Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grant Fore, Indiana University-Purdue University Indianapolis

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #43129Design Iterations as Material Culture Artifacts: A Qualitative Methodologyfor Design Education ResearchDr. Grant Fore, Indiana University-Purdue University Indianapolis Grant A. Fore, Ph.D. is the Assistant Director of Research and Evaluation in the STEM Education Innovation and Research Institute at IUPUI. As a trained anthropologist, he possesses expertise in qualitative methods and ethnographic writing. His primary research interest is in the teaching and learning of ethics in higher education through community-engaged and place-based pedagogies. ©American Society for

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #46487Love and Its Attributes as a Foundation for Student Learning in EngineeringEducationDr. Mark J. Povinelli, Syracuse University Dr. Mark Povinelli was the Kenneth A. and Mary Ann Shaw Professor of Practice in Entrepreneurial Leadership at Syracuse University, where he also serves as an adjunct professor in the Ren´ee Crown University Honors Program. He has taught at the secondary level in the New Vision Engineering College Preparatory Program and at the Johns Hopkins University Center for Talented Youth. With a professional background spanning research, design, development, and management roles in advanced

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

generally taught by faculty withsocial science PhDs. Those who identified as men felt a slightly stronger sense of belonging intheir disciplinary track courses (which include environmental engineering, geophysics, andindependent interdisciplinary options) than did women. Those courses also include students fromthose programs. We are cautious in making greater extrapolations based on our preliminarysurvey data, given that more people identifying as women (14) than men (9) filled out the survey.Figure 4: Average belongingness scores by gender for (a) major and (b) classesAdditional results broken down by socioeconomic status and race and ethnicity are available inthe Appendix.IdentityThe interviews were evocative for tracking the evolution of

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

. Her research draws from perspectives in anthropology, cultural psychology, and the learning sciences to focus on the role of culture and ideology in science learning and educational change. Her research interests include how to: (a) disrupt problematic cultural narratives in STEM (e.g. brilliance narratives, meritocracy, and individualistic competition); (b) cultivate equity-minded approaches in ed- ucational spheres, where educators take responsibility for racialized inequities in student success; and (c) cultivate more ethical future scientists and engineers by blending social, political and technological spheres. She prioritizes working on projects that seek to share power with students and orient to stu- dents

Conference Session

Sociotechnical Systems in Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Samantha Fried; Beth J. Rosenberg

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

-programme/workstreams/workshops. Accessed 23 January 2023.Horberry, T., Burgess-Limerick, R., Cooke, T., & Steiner, L. (2016). Improving mining equipment safety through human-centered design. Ergonomics in Design, 24(3), 29-34.Lancianese, A. (2019). “Before Black Lung, The Hawks Nest Tunnel Disaster Killed Hundreds.” National Public Radio. https://www.npr.org/2019/01/20/685821214/before- black-lung-the-hawks-nest-tunnel-disaster-killed-hundreds. Accessed 12 February 2023.Lax, M. (2018). New York State’s COSH movement: A brief history. New Solutions: A Journal of Environmental and Occupational Health Policy, 28(2), 202-226.Levenstein, C., & Rosenberg, B. (2012). Creative mistrust. New solutions: a journal

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #42156The Power of Place: A Critical Examination of Engineering Enculturation &Identity FormationDr. Timothy Duane Reedy, University of Maryland, College ParkDr. David Tomblin, University of Maryland, College Park David is the director of the Science, Technology and Society program at the University of Maryland, College Park. He works with STEM majors on the ethical and social dimensions of science and technology. ©American Society for Engineering Education, 2024 The Power of Place: A Critical Examination of Engineering Enculturation and Identity FormationAbstract

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of California, Santa Cruz; William Charles Sobolewski, University of California, Santa Cruz

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

formatting style. Thus,instructional rubrics are both easy-to-understand and explicit enough to be informative. (For anexample grading rubric, see Appendix B: Grading Rubric for Resume Rough Draft.)In early offerings of the technical communication course, students received full credit forcompleting rough drafts (n=59 students). In the most recent offering, students received a gradebased on a rubric instead of credit for completion (n=35 students).It is important to note that the rough draft is worth 10 points and the final deliverable is worth100 points, which is aligned with current best practices that call for low-stakes assignmentsduring the writing and revision process with formative feedback before submitting a finaldeliverable with summative

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

.24521.[14] C. Seron, S. Silbey, E. Cech, and B. Rubineau, “‘I am Not a Feminist, but. . .’: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering,” Work Occup., vol. 45, no. 2, pp. 131–167, May 2018, doi: 10.1177/0730888418759774.[15] B. Bond-Trittipo, J. Valle, S. Secules, and A. Green, “Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies,” presented at the 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity), Feb. 2022. Accessed: May 01, 2025. [Online]. Available: https://peer.asee.org/challenging-the- hegemonic-culture-of-engineering-curricular-and-co-curricular-methodologies[16] M. Chrysochoou, A. E. Zaghi, and C. M

Conference Session

Sociotechnical Systems in Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Russell Korte, The George Washington University; Cory Brozina, Youngstown State University ; Aditya Johri, George Mason University; Brent K. Jesiek, Purdue University at West Lafayette (COE)

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

2000-2018,” European Journal of Engineering Education, vol. 46, no. 4, pp. 479-502, 2021.[6] J. Trevelyan and B. Williams, “Value creation in the engineering enterprise: an educational perspective,” European Journal of Engineering Education, vol. 44, no. 4, pp. 461-483, 2019.[7] R. Korte, “Learning to practice engineering in business: The experiences of newly hired engineers beginning new jobs,” in The Engineering-Business Nexus: Symbiosis, Tension and Co-Evolution, S. Christensen, B. Delahousse, C. Didier, M. Meganck, & M. Murphy, Eds. Cham, Switzerland: Springer Nature, 2019, pp. 341-364.[8] A. Sannino, H. Daniels, and K. D. Gutierrez, “Activity theory between historical engagement and future-making practice.,” in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, University of Connecticut; Achal Duhoon, University of Connecticut; Desen Sevi Özkan, University of Connecticut

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #46092Understanding Interdisciplinary Energy Discourses: A Mixed-Methods StudyUsing LDA and Thematic AnalysisSakshi Solanki, University of Connecticut Sakshi Solanki is a PhD student in the Chemical and Biomolecular Engineering Department at the University of Connecticut, specializing in Engineering Education. Her research investigates how sociotechnical frameworks and interdisciplinary energy-education strategies can foster student engagement in engineering. She uses a mixed-methods approach that integrates quantitative and qualitative analysis, applying natural language processing (NLP), topic modeling (e.g

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

, vol. 51, no. 3, pp. 280-301, 2008. [Online]. Available: 10.1109/TPC.2008.2001253.[9] Paretti, M. C. (2008). Teaching communication in capstone design: The role of the instructor in situated learning. Journal of Engineering Education, 97(4), 491-503.[10] Howe, S., & Goldberg, J. (2019). Engineering capstone design education: Current practices, emerging trends, and successful strategies. Design education today: Technical contexts, programs and best practices, 115-148.[11] Johri, A., & Olds, B. M. (Eds.). (2014). Cambridge handbook of engineering education research. Cambridge University Press.[12] Ford, J. D., Paretti, M. C., Kotys-Schwartz, D. A., Howe, S., Gewirtz, C., Deters, J., ... &

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

. Kali, and S. Secules, “Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Oct. 16, 2023. [Online]. Available: https://peer.asee.org/narratives-of-identity-coherence-and-separation- in-the-figured-worlds-of-undergraduate-engineering-education[2] Y. Jackson Alecia and L. A. Mazzei, “Thinking with Theory: A New Analytic for Qualitative Inquiry,” in The SAGE Handbook of Qualitative Research (5th edition). Sage Publications, Two Regimes of Madness: Texts and Interviews, 2017.[3] S. Secules, M. B. Kali, and C. McCall, “Audio Dissemination for Qualitative and Broadening

Conference Session

Interdisciplinary Integration at the Program Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alice Huang; Nava Bozorgmehri; Alexander Broome; Peyton Elise Carter; Hayoung Cho; Jaxen Farrell; Jane Ginley; William Kaeul Gotanda; Margaret Hynes; Charles Patrick Neill; Owen Pett; Will Purnell; Eliana Jean Razzino; Olivia Lane Remcho; Vanessa Rigoglioso; Cyrus Rosen; Ellen Ryan; Mary Katherine Serpe; William Sweeney; Avneet Hira, Boston College; Gabriella Maria Bachiochi

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

knowledge and skills in both. Also, this work providesa novel perspective from individuals who might not have necessarily experienced traditional conceptionsand practices of engineering, which are often artificially separated from societal contexts andresponsibility.References[1] W. K. Jenkins, “Today’s Engineering Education Is a Liberal Arts Education of the Future [Point of View],” Proc. IEEE, vol. 102, no. 9, pp. 1306–1309, 2014.[2] S. B. Sample, “Engineering education and the liberal arts tradition,” IEEE Trans. Educ., vol. 31, no. 2, pp. 54–57, 1988.[3] K. L. S. Bernhardt and J. S. Rossmann, “An integrative education in engineering and the liberal arts: An institutional case study,” in 2019 ASEE Annual Conference & Exposition

Conference Session

Global Roles and Societal Responsibilities of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lichao Ma, Tsinghua University; Xiaofeng Tang, Tsinghua University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

术人员的质化研究报告[J].高等工程教育研究,2009(6):9-17.) Li M., Hu X. Key stages in the growth of excellent engineers and their influencing factors: a qualitativestudy[J]. Tsinghua Journal of Education,2010,31(3):80-89.(李曼丽,胡欣.优秀工程师成长历程中的关键阶段及其影响因素:一个质化研究[J].清华大学教育研究,2010,31(3):80-89.) Martin A J, Marsh H W. Academic resilience and its psychological and educational correlates: A constructvalidity approach[J]. PSYCHOLOGY IN THE SCHOOLS,2006,43(3):267-281. Masten A S, Obradovi J . Competence and Resilience in Development[J]. Annals of the New York Academyof Sciences, 2006, 1094(1):13-27. Martin R, Maytham B, Case J, et al. Engineering Graduates’ Perceptions of How Well They Were Preparedfor Work in Industry[J].European Journal of Engineering

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

to employ a systems thinking approach. It’s about relations.Instructor B: The systems approach helps balance the different considerations. It helps identify relationships and make connections. It’s about scope and identifying strengths.Instructor A: It’s your Petri dish!The following excerpt by a student illustrates how faculty enriched students’ understanding ofthis concept through informal conversations and lectures where they expanded on why theconcept was important to training and how it will shape their work on various complex problems. Overall, I thought the other lectures were helpful too, just when they talk about systems thinking and design thinking and all that stuff, because those are things

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

/0950017020902968.[2] B. A. Schuelke-Leech, T. C. Leech, B. Barry, and S. Jordan-Mattingly, “Ethical Dilemmas for engineers in the development of autonomous systems,” International Symposium on Technology and Society, Proceedings, vol. 2018-Novem, pp. 49–54, 2019, doi: 10.1109/ISTAS.2018.8638282.[3] E. A. Cech and C. J. Finelli, “Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers’ understanding of their public welfare responsibilities?,” Journal of Engineering Education, Mar. 2024, doi: 10.1002/jee.20590.[4] D. Oliver, “Whistle-Blowing Engineer,” vol. 129, no. 4, pp. 246–256, 2004.[5] J. Metcalf, E. Moss, and danah boyd, “Owning Ethics

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #38441Dignity and well-being: Narratives of modifying the culture ofengineering education to improve mental health among underrepresentedSTEM studentsKatherine Robert, University of Denver Katherine is an adjunct professor at the Colorado School of Mines in the Humanities, Arts & Social Sciences. Currently a PhD candidate in Higher Education at the University of Denver, Katherine’s disser- tation research used ground-breaking methods to collaborate with underrepresented engineering students and uncover how they experience being socialized into the professional culture of engineering during their education.Dr

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia; Caitlin Donahue Wylie, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

. A. Kolb, “Using Experiential Learning Theory to Promote Student Learning and Development In Programs of Education Abroad,” in Student learning abroad: What our students are learning, what they’re not, and what we can do about it, M. Vande Berg, R. M. Paige, and K. H. Lou, Eds., Sterling, VA: Stylus Publishing, LLC., 2012, pp. 137–161.[2]​ M. V. Alfred, C. A. Cherrstrom, P. Robinson, and A. R. Friday, “Transformative Learning Theory,” in The Handbook of Educational Theories, B. J. Irby, G. Brown, R. Lara-Alecio, and S. Jackson, Eds., Charlotte, N.C.: Information Age Publishing, 2013, pp. 133–147.[3]​ K. A. Wayland, “From Reverse Culture Shock to Global Competency: Helping Education Abroad Students Learn from the

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarvnaz Lotfi, Loyola University, Maryland; Raenita A. Fenner, Loyola University, Maryland

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

/about/mission (accessed Oct. 09, 2022).[12] Loyola University Maryland, “Curriculum and Policies - Loyola University Maryland - Acalog ACMSTM.” https://catalogue.loyola.edu/content.php?catoid=28&navoid=957#curriculum (accessed Apr. 07, 2023).[13] B. D. Jones, “Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation,” Int. J. Teach. Learn. High. Educ., vol. 21, no. 2, pp. 272–285, 2009.[14] National Academy of Engineering., Educating the engineer of 2020 : adapting engineering education to the new century. National Academies Press, 2005, p. 192.[15] A. Hacker, “The Organization Man. By William H. WhyteJr., (New York: Simon and Schuster. 1956. Pp. 429. $5.00.),” Am. Polit. Sci. Rev., vol. 51

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

complementthe development of critical consciousness, “where students (a) gain sociopolitical understanding,or engage in critical reflection, to (b) change the world, or take critical action” [8].An analytical review of CC literature by Jemal [9] observes divergence in the interpretation of“critical action,” with some scholars viewing the capacity, or the intention, to take action, assufficient, and also divergence in whether and how critical consciousness may be experienced bythe privileged as well as the oppressed. Jemal proposes the notion of “transformative potential”to clarify the construct of critical consciousness on both counts.Engineering identity and critical consciousnessWhile the engaged presence of diverse perspectives in engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

for Master’s and upper-divisionundergraduate engineering students. The course had three learning goals: (1) teach students torecognize their public welfare responsibilities, (2) motivate students to act on public welfareissues, and (3) equip students with intervention strategies (e.g., understanding whistleblowingprotections, writing an op-ed) to confront issues they may encounter in their future professionalwork. In this paper, we provide a detailed description of the course and present data from pre-and post-class surveys and open-ended reflections to illustrate how the class produced notablechanges in students’ (a) recognition of their public welfare responsibilities, (b) motivation totake action, and (c) familiarity with intervention

Conference Session

Interdisciplinary Integration and Sociotechnical Thinking: The Big Picture

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kari Zacharias, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Lydia Wilkinson, University of Toronto; Chantal Rodier; Laura M. Patterson, University of British Columbia, Okanagan campus; Renato B. Rodrigues, University of Manitoba; Ken Tallman, University of Toronto

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Liberal Education/Engineering & Society Division (LEES)

University of Manitoba, in Winnipeg, Canada.Ms. Lydia Wilkinson, University of Toronto Lydia Wilkinson is an Assistant Professor, Teaching in the Engineering Communication Program/Institute for Studies in Transdisciplinary Engineering Education at the University of Toronto, where she teaches courses on written, oral and visual communicationChantal RodierDr. Laura M. Patterson, University of British Columbia, Okanagan campus Laura Patterson is an Associate Professor of Teaching in the School of Engineering at the University of British Columbia’s Okanagan campus in Kelowna, BC, Canada teaching technical communication courses to engineering students since 2007. She holds a Ph.D. in Technical Communication and Rhetoric from

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Liberal Education/Engineering & Society Division (LEES)

, Oct. 1999, doi: 10.1177/089124399013005006.[7] C. McCall, A. Shew, D. R. Simmons, M. C. Paretti, and L. D. McNair, “Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs,” Australas. J. Eng. Educ., vol. 25, no. 1, pp. 79–89, Jan. 2020, doi: 10.1080/22054952.2020.1720434.[8] L. Davenport Huyer et al., “Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program,” Npj Sci. Learn., vol. 5, no. 1, Art. no. 1, Dec. 2020, doi: 10.1038/s41539-020-00076-2.[9] S. K. Lipson, S. Zhou, B. Wagner III, K. Beck, and D. Eisenberg, “Major Differences: Variations in Undergraduate and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amani A AL-Mqadma, Islamic University of Gaza; Bill Guariento, University of Northumbria; Caroline Burns, Northumbria University; Rachid Khoumikham, Northumbria University Newcastle/ and The University of Essex ; Hatem A Elaydi, Islamic University of Gaza

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #45486Female engineering academics in the Global South and North: An explorationof language of instruction, using Story Circles and Focus GroupsMrs. Amani A AL-Mqadma, Islamic University of Gaza Amani Al-Mqadma is a Council for At-Risk Academics fellow and a PhD candidate at Edinburgh University Business School. She is Head of International Relations at the Islamic University of Gaza, Palestine. Her research interest is in women’s empowerment and digital entrepreneurship in conflict contexts.Dr. Bill Guariento, University of Northumbria I am Programme Leader for the BA English Language Studies at Northumbria

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

questions, we walk’: How should engineering education address equity, the climate crisis, and its own moral infrastructure?,” Journal of Engineering Education, vol. 108, no. 4, pp. 447–452, 2019, doi: 10.1002/jee.20295.[10] E. Godfrey, “Understanding Disciplinary Cultures: The First Step to Cultural Change,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds., Cambridge: Cambridge University Press, 2014, pp. 437–456. doi: 10.1017/CBO9781139013451.028.[11] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[12] A. R. Bielefeldt and N. E. Canney, “Changes in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Meredith Hooper, California Institute of Technology; Harly Ramsey, University of Southern California; Morgan Hooper, University of Toronto

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

: - Guest speaker(s) on topics of interest identified by students 6 earlier in the course. 7 Open-Ended - Semi-structured and collaborative work periods to prepare 8 for the final presentation or reflection. - Student-led seminars on topics of interest. Students give final presentations, and receive feedback from 9 Final Presentations their peers and instructors.References [1] A. B. Diekman, M. P. Joshi, and T. M. Benson-Greenwald, “Chapter four – Goal congruity theory: Navigating the social structure to fulfill goals,” ser

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

-technical dualism we are trying toaddress through our approach to sociotechnical thinking, by separating the application of thesetools from more technical realms. We hope to follow in the footsteps of sociotechnical thinkingintegration efforts at other institutions, by building further opportunities to utilize keyframeworks in other engineering learning experiences. Future work will document and assessthese practices, and further interrogate the integration of our various theoretical frameworks.ReferencesBarry, B. E., & Herkert, J. R. (2014). Engineering ethics. In A. Johri & B. Olds (Eds.),Cambridge handbook of engineering education research. Cambridge University Press.Bielefeldt, A. R. (2019, June). Human rights as a lens for engineering

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lance R Curtis, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

%-100%, B = 80%-89.9%, C = 70% - 79.9%, D = 60% - 69.9%, and F = 0% - 59.9.Characteristics of the treatment group The treatment group had homework assignments, three exams, a final project, and a finalexam just as the control group did. All exams had the same number of questions testing the sameconcepts in the same order, and the final project remained unchanged. However, for thetreatment group, the proportion of the grade from participation was replaced with an equivalentproportion from weekly quizzes administered on paper in the classroom. Each quiz containedeither one question with two parts or two separate but related questions. The instructor gradedeach part separately according to the following rubric: 80% credit was granted for

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert P. Dalka, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Devyn Shafer; Brianne Gutmann, San José State University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

University of Maryland. She has expertise in physics education research and engineering education research. Her work involves designing and researching contexts for learning (for students, educators, and faculty) within higher education. Her research draws from perspectives in anthropology, cultural psychology, and the learning sciences to focus on the role of culture and ideology in science learning and educational change. Her research interests include how to: (a) disrupt problematic cultural narratives in STEM (e.g. brilliance narratives, meritocracy, and individualistic competition); (b) cultivate equity-minded approaches in ed- ucational spheres, where educators take responsibility for racialized inequities in

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Isabel Anne Boyd, University of Tennessee, Knoxville; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

Know,” New Dir. Community Coll., vol. 2006, no. 135, pp. 21–28, 2006, doi: 10.1002/cc.[2] K. J. Cross, K. B. H. Clancy, R. Mendenhall, P. Imoukhuede, and J. Amos, “The Double Bind of Race and Gender: A Look into the Experiences of Women of Color in Engineering,” ASEE Annu. Conf. Proc., 2017.[3] A. E. Slaton, “Engineering Improvement: Social and Historical Perspectives on the NAE’s ‘Grand Challenges,’” Int. J. Eng. Soc. Justice, Peace, vol. 1, no. 2, pp. 95–108, 2012.[4] A. Aparicio and A. Ruiz-Teran, “Tradition and Innovation in Teaching Structural Design in Civil Engineering,” J. Prof. Issues Eng. Educ. Pract., vol. 133, no. 4, pp. 340–349, 2007, doi: 10.1061/(ASCE)1052-3928(2007)133.[5] L. White, “‘Liberal