Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

ed ing ed el r lt n M Adv act al Te po R n Pa on pace an ol Le l D ds te a/B ent du ng os r e G d M l S rgy y al Pha rtai PR str ch en actu s es se os g ta Sc e ia rtis ing Tr chn rts/ etai

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #49261Enginovation: A Social Experiment in Innovating TogetherDr. Brooke Charae Coley, Arizona State University, Polytechnic Campus Dr. Brooke Coley, Assistant Professor of Engineering at Arizona State University, is a trailblazing scholar and disruptor, redefining engineering through equity-driven innovation. As the Founding Executive Director of RARE JUSTICE, she spearheads transformative efforts to dismantle systemic barriers, eradicate anti-Blackness in STEM, and amplify the voices of racially minoritized scholars. Her groundbreaking research critically examines graduate education while demanding

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #49454Engineering Communication as an Area of Specialization and a FundamentallyInterdisciplinary Domain: What We Can Learn from Fred Newton ScottDr. Kathryn A. Neeley, University of Virginia Kathryn Neeley is Associate Professor of Science, Technology, and Society in the Engineering & Society Department of the School of Engineering and Applied Science. She is a past chair of the Liberal Education/Engineering & Society Division of ASEE and is ©American Society for Engineering Education, 2025 Engineering Communication as an Area of Specialization and a

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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creatively to build on existing assets in ways that invite context-specific,bottom-up cultural change.AcknowledgementsBoth authors would like to thank all members of the School of Biological & Health SystemsEngineering at ASU who have supported, participated in, or contributed to the Community Gardenin any way, with particular gratitude to the faculty who have joined our regular gatherings. EF alsoacknowledges support from the National Science Foundation (Award #2045925).References[1] S. Hall, “A mental-health crisis is gripping science — toxic research culture is to blame,” Nature, vol. 617, no. 7962, pp. 666–668, May 2023, doi: 10.1038/d41586-023-01708-4.[2] T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford, “Evidence

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

engineering education. Journal ofCleaner Production, 345, 131129.[2] Faulkner, W. (2000). Dualisms, hierarchies, and gender in engineering. Social Studies ofScience, 30(5), 759–792. https://doi.org/10.1177/030631200030005005[3] Cech, E. A. (2013). The (mis)framing of social justice: Why ideologies of depoliticizationand meritocracy hinder engineers’ ability to think about social injustices. In Philosophy ofEngineering and Technology (pp. 67–84). https://doi.org/10.1007/978-94-007-6350-0_4[4] Leydens, J. A., & Lucena, J. C. (2017). Engineering justice: Transforming engineeringeducation and practice. Wiley eBooks. https://doi.org/10.1002/9781118757369[5] Martin, M. J., Diem, S. J., Karwat, D. M. A., Krieger, E. M., Rittschof, C. C., Bayon, B

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shazib Z Vijlee, University of Portland; Stephanie Anne Salomone, University of Portland; Andrew Guest, University of Portland

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Instrument 1 and Instrument 2. Ultimately, we undertookindividual case study interviews with two of these students.Survey QuestionsInstrument 1 and Instrument 2 are both quantitative and qualitative surveys administered throughQualtrics. The questions in the surveys are listed in Table 1. Table 1: Questions asked in Instruments 1 and 2 Question Response Type Instr. 1. What types of things are you most curious about? (free entry long-form) 1,2 2. How curious are you about this habit? a. Literacy, Dialogue, and Expression b. Religion, Faith, and Ethics

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa

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Liberal Education/Engineering & Society Division (LEES)

Development, Taylor & Francis Group 2015, pp. 142-160 6. b. hooks, Teaching to transgress: education as the practice of freedom. London: Routledge. 1994 7. X. Du, L. Su, J. Liu, “Developing sustainability curricula using the PBL method in a Chinese context”. J. Clean. Prod. 61, 80–88. 2013 doi: /10.1016/j.jclepro.2013.01.012. 8. S. Sivapalan, M.J. Clifford, S. Speight, “Engineering education for sustainable development: using online learning to support the new paradigms”. Australas. J. Eng.Educ. 21 (2), 61–73. 2016 doi: 10.1080/22054952.2017.1307592. 9. G. Moriarty, “Ethics, Ethos and the Professions: Some Lessons from Engineering”, Professional Ethics, 4(1), 1995, pp. 75–93 10. R. C. Campbell and D

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey John Hatala, West Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Andrew Steven Crawford, Tarleton State University; Victoria June Vinzant, Texas A&M University - Kingsville; London Knight, West Texas A&M University

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Liberal Education/Engineering & Society Division (LEES)

Interprofessional Education and Collaborative Practice," WHO Press, Geneva, 2010.[13] G. V. Simone, M. Vessali, J. A. Pratt, S. Watts, J. S. Pratt, P. Raghavan and J. M. DeSilva, "The Importance of Interdisciplinary Research Training and Community Dissmeination," Clinical and Translational Science, pp. 611-614, 2015.[14] J. Davis and W. Newell, "Those Experimental Colleges of the 1960's: Where are They Now that We Need Them?," Chronical of Higher Education, p. 64, 1981.[15] S. Rafiq, F. Kamran and A. Afzal, "Investigating the Benefits and Challenges of Interdisciplinary Education in Higher Education Settings," Journal of Social Research Development, pp. 87-100, 2024.[16] B. Rodic-Trmcic, A. Labus, D. Barac, S. Popovic and B

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

students’ equity orientations throughcourse experiences that affirm learners’ identities and lived experiences; center thesociotechnical nature of engineering; and prioritize equitable teaching and assessment practices.Our ultimate goal is for students to develop engineering equity-mindedness, involving thefollowing learning objectives: (a)​ Obj. 1: awareness and recognition of engineering as a sociotechnical field and occupation that requires understanding of micro-, meso-, and macro-level social contexts; (b)​Obj. 2: capacity to identify and reflect on one’s positionality and the ways one’s engineering practice can affect societal (in)equity; (c)​ Obj. 3: capacity to consider, individually and with others, how societal (in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abigail Brooks-Ramirez, University of California, Berkeley; Rebecca Dang, University of California, Berkeley; Bryan Adolfo Ventura Benitez, University of California, Berkeley; Lisa Yan, University of California, Berkeley

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Liberal Education/Engineering & Society Division (LEES)

: Jan. 09, 2025. [Online]. Available: https://peer.asee.org/using-design-norms-to-teach-engineering-ethics[2]​ N. Brown, B. Xie, E. Sarder, C. Fiesler, and E. S. Wiese, “Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications,” ACM Trans Comput Educ, vol. 24, no. 1, p. 6:1-6:36, Jan. 2024, doi: 10.1145/3634685.[3]​ C. Carson, A. Edmundson, R. Sridharan, A. Strang, and L. Yan, “Sociotechnical Integration in data science Education,” presented at the 2025 ASEE Annual Conference, Jun. 2025.[4]​ C. von Vacano et al., “Critical Faculty and Peer Instructor Development: Core Components for Building Inclusive STEM Programs in Higher Education,” Front. Psychol., vol. 13, May

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

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Liberal Education/Engineering & Society Division (LEES)

toindependently construct a series of “Vignettes”, Appendix B, which contain our individualreflections on our backgrounds and motivations for participating in the course, the role ofcommunity, and our key takeaways. In our meetings, we also discussed how our individualexperiences related to others, the challenges we aimed to address in our Pilot Course, and the2025 LEES themes (i.e. Truth & Reconciliation, Conflict, Climate Change, and SociotechnicalIntegration). These individual vignettes and group discussions form the source material to whichwe refer frequently throughout the paper.The writing of the paper itself and the synthesis of ideas that it entailed was largely undertaken byJacque and Morgan (the lead, co-first authors) with methodological

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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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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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

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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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

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

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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. 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

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

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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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

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

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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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

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

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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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech

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interviews and observations of design activities that were primarily carried out usingvirtual platforms (e.g., phone calls, Zoom meetings, etc.) beginning in 2020 (McNair et al., 2023;Nicewonger et al., 2021;2022a, b; 2023; van Doren et al., 2024). In the summer of 2021, the leadethnographer began traveling and interacting with building specialists at a not-for-profitorganization in Fairbanks who have worked on cold climate housing projects in remote Alaskacommunities for almost two decades. This allowed for observation and participation in the workactivities of cold climate engineers, architects, builders, and other specialists working on housingprojects for remote Alaska communities.The research team initially included three anthropologists with

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

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

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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Liberal Education/Engineering & Society Division (LEES)

Publishing, 2010. doi: 10.1007/978-3-031-79961-7.[8] C. Swan, K. Paterson, and A. R. Bielefeldt, “Community Engagement in Engineering Education as a Way to Increase Inclusiveness,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 357–372. doi: 10.1017/CBO9781139013451.023.[9] J. Schneider, J. A. Leydens, and J. Lucena, “Where is ‘Community’?: Engineering education and sustainable community development,” Eur. J. Eng. Educ., vol. 33, no. 3, pp. 307–319, Jun. 2008, doi: 10.1080/03043790802088640.[10] A. M. Calabrese Barton, K. Schenkel, and E. Tan, “The ingenuity of everyday practice: A framework for justice-centered identity work in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian P Kirkmeyer, Miami University

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #46541WIP - An Exploratory Approach to Introducing Generative AI into a Large-scaleEngineering-focused General Education CourseDr. Brian P Kirkmeyer, Miami University Brian Kirkmeyer is the Karen Buchwald Wright Senior Assistant Dean for Student Success and Instructor in the College of Engineering and Computing at Miami University in Oxford, Ohio. His background includes BS, MS and PhD degrees in Materials Science and Engineering, and has focused his teaching on global inquiry and engineering design within heavy metal music and culture. He is active in broadening access in engineering and computing, and in particular

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Fay Booker, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College; Pat Burnett, Whatcom Community College; Eric Davishahl, Whatcom Community College; Anna Wolff, Whatcom Community College

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Paper ID #48442The Historical Marker Project : A Collaboration between History, Math, andEngineeringAnna Fay Booker, Whatcom Community CollegeProf. Tyler L Honeycutt, Whatcom Community College Tyler Honeycutt teaches precalculus, statistics, and calculus for engineers (and others) at Whatcom Community College. Tyler is passionate about integrating mathematical concepts with real-world applications. As one of the math instructors in a placed-based engineering cohort, they are working collaboratively with history, english, and engineering instructors to connect precalculus principles with Pacific Northwest history and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #46249Issues at the Intersection of Engineering and Human Rights: Insights from aSymposium of the National Academy of EngineeringMs. Casey Gibson, National Academy of Engineering Casey Gibson, M.S., was an Associate Program Officer at the National Academy of Engineering of the U.S. National Academies of Sciences, Engineering, and Medicine from 2023-2025. She primarily helped lead initiatives related to the Cultural, Ethical, Social, and Environmental Responsibility in Engineering program. Gibson holds an M.S. in Humanitarian Engineering and Science with a specialization in Environmental Engineering from the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Richard A House, Rose-Hulman Institute of Technology; Jessica Livingston, Rose-Hulman Institute of Technology

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Paper ID #47718Representations of Gendered Violence After the ”Anti-feminist Attack” at ´the Ecole PolytechniqueDr. Richard A House, Rose-Hulman Institute of Technology Richard A. House is Professor of English and Associate Dean for Professional Development at Rose-Hulman Institute of Technology, where he directs the Center for the Practice and Scholarship of Education. He received a B.A. from Illinois Wesleyan University and M.A. and Ph.D. from the University of California, Irvine. His interests include liberal education for engineers, engineering communication, and science, technology, and society (STS).Jessica Livingston

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #48461Further Investigations into the Link Between Spatial and Technical CommunicationMr. John William Lynch, University of Cincinnati I am a PhD student in Engineering and Computing Education at the University of Cincinnati, with a focus on improving undergraduate computer science education and student retention. My research explores the intersections of computer science, spatial skills, technical communication abilities, and how to use current technologies to enhance learning experiences. My ultimate goal is to improve retention rates in computer science across all education levels and make the field more

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University

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century. Washington, DC: The National Academies Press, 2004.[3] ABET, “Criteria for Accrediting Engineering Programs, 2024 - 2025,” ABET, https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2022-2023/ (accessed Jan. 1, 2025).[4] L. Z. Bloom, “Why graduate students can’t write: implications of research on writing anxiety for graduate education,” Journal of Advanced Composition, 1981, vol. 2, no. 1/2, pp. 103 – 117, 1981.[5] B. Holmes, T. Waterbury, E. Baltrinic, and A. Davis, "Angst about academic writing: Graduate students at the brink," Contemporary Issues in Education Research (CIER), vol. 11, no. 2, pp. 67-72, Apr. 2018, doi: 10.19030/cier.v11i2.10149.[6] Y. Lee, “The

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society Division (LEES)

various sketching tools on visual thinking in idea development,” Int. J. Technol. Des. Educ., vol. 27, no. 2, pp. 291–306, Jun. 2017, doi: 10.1007/s10798-015-9349-5.[19] A. Diaz Lantada, A. Hernández Bayo, and J. de J. Marquez Sevillano, “Promotion of professional skills in engineering education: strategies and challenges,” Int. J. Eng. Educ., vol. 30, no. 6(B), Art. no. 6(B), 2014.[20] S. Guendelman, S. Medeiros, and H. Rampes, “Mindfulness and Emotion Regulation: Insights from Neurobiological, Psychological, and Clinical Studies,” Front. Psychol., vol. 8, Mar. 2017, doi: 10.3389/fpsyg.2017.00220.[21] A. T. Rose, “Graphical Communication Using Hand-Drawn Sketches in Civil Engineering,” J. Prof. Issues Eng. Educ. Pract., vol