Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, statics and stress, filtration and chemical precipitation, and soon). These engineering concepts are not abstracted from social, political, and economicconsiderations. Rather, engineering is imbued with social context. The RPG offers studentsopportunities to reflect on economic, geographical, economic, and philosophical issues whilelearning the technical skills they need to make informed decisions to address the needs of arapidly expanding population.Introduction and Statement of the ProblemIn 1945, when the French mathematician Jacques Hadamard sought to uncover the thoughtprocesses of mathematicians, he approached Albert Einstein, who suggested that “combinatoryplay seems to be the essential feature in productive thought.”1 For many years

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Michigan State University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

explained, …everyone in the community is invested in our future. So, it's all hands on deck. So, hopefully that encompasses, you know, participation is soliciting the involvement of, you know, whoever and whatever is needed to move our children to a place where they can be positive contributors to our future society. They're our future, so it's…everybody needs to delve in and do what they can to support them. 8The urgency in which Deborah speaks may reflect a crisis in the underrepresentation of studentsof color (e.g. African-Americans, Latinx, and Native Americans) in STEM fields.The economically advantaged and

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; James W. Malazita, Rensselaer Polytechnic Institute

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

factory workers in Hutchinson’sErr project described above, our students’ impulse was to use their making skills to conceive anddesign an object that: 1) identified a problem; 2) solved that problem; and 3) did so in a way thatwas easy and enjoyable for the user. In contrast, the critical design project forced the students: 1)to identify a problem; 2) to design an artifact that made that problem more evident; and 3) todesign the artifact in a way that forced its users to reflect about the process of using the design,rather than having the use be intuitive and, hence, transparent. Furthermore, instead of having theSenior Project students write up either a thesis or a traditional professional design report, studentteams were required to write a

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Mary Roth, Lafayette College

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Bloom’s Taxonomy Krupczak Proposed Remembering Survey Familiarity (knowing Understanding Focus content and context, understanding methods used) Applying Create/Apply Facility (applying, becoming comfortable) Analyzing Critique/Assess Fluency (critiquing, Evaluating Reflect appreciating

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

program, despite its clear focus on such experiences. In this section,we highlight some of the definitions, criteria, and characteristics found in the literature whichhave informed the set of characteristics used in this paper.Some discussions of real-world examples might imply that “real-world” necessitates connectionsto people in some explicit, direct or indirect way. For example, Huff writes that in his course,students, “Reflect on how real electrical systems interact with persons, and critique how theseelectrical systems affect social or environmental systems.” [17, p. 6]. In lieu of individual people,human organizations might be engaged, as suggested in the second course described bySubrahmanian and co-authors, which grounds real-world

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geetanjali R. Date, Tata Institute of Fundamental Research; Sanjay Chandrasekharan, Tata Institute of Fundamental Research

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

which has long dominated discussions around STEMdiversity.The pipeline metaphor has been the object of critique because it focuses on restricting valves(like math requirements) and on the patching of leaks in order to maintain a “neatly linear marchthrough set academic gatekeepers” [5]. This image not only reduces the complexity of STEMexperiences but leaves the “pipeline” itself—that is, the cultures of STEM—unseen andunchallenged. Lacking sociocultural context, it is “an ill-suited frame to understand STEMidentity formation, particularly for women and underrepresented minorities” [5], and it does notacknowledge that traditional scientific culture reflects learning styles associated with white men[6],[7]. Since identity is generally understood

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan P.E., Baylor University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

shown below. 4 Table 1 Current ABET Minimum Standards Review year Semester hours of Semester hours of engineering science science and mathematics 2018-2019 [23] 48 32 2019-2020 [24] 45 30These changes reflects a change in approach. The minimum number of hours was once definedin terms of numbers of years (1.5 years of engineering science and 1.0 years of math/science). Ithas now been changed to just require a certain number of semester hours

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

historical actors clearly understood theirefforts along these lines, we want to suggest that from another perspective the division betweendescriptive and prescriptive efforts may be somewhat blurrier. Responsible dam engineerswould no doubt heed the ethical mandate for public safety, health and welfare, which mandatepresupposes the possible co-existence of dam and safe public. Any dam is projected as comingabout either through safe or unsafe engineering practices, and in a non-trivial sense this isprecisely how dams come to be. Yet, consider that both the safe and the unsafe dam exclude thefreely flowing river from reasonable existence. That engineering codes of ethics have never, toour knowledge, included instructions to “reflect on who benefits

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

,  implement  integrated  water  resources  management  at  all  levels, including through transboundary cooperation as appropriate  6.6  By  2020,  protect  and  restore  water‐related  ecosystems,  including  mountains, forests, wetlands, rivers, aquifers and lakes  The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with  the  Water  SDG  targets.  The  subsequent  section  presents  the  multi‐level  assessment approach and results. The final section discusses the challenges and successes of the USPCASW project  with  particular  reflection  on  the  benefits  of  having  a

Conference Session

Minoritization Processes and Critical Responses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University; Rod D. Roscoe, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering education and how their experiences reflect broader structural andsocietal inequalities present in engineering education.Dr. Suren Jayasuriya is an assistant professor in the Arts, Media, & Engineering program atArizona State University, and serves as Madeleine’s mentor on multiple projects. Hisbackground and research are in electrical engineering and computer science, although he has newresearch projects in engineering education, including epistemologies and student experiences ininterdisciplinary engineering and the arts/humanities programs. His subjectivity in this projectmostly focused on the application of queer theory and philosophy in the works collected in thisliterature review, including analyzing how effectively those ideas

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mathew D. Evans, Arizona State University; Michelle Jordan, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sucheducational opportunities13. Students participating in “science communication activities inauthentic settings, creating written, oral and visual science messages suitable for various non-technical audiences, and engaging in fruitful dialogues with those audiences”13 (p. 288).Reviewing articles that report on public science communication learning, Baram-Tsabari andLewenstein13 found that academic programs attend to goals ranging from “affective issues,content knowledge, methods, reflection, participation, and identity” (p. 285). Ideally, a scienceprogram gives students an opportunity to speak, think, and do as scientists and engineers withreal audiences if they are to make inroads to attain these goals 12. This means students andaudiences negotiate

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

through experience and reflection, 39 throughencountering different ways of knowing. There is no room for critical thinking and reflectiveaction. 40 Most important, lifelong learning is foremost about a love of and passion for learningitself, rather than focusing exclusively on the discrete knowledge that is acquired. As Deweywrote “The most important attitude that can be formed is that of desire to go on learning. Ifimpetus in this direction is weakened instead of being intensified, something much more thanmere lack of preparation takes place” (48). 41 With these reductionist misconceptions aboutknowledge and learning, it is clear that a concept like lifelong learning didn’t stand a chance.Many of these omissions are in fact related—one needs

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

ethnoracial minorities remain under-represented in engineering education andpractice [22]. Despite constituting just over half (51.5%) of the US population, women compriseonly 40% of the science and engineering workforce, and just 13% of professional engineers.African-Americans, though 12.3% of the general population, are underrepresented within scienceand engineering (7.7%) [23]. Underrepresentation is a concern for both utilitarian reasons ofeconomics and prosperity [e.g. 24] and also for moral reasons: it is simply unjust for the world tobe constructed by a professional community that does not reflect the demographics of that world.Interventions and investigations over many years have identified some factors that improve theexperience and increase

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

qualitative sensibility was selected to describe the personalexperiences associated with the issue of liberal arts in higher education engineering courses andprograms. The rationale is that a narrative study affords an opportunity to tell the story throughteacher reflection [17]. The story is a chronological [17], first-person, autobiographical account[18] with prompting from archived annual review documents and subsequent validation fromcolleagues. The classroom settings included one public land-grant and one private institutionwith a mixture of engineering and architecture students in opposing degree granting programs.The narrative context is threefold as it describes a broad timeframe and scope, and then narrowsto experiences in and out of the

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Louis S. Nadelson, Colorado Mesa University; Jana Bouwma-Gearhart; Katherine L. Youmans, Utah State University; Sarah Lanci, Colorado Mesa University; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of engineeringeducators and industry practitioners, as well as “talk alouds” with students. Going through thefirst

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alberto Esquinca, San Diego State University; Lidia Herrera-Rocha, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

as part the observed PK team exchanges. Oscar’s parentsimmigrated to the US from the Mexican side of the border and Genesis spent her childhoodthere. Alicia, who was open about her daily border crossing experiences, also faced jokes aboutMexico and Alicia’s hometown during teamwork activities. In sum, it seems that team PK’smonoglossic language ideologies and behavior may have reflected a larger trend in perspectivesabout Mexico and Mexicans in circulation in the US at the time (2017-2018).Intersections of Gender and Ethnicity As the findings above show, the choice of language may have signaled to participants aparticular language ideology. However, ideologies about language intersected with ideologiesabout gender in ways that

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado - Boulder; Angela R Bielefeldt, University of Colorado - Boulder; Jacquelyn F. Sullivan, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-intentional‘general distribution requirements’ of the university [that] are not necessarily tailored to meet theneeds of students”6 nor a thoughtfully comprised liberal core for holistically prepared engineers.Is this student response instigated and nurtured by a cultural devaluation of non-technicalcoursework that is reflected in minimal non-technical requirements filled with choice? Surely thepresence of faculty, advisors and deans unenthusiastic about the added value of exploration ofhumanities and social sciences topics impacts the climate of perception towards liberal educationin engineering colleges; programs that emphasize the integration of the humanities and socialsciences with engineering need faculty champions, broad and overt institutional

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

for a medical device to be cleared or approved by the Food and Drug Administration. We believe all patients should receive high-quality medical devices, regardless of their ability to pay. All BME courses are patient-centered, which is atypical of medical device and medical device regulation courses. For example, when the Director teaches eighteen electrical and mechanical medical devices 3 that have saved numerous lives in her Medical Device Systems course, five requirements from applicable engineering standards are discussed for each medical device. As a former Vice President of Research in the medical device industry, she asks students to reflect if each requirement is

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

collected data from multiple sources, including student work,faculty reflection logs, pre-/post-surveys, and student focus groups. Our project did not originallyintend to explore connections to engineering identity formation in students or professionalpractice. However, while analyzing the student focus group data, we observed that engineeringidentity was impacting students’ responses in unexpected ways. Thus, this paper aims to answerthe following research question: How are students’ conceptions of engineering identity linked to their perceptions of sociotechnical thinking?BackgroundSociotechnical integration in engineering educationMultiple studies of engineering practice have underlined the necessity of integrating social

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Catherine Groves; Patricia Xavier, Swansea University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-related design processes and factors.Keywords: Engineering Education, Civil Engineering Design, Human-Centred Designing,Priming, Empathy, Social Consciousness, Personal Values, Engineering ValuesIntroductionMany have discussed the technocentric engineering curricula [1] – [5], that tend tomarginalise [3] and devalue [6],[7], the less technical and more ‘socially-involved’ aspects ofengineering, and have thus stood with Cech’s [2] call for the integration of public welfareconcern and social consciousness in engineering curricula.An aligning call/prompt for the integration of empathic [8] – [10], compassionate [11],‘socially-just’ [12],[13], and/or human-centred designing [14] – [18] in engineering curriculahave also risen. This is reflected in

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

responsibilities as anengineer, what role you have occurring there,” [6, p. 177]. This seems very reflective of the moralitiesderived from professional roles discussed in Smith et al. [7], and helps further indicate a necessity forincluding role ethics and CSR as part of engineering ethics curriculum. Teaching CSR to engineering students acknowledges that professional engineers practice ethicswithin a larger societal and corporate framework with distinct roles that can affect ethical action thatengineers can pursue [7]. CSR itself has many weaknesses, and has been accused of having little influenceon daily corporate practices [22], [23], has not been fully internalized by many corporations [24], and is notclearly linked to engineering [15]. In

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

evaluate departmental need for a targeted approached toward certain groups toimprove overall student wellness.AcknowledgmentsA grant from the National Science Foundation Number #1738186 supported this study. Anyopinions, findings, and conclusions or recommendation expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. Theauthors thank Jeanne Sanders for providing feedback on the paper. The authors thank thestudents for participating in the survey.References[1] E. Godfrey and L. Parker, "Mapping the cultural landscape in engineering education," Journal of Engineering Education, vol. 99, pp. 5-22, 2010.[2] R. Stevens, D. Amos, A. Jocuns, and L. Garrison, "Engineering

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Tom J. Waidzunas, Temple University; Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

estimates of college-educated Americans who identify as LGBTQ (2.8%, [15]), but reflects trends where a largerproportion of young adults identifies as LGBTQ than in previous generations. 35% of thesample identifies as women, 64% as men, and around 1% as gender non-binary. We includegender non-binary respondents in the LGBTQ indicator but because of concerns aboutidentifiability of this small proportion, we do not include gender non-binary as a dichotomousindicator in the models nor provide the precise percent of the gender non-binary population inTable 1. As such, the category “woman” (which includes those who identify as cis-gender andtransgender women) is compared to both the categories of men (which includes cis-gender andtransgender men) and

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University; Tom J. Waidzunas, Temple University; Stephanie Farrell, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

issues that areseen as “political” from engineering work) and the “technical/social dualism” (the elevation of“technical” skills and activities over social skills and activities) that devalue and delegitimate1 This research was supported by a grant from the National Science Foundation (grant 1107074; PI: StephanieFarrell; Co-PIs: Rocio Chavela Guerra, Erin Cech, Tom Waidzunas, and Adrienne Minerick). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.2 The Women in Engineering Division of ASEE was established in 1978 and the Minorities in Engineering Divisionwas established in 1999.considerations of issues of

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its  simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

lectureAlthough the first author was mindful that the FYS audience drew from all of the majors acrosscampus (liberal arts and non-liberal arts) and needed to address the nature and value of criticalthinking, the choice of the subject matter and its treatment reflected the usual direction of theconversation about the discipline of the liberal arts in engineering. As a case study of theapplication of critical thinking, the lecture delves into conspiracy theories regarding the collapseof the World Trade Center Towers on 9-11. The opportunity to prepare for the plenary lecturegave the first author the motivation to seriously consider the efforts by a handful of engineersand architects to reopen the investigation of the collapse as part of the 9-11 Truth

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott A. Morris, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

with disruptive, accusatory or off-topicsituations in presentations.The final exercise in the seminar course requires the student to present a mini-seminar of theirown to the class, with the rest of the class as audience and reminding them about (and sometimesdemanding of them) technique usage. While this is not time consuming, it does demand that thestudents draw on past classes and not just fall into old habits.Methods:Assessments were carried out throughout the course of the classes, at the end of each class, at thethrough student self-reflection exercises and end of semester class evaluations and comments.Additionally, the UIUC Instructor and Course Evaluation System (ICES) anonymous reviewsand ratings were incorporated. Although these are

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yi Cao, Virginia Polytechnic Institute and State University; Xiaoye Ma, Tsinghua University; Jennifer M. Case, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University at West Lafayette ; David B. Knight, Virginia Polytechnic Institute and State University; William C. Oakes, Purdue University at West Lafayette; Marie C. Paretti, Virginia Polytechnic Institute and State University; Xiaofeng Tang, Tsinghua University; Zheping Xie, Tsinghua University; Haiyan Zhao

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

characteristicsof engineers in the future. Writing in the year of 2020, when engineering education yet againfaces looming paradigm shift driven in part by a global pandemic and major powers’ adjustmentin attitudes and strategies to globalization, we attempt to reassess visions of “engineers for thefuture,” as reflected through policy discourses in the United States and China, two major playersin global engineering education. For this purpose, we present a careful reading of recent policydocuments published by the US National Academy of Engineering (NAE) and the ChineseMinistry of Education (MoE).The NAE (2018) report Understanding the Educational and Career Pathways of Engineersresulted from a study commissioned by the Academy to “understand