need for a newapproach to undergraduate engineering education, or if it is a specialty program only suited tocertain contexts. In this session, several invitees discuss the Bachelor of Arts in EngineeringProgram at their colleges/universities. The discussion is organized around four main topics: 1)what is the objective of such a degree and how does it fit within engineering education, 2) whatare the advantages of the degree for stakeholders (students, faculty, industry), 3) what are

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Joellen Easton, American Public Media; Rekha Murthy, Public Radio Exchange; Emily Davidson, MIT; Jennifer de Bruijn, MIT; Tracey Hayse, MIT; Elise Hens, MIT; Margaret Lloyd

Tagged Divisions

Liberal Education

radio-specific techniques—such as the useof sound to evoke a physical setting and the effective interweaving of interviews and ambientsound—as well as techniques common to a variety of media, such as the use and development ofstory arcs and pacing. At the same time, in laboratory and field sessions they develop proficiencyin the technical aspects of radio production, such as gathering high-quality sound, audio editingand digital audio effects. The class culminates in a major team project, in which students developand produce a radio documentary on the social, economic, political and technical aspects of acomplex environmental issue. The documentary is aired on the MIT radio station and thendistributed and licensed for broadcast on other

Conference Session

Liberal Education for 21st Century Engineering

Collection

2010 Annual Conference & Exposition

Authors

Cherrice Traver, Union College; J. Douglas Klein, Union College

Tagged Divisions

Liberal Education

of 1979. The speaker then was C. P. Snow, whom Ainlay quotes as saying,“I am hopeful that given a bit of good fortune there will be a culture within perhaps twogenerations far more unified, better informed, and with a deeper sense of life.”1We are now one generation past that commencement address, and 50 years past Snow’s Redelecture on the “Two Cultures.”2 Is bridging the cultures still important? And if so, whatprogress has been, or can be made to bridge the cultures? There are conflicting trends at work.On the one hand, the amount of knowledge in any field, technical or non-technical, is explodingat such a rate that to become expert demands greater and greater focus. On the other hand,addressing Snow’s lament and preparing students to

Conference Session

Engineering Ethics: An Interdisciplinary Endeavor

Collection

2009 Annual Conference & Exposition

Authors

Joseph Herkert, Arizona State University Polytechnic; Jameson Wetmore, Arizona State University; Heather Canary, Arizona State University Polytechnic; Karin Ellison, Arizona State University

Tagged Divisions

Liberal Education

integrity and fair credit; macroethical issues include challenges to personalidentity posed by such technologies as human cloning and artificial intelligenceThe importance of macroethics in science and engineering has gained wider appreciation inrecent years, especially in connection with emerging technologies such as nanotechnology,biotechnology, and advanced information and communication technology8. Ethics and science &technology studies scholars alike have begun to note the importance of including both micro- andmacroethics in technical education9,10,11. In terms of course development, however, efforts atintegrating micro- and macroethics in graduate education of engineers and scientists have beenfew12,13.This project’s goals are to: 1

Conference Session

Writing and Communication II

Collection

2006 Annual Conference & Exposition

Authors

Luke Niiler; David Beams, University of Texas-Tyler

Tagged Divisions

Liberal Education

attention has been given recently to the place of writing instructionin engineering courses. For example, in multiple publications Norback et al 2,3,4,5 have developedpowerful links between classroom and industry to identify relevant writing skills and transferthem into classroom practice. Bonk, Imhoff and Cheng 6 describe a collaborative effort betweena Civil and Environmental Engineering program and a Business and Technical Writing programthat has resulted in the incremental integration of writing skills into engineering curricula.Ostheimer and White have developed a sophisticated assessment mechanism that, among otheroutcomes, “generates important program information for the faculty about the relative success oftheir students in reaching goals

Conference Session

Communication and Collaboration

Collection

2009 Annual Conference & Exposition

Authors

Julie Sharp, Vanderbilt University; Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Liberal Education

interdisciplinary team, with 1 communication instructor and 4civil engineering instructors, representing the distinct subfields of that discipline (geotechnical,environmental, transportation, and structures). The faculty assign students to groups that last forthe 20 weeks of the project, and each civil faculty member serves as a project manager for agroup. The communication instructor serves as a general consultant, available for assistance ingroup dynamics, oral presentations, and technical writing.Assignments include both group products (progress reports, engineering reports, oralpresentations, plans and profiles, and calculation notebooks) and individual efforts (self-assessments, group dynamics memos, peer reviews). Individual assignments are weighted

Conference Session

Multidisciplinary and Liberal Education

Collection

2006 Annual Conference & Exposition

Authors

Hilkat Soysal, Frostburg State University; Oguz Soysal, Frostburg State University

Tagged Divisions

Liberal Education

the scientificreasoning skill and technological literacy of students in all majors.In Frostburg State University an interdisciplinary course titled “Science Technology andSociety (IDIS 160)” was developed with the motivation of the Undergraduate EducationInitiative (UEI) [1] approved by the Faculty Senate in February 2005. IDIS 160 isdesigned as a pilot freshman course for mainly non-science/engineering majors to meetthe new general education requirements.The main purpose of the course is to introduce the “models of research, the developmentof science and technology, and the application and subsequent impact of thedevelopments on society and the environment.” The course goal is consistent with theFSU general education program, which

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Michael Alley, Pennsylvania State University; Melissa Marshall, Pennsylvania State University; Christopher Johnstone, Pennsylvania State University

Tagged Divisions

Liberal Education

expert in the discipline of engineering, thedifference might be confusing to a novice. Although many engineering students do not feel thecontent of the general speech course applies to them, the truth is that the content—listeningcritically, audience analysis, and the classical canons of rhetoric—actually has deep connectionswith engineering [1]. However, the engineering student needs to see those connections. That many of the students do not make connections between the principles of the generalspeech course and the presentations they make in engineering was made apparent in a study atour institution. This study surveyed co-op supervisors on the presentation skills of ourinstitution’s students. The study revealed that the differences in

Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Bill Genereux, Kansas State University, Salina; Elena Mangione-Lora, University of Notre Dame

Tagged Divisions

Liberal Education

. From Knowledgable to Knowledge-able: Learning in New Media Environments retrieved February 1, 2009 from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able.5. Oblinger, D. and Oblinger, J., Educating the Net Generation, retrieved February 1, 2009 from http://net.educause.edu/ir/library/pdf/pub7101.pdf.6. Gazzaniga, M., Learning, Arts, and the Brain, retrieved February 1, 2009 from http://www.dana.org/uploadedFiles/News_and_Publications/Special_Publications/Learning,%20Arts%20and% 20the%20Brain_ArtsAndCognition_Compl.pdf.7. Jensen, E., Enriching the Brain: How to Maximize Every Learner's Potential, 1st ed., Jossey-Bass, Hoboken, N.J, 2006, pp. 67-69, 248-253.8. ABET, Criteria for Accrediting Engineering

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

David Layton, DeVry University

Tagged Divisions

Liberal Education

class themes. If it can be done elsewhere, such a dual-focus design isvery attractive, and delivers the interdisciplinary focus that many higher learning institutionsfavor today.The class as I teach it mixes two of Gunn’s general methods for teaching science fiction, thesocial issues method and the history of the genre method. Through the Winter 2010 session( does not use traditional semesters or quarters), the undergraduate-levelScience Fiction course had several learning objectives students were prepared to demonstrateafter completing the course. Some were related to literary matters, but these objectives alsoincluded:1. Given a science fiction novel, story, film, or television program representing technologicalinnovation, evaluate the work's

Conference Session

Multidisciplinary and Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Robert Martello, Franklin W. Olin College of Engineering; Jonathan Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Liberal Education

• Evaluate materials in technical applications; identify logical argument and relevant technical and historical 3 weeks relationships between materials selection and design evidence • Develop communication skills • Develop oral and written communication skillsFigure 1. Materials science and history of technology goals and objectives.Olin College also offers a “stand-alone” materials science course that is often taught by Stolk,one of the co-instructors of Paul Revere. The following analysis uses this stand-alone courseas a point of comparison for the Paul Revere integrated course, to help understand the potentialimpacts of an integrated

Conference Session

Integrating H&SS in Engineering II

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; James Heisler, Hope College; Thomas Ludwig, Hope College; Roger Nemeth, Hope College; James Piers, Hope College; Neal Sobania, Pacific Lutheran University

Tagged Divisions

Liberal Education

© American Society for Engineering Education, 2006 Some Recommendations for U.S.A. Faculty on Teaching Liberal Education Courses in JapanAbstractThis work presents a summary of practical information for faculty from United Statesinstitutions of higher education planning on teaching liberal education courses in Japan.These recommendations are based on the experience of the authors in teaching sociology,history, economics, psychology, and general education classes, at both a US liberal artscollege and at a medium sized comprehensive university in Tokyo, Japan. For facultyparticipating in an exchange program, a key element is successful adaptation of existingfamiliar course materials for use in a different institution and

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Judith Norback, Georgia Institute of Technology; Nicoleta Serban, Georgia Institute of Technology; Nagi Gebraeel, Georgia Institute of Technology; Garlie Forehand, Georgia Institute of Technology

Tagged Divisions

Liberal Education

this purpose. In the practice sessions, feedback is provided live by the Director ofWorkforce and Academic Communication and her teaching assistants. In the “before-presentation” practice session, students practice presenting, receive feedback, and then practiceagain. In the “after-presentation” session, feedback is provided through viewing the videotape ofthe class presentation. Then the students practice and get feedback. The details of theinstruction are described below.Description of the Workforce Presentation Instruction Examples of the student project topics are: 1) Does the ratio of various colors in M&Ms match the information provided by the manufacturer? 2) In professional baseball, is the

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

Kyle Simmons, University of Utah; Susan Sample, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Liberal Education

student teams. Journal of Business and Technical Communication, 16(1), 33-68.13. Kirschman, J. S., & Greenstein, J. S. (2002). The use of groupware for collaboration in distributed studentengineering design teams. Journal of Engineering Education, 91(4), 403-407.14. Hadjileontiadou, S. J., Sakonidis, H. N., & Balafoutas, G. J. (2003). Lin2k: A novel web-based collaborativeapplication to engineering education. Journal of Engineering Education, 93(4), 313-324.15. Edmonson, C. P., & Summers, D. C. S. (2005). Structuring a project management course to develop team skills.ASEE Annual Conference Proceedings, session 3549.16. Brickell. J. L., Poter, D. B., Reynolds, M. F., & R. D. Cosgrove. (1994). Assigning students to groups for

Conference Session

Historical Perspectives for Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education

tripartite system of higher education.33At the request of the State College Presidents, Superintendent Simpson brought the general issue,along with Terman‟s report, before the Liaison Committee of the University of California andState Department of Education. The Liaison Committee passed the issue onto its “Joint Staff,” asrepresented, respectively, by educational specialists, T. C. Holy and Hubert Semans. Given thatthe state colleges had already developed substantial degree programs in engineering, what wason the table was not any curtailment of these programs, but meaningful restrictions designed toensure that the state college programs remained “occupational” rather than “professional” incharacter. After consulting with a new Technical Advisory

Conference Session

Philosophy of Engineering Education: Epistemology and Ethics

Collection

2008 Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Liberal Education

of the essay “TheRhythm of Education.” He distinguishes between three stages of mental growth – romance,precision and generalization. “Education should consist in a continual repetition of suchcycles.”53 They may be of a long duration or of a short duration. Thus in the long term thestages shown in exhibit 1 can be related to primary, post-primary and higher education. ButWhitehead would argue that we approach problems however simple or complex in this way. Sounderstanding the stages leads to particular types of curriculum and instruction. There is animmediate lesson for those promoting the teaching of engineering in elementary and post-elementary schooling: that is, that the emphasis should be on the stage of romance. This is notto say that

Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Helen Donis-Keller, Franklin W. Olin College of Engineering

Tagged Divisions

Liberal Education

. Furthermore, while writing remains an essential means ofcommunication, visual digital technologies such as video and still photography have gainedwidespread acceptance and are now ubiquitous as primary modes for communication, notablyvia web-based means. Despite recognition for the need to embrace "new media" courses thatdirectly address creativity and effective communication using such tools are not plentiful withinthe engineering curriculum. There are many competing interests that influence curriculum designthat will equip the next generation of engineers to be technically competent, competitive in theglobal economy, and effective as responsible citizens. The Association of American Collegesand Universities report College Learning for the New

Conference Session

Innovative Courses/Pedagogies in Liberal Education II

Collection

2010 Annual Conference & Exposition

Authors

Katherine Wikoff, Milwaukee School of Engineering

Tagged Divisions

Liberal Education

AC 2010-1688: TEACHING TO ABET'S CRITERION 3(I) LIFELONG LEARNINGOUTCOME: LESSONS ON INNOVATION FROM CREATIVE COMMUNITIESKatherine Wikoff, Milwaukee School of Engineering KATHERINE WIKOFF is Associate Professor in the General Studies Department at Milwaukee School of Engineering, where she teaches courses in freshman communication, business and technical communication, literature, political science, film studies, and creative thinking. Email: wikoff@msoe.edu Page 15.1189.1© American Society for Engineering Education, 2010 Teaching to ABET’s 3(i) Lifelong Learning Outcome

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Masters, University of Wisconsin - Madison; Sarah Pfatteicher, University of Wisconsin - Madison

Tagged Divisions

Liberal Education

ethical discussions andproblem-solving activities into their courses, there are many challenges to doing so, including: 1) the difficulty of finding out the ‘best’ ways to teach these topics and subsequent development of new course materials 2) the need expressed by engineering faculty for instructional modules to have quantifiable, measurable outcomes 3) instructor hesitancy to teach about issues in which they may have little or no training 4) already-packed syllabi that allow little room for introduction of new (and non-technical) topics 5) the challenge of identifying relevant and appropriately scaled case studies.To be successful in incorporating ethics across the entire engineering curriculum, it is

Conference Session

Liberal Education for 21st Century Engineering

Collection

2010 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, University of Georgia; Tracie Costantino, University of Georgia; Bonnie Cramond, University of Georgia

Tagged Divisions

Liberal Education

communicating effectively.1-5 Unfortunately, the implementation of this drive toprovide breadth to an undergraduate education often results in a general education curriculumwith a set of disparate and disconnected courses, instead of an integrated experience.6-7 Webelieve that the undergraduate experience must provide some coherence across courses,extracurricular activities, service learning and student life. In the Greater Expectations report, theAssociation of American Colleges and Universities recognizes the “fragmentation of thecurriculum” as a significant “barrier to high quality”.8 Similarly, the Boyer Commission onEducating Undergraduates in the Research University explains that “the freshman experienceneeds to be an intellectually integrated