Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

Mechanical Engineering

of competencies in effective oral and written communication skills. Thesenior capstone project, which typically assesses teamwork, now requires students to write animpact statement that is used in the assessment of skills such as identification of need and thepositive and negative impacts on humankind, environment, and economy. Rubrics to assess andevaluate these soft-skill learning outcomes, along with findings from the current semester whereavailable are presented in the paper.IntroductionOver the years, the engineering profession and engineering education has changed and evolvedto meet technological, economical, workforce, global, and societal challenges. Several nationalorganizations such as the National Academy of Engineering (NAE)1 and

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lucas James Landherr, Northeastern University; Courtney Pfluger, Northeastern University; Ryan A Koppes, Northeastern University

Tagged Divisions

Chemical Engineering

was focused on sustainability as the theme. The pilot course of the redesign of the first year curriculum was successful and has now been implemented to all first year engineering students at Northeastern. Dr. Pfluger has also spent her time volunteering as Faculty Advisor for the American Institute of Chemical Engineers (AIChE) and ChemE Car student groups. The ChemE Car team competes annually at the AIChE regional conference. The NU-AIChE student group organizes many Chemical Engineering and College of Engineering community building activities throughout the year.Prof. Ryan A Koppes, Northeastern University c American Society for Engineering Education, 2018 The River Project

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

Tagged Divisions

Faculty Development Division

Paper ID #33954WIP: A Faculty Learning Community That Includes a Strong Support Sys-temto Promote Implementation of New Teaching PracticesMrs. Megan Morin, University of North Carolina at Chapel Hill Megan Morin is the KEEN Program Coordinator at the University of North Carolina - Chapel Hill and a Ph.D. student at North Carolina State University (NCSU). She is currently studying STEM education with a focus on Engineering and Technology Education. Megan has a B.S. in Middle Childhood Math and Sci- ence Education from the University of Dayton, and an M.Ed. from NCSU in Technology and Engineering Education. Her dissertation

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

43 percent of their credits when they transferredbetween institutions [9].ADVANCE is a solution not just for students but also for the entire community of employers,companies and organizations in our region. The Northern Virginia region is booming, and eventhough NOVA and Mason constitute one of the largest educational systems anywhere in any cityor region in the country, we are not producing enough talent to meet our economy’s demands.The recent announcement by Amazon to locate a new headquarters in Northern Virginia (HQ2)will only exacerbate this situation.Employers are key partners for us in the program, and employer engagement is crucial in helpingus design a program that leads students to meaningful careers. We are designing

Collection

2016 Rocky Mountain Section Conference

Authors

Dina Battaglia; Krishna Sampigethaya; Akhan Almagambetov; Mehran Andalibi; Tyrone Groh; Kaela Martin; Matt Pavlina; Sam Siewert; Anne Boettcher

warranted emphasis. Undergraduate research integrationinto curriculum promises benefits: student engagement and development of employer-desiredskills such as communication, teamwork, analytical reasoning, and the application of knowledgeto real-world settings. This paper details the FLC’s efforts to incorporate more research intoseven undergraduate classes by using discovery learning pedagogies and to begin compiling alist of best practices to share with others. The fact that these efforts span different undergraduategrade levels and disciplines offers key insights for any undergraduate program. Further,discussions about the formation and collaboration of the FLC at this university presents a guideto others for starting one of their

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

innovations basedon basic and applied research.Doctoral students in this bioengineering program take a mixture of courses focused on ImpactTraining and technical science and engineering concepts. By the numbers, they take 6 technicalcourses that are 3-4 credits each and 4 Impact courses, most of which are 1-2 credits. ImpactTraining requires students to take one course per quarter for the first year and an additional grantand proposal writing course in the second year. The differing credit loads are intentional in thisframework – we are trying to build in topics like science communication and layer them withother training that students have in the program. They draw from work that they’re already doingand apply the lenses of design thinking, science

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Arthur D. Kney P.E.; Nancy Ball; Traci Shoemaker; Danuta Bukatko; Angela Moran; Joe Colosi

place betweenelementary and middle-school learners, their teachers, and their college faculty/student partners.This model is made possible by Information and Communications Technology (ICT) activitiesthat motivate and actively engage learners as well as educators. It will better prepare 3rd -7thgrade students for future academic and work-force endeavors in STEM disciplines as well asdemonstrate many practical applications of 21st century technology.Specifically, the model includes collaborative curriculum planning between elementary, middleschool and college faculty as well as mentoring/pedagogy development exercises for collegestudents. Inquiry-based instruction, hands-on activities and data collection on a global scale arekey elements of the

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette; Thalia Anagnos, San Jose State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-16 educational community is keen for materials that engage students in the latest thinkingabout science and engineering. Evolution of education standards, like the Next GenerationScience Standards (NGSS)1, establishes the need for engineering-related content in K-12education2, 3. With its focus on application of science and the explicit inclusion of engineeringdesign, the NGSS has provided a timely opportunity to develop engineering-based K-12materials centered on earthquake and tsunami engineering. Previous science standards, with theiremphasis on inquiry and validation of scientific concepts fit well in the realm of earth sciences,but not earthquake engineering. Centers such as the Incorporated Research Institutions forSeismology (IRIS

Conference Session

Hands-on/Experiential Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J Benson P.E., United States Military Academy; Hans J Thomas, United States Military Academy; Shad A Reed, United States Air Force Academy; Bruce Floersheim, U.S. Military Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Mechanical Engineering

) ability to function on multi-disciplinary teams, (e) ability to identify, formulate, and solve engineering problems, (f) understanding of professional and ethical responsibility, (g) ability to communicate effectively, (h) broad education necessary to understand the impact of engineering solutions in a globaland societal context, Page 23.867.2 (i) recognition of the need for, and an ability to engage in life-long learning, (j) knowledge of contemporary issues, (k) ability to use the techniques, skills, and modern engineering tools necessary forengineering practice. Largely due to the ABET initiatives, capstone or design

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Lisa M. Black, American Society of Civil Engineers; Quincy G. Alexander, American Society of Civil Engineers

Tagged Topics

ASEE Diversity Committee, Diversity

diverse backgrounds, skills, or perspectives [21].Second, many of the EAC Student Outcomes (SO) lend themselves well to addressing issues ofdiversity and inclusion in engineering programs (we added underlines for emphasis). • SO2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors • SO3. an ability to communicate effectively with a range of audiences • SO4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Peter H. Khost, Stony Brook University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

who have studied thebroader organizational and cultural environment associated with a particular failure or disaster inorder to provide key insight into how a failure occurred and its impact. These interviews (filmedfor the online course) are narratives, and often engaging ones in and of themselves. Feedbackfrom student surveys have indicated that the use of these narratives have enhanced studentengagement and understanding of the failures and their broader impacts. As mentioned above,such an understanding is crucial for future engineers (as well as an informed citizenry).Students in the course also form multidisciplinary teams to explore a recent failure. Thisassignment extends well beyond a standard failure analysis report (as would be

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte

Tagged Divisions

Design in Engineering Education Division (DEED)

Paper ID #46650A Systematic Review of the Literature on Engineering Requirements and theFraming of Design Problems in Engineering EducationDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they transition from student to

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

, observed an actualacademy session and perused periodic electronic communications. Her findings indicated thatfaculty videos and interviews aligned well with the expected outcomes of enhancing SoTL, usingevidenced-based practices in introductory STEM classrooms, engaging peer-observationsstrategies for STEM classrooms, and using strategies to enhance student learning. One notablestrength was the formative survey assessment used at the end of the SPARCT year. Data fromthese surveys indicated the top three benefits of attending the academy were interacting withcolleagues, learning how to flip a classroom, and becoming familiar with different types offormative and summative assessments and ways to assess learning. Suggestions for programimprovement

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Engineering Design Graphics Division (EDGD)

collected into 5 distinct categories: alignment, inclusion, engagement, assessment,and integrating technology. What is unique about this instrument is that it focuses on teachingbehaviors of the faculty member, steering students away from potentially biased, personalityfocused responses. Further, aspects of this data could be correlated with specific aspects of theweekly reflection. For example, the survey asks the student to rate the faculty on a 5-point scaleaccording to various teaching behaviors one might see in class. Out of the engage category onewould see “Establishes regular and open communication” or out of the inclusion category onewould see “Invites students’ questions examples, and experiences and listens carefully whenstudents speak

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, such as an impact that results from another impact, for example, the pervasive use of iPods leads to social isolation or loss of interpersonal skills.The authors amply support their central claim that “Asking engineering students to predict theimpacts of a newly introduced technology can serve as an efficient means of engaging first-yearengineers in critical thinking on sociotechnical issues.” One improvement on their approachwould be to focus on the social and ethical origins of engineering solutions in addition to theirimpacts. This improvement is particularly warranted in view of their claim that engineers shouldbe properly prepared to responsibly help shape “the sociotechnical future.” In “The Making of a

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Paul Carrick Brunson, Paul Carrick Brunson Agency ; Nikitha Sambamurthy, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

and the impact of itsscholars?(4) What does professionalism look like on social media? How can one define it forprofessionals, and how can people be taught how to engage in professional behavior?Conclusion Although much research confirms that social media use is a growing trend, facultystill have concerns about using a variety of platforms to communicate personally andprofessionally. Through formal training and conversations addressing the challenges andbarriers to social media use, we anticipate that platforms that were not designed foracademic use may become ways for STEM scholars to communicate with the work abouttheir research and about ways that this research impacts society.References1. Golde, C. M. & Walker, G. (2006

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

cognitive empathy indicates understanding the thoughts and feelings of others, this seemsto be a particularly challenging and difficult exercise when one considers differences in culture,experience, and background. In fact, it almost seems conceited to believe that one can trulyunderstand another person in that way, as it relates to professional contexts (e.g., an engineerworking with community members; a professor teaching a student). Bloom [20] calls attention tothe potential for bias associated with empathy. As an alternative, Bloom lobbies for compassion.One can behave with compassion regardless of understanding. I posit that the same is true withrespect to kindness. Acting with kindness does not demand empathy. More expansive definitionsof

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, The University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

confirm thateducation and knowledge can provide themeans to help family and community.Engage in Community-based Participatory Research & Respect the Family FrameworkLane and George [12] discuss the need for a community-based participatory research approach tosupport culturally competent, empowering research. The following themes were identifiedthrough the researchers’ interpretation of the data and validated through their researchmethodology: 1. Positive family influence impacted high school students’ motivation to graduate from high school. 2. Student self-awareness motivated them to succeed in graduating from high school. 3. Coaches, teachers, and school staff had a positive influence on students’ ability to graduate

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julia Smith, University of Calgary ; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary

Tagged Divisions

Design in Engineering Education

Paper ID #15653Peer Feedback on Teamwork Behaviors: Reactions and Intentions to ChangeMs. Julia Smith, University of Calgary Julia is a M.Sc. candidate in Industrial/Organizational Psychology at the University of Calgary, supervised by Dr. Thomas O’Neill. Her research interests include the study of factors impacting teamwork and leadership capabilities.Ms. Genevieve Hoffart, University of Calgary Genevieve is a first year M.Sc. student under the supervision of Dr. Thomas O’Neill at the University of Calgary focusing on at team dynamics, training, and communication. She has been working with the Schulich School of

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Efrain O'Neill-Carrillo P.E., University of Puerto Rico, Mayaguez ; James D. McCalley, Iowa State University; Anne Kimber, Iowa State University; Robert Haug, Public Power Services

Tagged Divisions

Engineering and Public Policy

, in particular to capstone design projects. Furthermore, Criterion 3 alsoemphasizes on “…the impact of engineering solutions in global, economic, environmental, andsocietal contexts.” The teaching of infrastructure-related courses and capstone courses could beenhanced by including emergency preparedness, resiliency and collaboration with communities,giving students a broader view of the engineering practice and their social responsibility asengineering professionals. Besides topics for capstone design projects [6], [11], [12], modulesand class examples on resiliency and emergency management could be developed and integratedinto infrastructure-related courses.Besides the traditional integration of these topics into courses, a deeper revision

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

faculty engagement and to build an inclusive facultycommunity. In the College’s 2015-2020 strategic plan, a key strategic area is to “nurture acommunity of deeply engaged faculty and staff committed to enable student success throughquality curriculum, responsive teaching and active learning”. Launched in Summer 2015, theECST Teaching & Learning Academy was originally focused on professional development of newfaculty members, but quickly evolved to be a platform for open communication, socialization, andshared learning for faculty across all disciplines in the college. In the past three years, we haveseen the growth of participation of faculty, both tenured/tenure-track and adjunct faculty fromdifferent departments in the College. This rest of

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, Virginia Tech; Bonnie H. Ferri, Georgia Institute of Technology; Dianna Newman; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Deborah Walter, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees Poster Session

.29. A. Prades, S. Espinar, “Laboratory Assessment in Chemistry: An Analysis of the Adequacy of the Assessment Process,” Assessment & Evaluation In Higher Education [serial online]. vol. 35, no. 4, pp. 449-461, July 2010.30. J. Robertson et al, “Exploiting a Disruptive Technology to Actively Engage Students in the Learning Process,” 2013 ASEE Conference.31. J. Rodd, D. Newman, G. Clure, M. Morris. “Moving the Lab to the Classroom: The Impact of an Innovative Technological Teaching Tool on K-14 Learning and Cognition,” SITE Conference, San Diego, CA, March 2010, 2807-2813.32. D. Schon (1995), The Reflective Practitioner: How Professionals Think in Action, Ashgate Publishing.33. J. Selingo, “Connecting the Dots,” ASEE

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

Tagged Divisions

First-Year Programs Division (FYP)

bulk of this work describes thedesign, implementation, execution and evaluation of a structured GCSP-REU program that 15 ofthe grand challenges scholars participated in the summer of 2022 along with lessons learnedfrom this experience. At the completion of the 10-week research program, the participatingscholars present their research findings at university’s summer undergraduate researchsymposiums alongside hundreds of other REU students who’ve participated in 20 plusuniversity-lead research programs.BackgroundResearch shows that active learning environments promote student engagement and increasetheir curiosity, impacting their learning and professional development [4-11]. In addition, studiesshow that students' involvement in hands-on

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

engaged students despite infrastructure challenges.Data collection included pre- and post-tests, student attitude surveys toward STEM, andparticipation in synchronous and asynchronous learning activities.A third implementation was designed to assess the feasibility of remote learning in underprivilegedareas with limited resources, focusing on schools supported by the Consejo Nacional de Fomentode la Educación (CONAFE). Additionally, other schools that voluntarily chose to participate werealso included in the project.The paper will present the results, which show significant improvements in students’understanding of STEM concepts and increased interest in STEM careers. Additionally, hands-onprojects demonstrated the potential for rural communities

Conference Session

Division Experimentation and Lab-Oriented Studies - Best of DELOS

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, furniture and outlining renovation needs. Space renovationtook place over the summer before the first cohort of students arrived at the beginning of the fallsemester. With a smaller student body, an entire small building to renovate, and adequatefunding, Campbell University was able to implement an updated interpretation of the coreLWTL classlab concept.Research on teaching and learning spaces show that they should facilitate active construction ofknowledge by the learner. This research discusses the impact of the social setting on learning andthe degree to which it supports peer-to-peer transfer of knowledge (versus a focus on a facultymember at the front of the classroom). Informal learning spaces can increase the sense of agencyof students and

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

this paper.Professional skills comprise six outcomes for engineering students as defined by theAccreditation Board for Engineering and Technology™ (ABET, 2013). Shuman et al. (2005)expanded on the ABET definitions and grouped the skills into process and awareness skills.Process skills included an ability to function on multidisciplinary teams; an ability tocommunicate effectively; and an understanding of professional and ethical responsibility.Awareness skills included the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and social context; a recognitionof the need for, and an ability to engage in life-long learning; and a knowledge ofcontemporary issues (Shuman, Besterfield-Sacre

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

staff. A particular interest is in helping faculty to develop and implement classroom-based assessment and action research plans to establish the effectiveness of instruction and to use the data to improve teaching and student learning. She is currently working with several engineering faculty, researching the impact of in-class use of technology on teaching and student learning. Dianne has also worked as an education consultant for a number of organizations and is currently serving as external evaluator on several grants.Eric Wiebe, North Carolina State University Dr. Eric Wiebe is an Associate Professor in the Department of Mathematics, Science, and Technology Education at NC State University

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, University of Texas at San Antonio; Mehdi Shadaram P.E., University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

understand the impact of engineering solutions in a global and societal contexti. A recognition of the need for and an ability to engage in life-long learningj. A knowledge of contemporary issuesIn 2000 the International Technology Education Association (ITEA) published Standards forTechnological Literacy: Content for the Study of Technology (10). The ITEA standardsrepresented a significant development establishing the parameters defining technologicalliteracy. They represented an important step in asserting that all students should begin to developan increasingly sophisticated understanding of technology starting at the earliest years of school.The effort to define engineering and technological literacy continues unabated even to this day(11-13

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P Kirkmeyer, Miami University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

university: the arts,humanities, social commentary, global culture, communication through music, science andtechnological innovation. It is one of only a few courses at its home university that viablybridges the gap between STEM fields and the “soft skills” that have become so valued byindustry partners who hire its graduates. It is a concept-driven course requiring no math, and assuch the audience spans majors from engineering to art to education to business.The course focuses on multimedia content and experiential engagement. Required media includebooks about heavy metal history (Christe, “Sound of the Beast”)2 and concerns aboutunderrepresentative populations (Dawes, “What Are You Doing Here?”)5, and a videodocumentary series that examines the

Collection

2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

1999to 1,838 in 2000” (Huba, p. 1).At large research based universities, like ISU, it is often difficult for undergraduate students tobecome engaged in the university, an issue highlighted by the Boyer Commission’s 1998 report3.Learning communities are one innovation designed to address this difficulty. Furthermore, forengineering programs in particular, engaging (and retaining) new students is extremely importantas the demand for engineering graduates is increasing, while the number of students obtainingengineering degrees is about constant4. No longer can engineering departments ignore the needfor retention programs for increasing the number of their graduates. In light of this fact,engineering college administrations are increasingly