Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tori Wagner, University of Connecticut; Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh

Tagged Divisions

Engineering Ethics Division (ETHICS)

with a binarydecision that determines what will happen next in the story. Historically, this game had been ledby an instructor and played weekly, as a whole-class assignment, completed at the beginning ofclass. The class votes and the majority option is presented next. In addition to the centraldecision, there are also follow-up questions at the end of each week that provoke deeper analysisof the situation and reflection on the ethical principles involved.This prototype was initially developed within a learning management system, then supported bythe Twine™ game engine, and studied in use in our 2021 NSF EETHICS grant. In 2022-23 thegame was redesigned and extended using the Godot™ game engine. In addition to streamliningthe gameplay loop and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory C. Lewin, Worcester Polytechnic Institute; Rui Li, New York University; Carlotta A. Berry, Rose-Hulman Institute of Technology; James A. Mynderse, Lawrence Technological University; Vikram Kapila, New York University ; Michael A. Gennert, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

workshop.The workshop was held using Zoom, a popular remote meeting platform. With the elimination ofgroup meals and a company tour, and the schedule was adjusted to allow more time for hands-onactivities. Sessions for curriculum design, hardware and software considerations, and opendiscussion were retained. The Complete schedule is shown in Table 1. Table 1. Workshop schedule. Wednesday Thursday Friday 11:00 Introductions Welcome back Welcome back :15 Overview Intro Act. 4 Summary & Reflection Adv. Activity 2 Summary & Reflection :30 M&R

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

interest and engagement in interdisciplinary research. Aliterature survey of effective training approaches for co-creation and associated educationaltheories is summarized. For students, essential training components include providing (i)opportunities to align their interests, knowledge, skills, and values with the topic presented; (ii)experiential learning on the topic to help develop and enhance critical thinking and questionposing skills, and (iii) safe spaces to reflect, voice their opinions, concerns, and suggestions. Inthis research we investigate the adaption of project-based learning (PjBL) strategies and practicesto support (i) and (ii) and focus groups for participatory action research (PAR) as safe spaces forreflection, feedback, and

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel B. Oerther, Missouri University of Science and Technology

Tagged Divisions

Liberal Education/Engineering & Society

are introduced to and invited to reflect on the 13 dimensions ofForeign Service Officers as described by the U.S. Department of State(https://careers.state.gov/work/foreign-service/officer/13-dimensions/). These dimensionsinclude: cultural adaptability (i.e., “to work and communicate effectively andharmoniously with persons of other cultures, value systems, political beliefs, andeconomic circumstances; to recognize and respect differences in new and differentcultural environments”); oral communication (i.e., “by speaking fluently in a concise,grammatically correct, organized, precise, and persuasive manner; to convey nuances ofmeaning accurately; to use appropriate styles of communication to fit the audience andpurpose”); working with others

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven

Tagged Divisions

Entrepreneurship & Engineering Innovation

Project-Based ClassesThe second topic introduced into the first-year engineering program was a single 50-minute classperiod active-learning lesson which introduces various topics related to market research. Theclass started off by asking students to identify the single-most important product that they hadpurchased or received as a gift. This reflection led them to identify that most engineeringdisciplines contribute to product development at some level. In order to have a successfulproduct design, engineers should consider both the users and the competing market during thedesign phase. Students and faculty then discuss tools such as competitive market research,stakeholder identification, and user scenarios through examples, with constant breaks

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Gregory Davis, United States Military Academy; Kevin Francis McMullen, United States Military Academy; J. Adam Pegues, United States Military Academy at West Point

Tagged Divisions

Mechanics

engineering (FE) exam. Thestudy presented in this paper details the approach taken to replace in-class quizzes with regularout-of-class homework assignments in an introductory engineering mechanics course. Theobjectives of the study were to: 1) provide students with a variety of problems to apply both newand previous knowledge; 2) encourage engagement with the course material outside of in-personlessons; and 3) teach students to reflect and self-assess their own learning. Eighteen homeworkassignments were added throughout the thirty-lesson course. Each assignment consisted of twoparts; practice problems from previous lessons and conceptual responses based on preparation forthe next lesson. At the beginning of each class, students were given the

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural Engineering

. A greater reliance upon online instruction requires a commensurateincrease in collaborative interaction. Palloff and Pratt recognize that an effective online model,“includes deliberate attempts to build community as a means of promoting collaborativelearning” [16]. Collaborative learning promotes a social presence and promotes independentlearning. “The instructor in an online class is responsible for facilitating and making room for thepersonal and social aspects of an online community so social presence can emerge and make theclass a successful learning experience” [16].Teachers can apply several techniques to build community. The online activities are moreeffective when treated as collaborative information seeking behaviors and reflective

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania

Tagged Divisions

First-Year Programs

students in developing certain design qualities. Sheppard andJenison [2] outlined these qualities as communication skills, effective teamwork, reflection,problem-solving skills, being resourceful, and considering various aspects of a problemincluding socioeconomics and environment. Depending on the institution, different approacheshave been taken to achieve these qualities such as weekly labs, class demonstrations, smallprojects, and multi-week large-scale projects. Examples of these projects include a mousetrapvehicle project, a balsa bridge project, building airplane out of a soda can, an egg dropcompetition, a cantilever beam competition, a tennis ball launcher, and building catapults andtrebuchets [3].In fall 2013, the Engineering Practice and

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dimitrios Bolkas, Pennsylvania State University; Mojgan A. Jadidi, York University; Jeffrey Chiampi, Pennsylvania State University; Muhammad Usman, York University

Tagged Divisions

Cooperative and Experiential Education

learning studentsdevelop technical skills and learn about surveying techniques and methods. In addition, throughreview and reflection of their surveys, students are able to reinforce concepts learned in lectures.Outdoor labs have several challenges such as being affected by weather leading to cancellationsthat disrupt the educational process. Moreover, the COVID-19 pandemic has introduced newchallenges and forced virtualization of outdoor labs. Development of virtual and immersivetechnologies in the past decade have sparked applications in engineering education, offeringviable alternatives, and enhancing traditional instructional approaches. Indeed, virtual reality andgamification technologies offer different learning approaches while various

Conference Session

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leslie R. Brunell, Stevens Institute of Technology; Alex Dubro, Stevens Institute of Technology; Viraj Vasudev Rokade, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

; Leadership – Students collaborate and self-reflect on strengths and weaknesses as leaders and teammates while understanding how sustainability influences decision-making. 4. Deliverables (Written & Oral Reports) – Students write about and present their research, designs, and sustainability analysis (e.g. meaningfully, concisely, scientifically).Although the SIS was originally developed for the SM capstone project requirement, it wasapplied, modified and updated to the Sustainability Components Assessment (SCA) to focus onsustainability research and analysis and communication of sustainability findings. The SCA wasrecently used as a case study within a civil engineering Senior Design capstone course at StevensInstitute of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

. Her teaching at Olin continues to inspire her to realize the potential for education in the twenty-first century.Prof. Paul Ruvolo, Franklin W. Olin College of EngineeringDr. C. Jason Woodard, Franklin W. Olin College of Engineering Jason Woodard is an associate professor and associate dean at Olin College. American c Society for Engineering Education, 2021 Work in Progress: Crafting a Virtual Studio: Some Models and ImplementationsAbstractStudio is an active form of pedagogy that can help train collaborative, reflective engineers.However, traditional studio pedagogy is predicated on a shared physical space---it is not clearhow to translate the benefits of the studio to

Conference Session

Program Support Initiatives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Jesse M. Kinder, Oregon Institute of Technology; Ben S. Bunting Jr, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

more useableand useful to instructors. Of equal importance, though, was that through the process ofgenerating the list, it became clear to us that some of the ITM’s best practices were written insuch a way that the three of us working on the document did not even agree on what they meant.This discovery helped us make a final set of revisions to the wording of the ITM’s best practicesthat both better aligned with the Model-Antithesis-Exemplar table and better reflected ouroriginal intentions for an ITM. The ITM we designed as a result of the process described here ispresented in Figure 3. Figure 3. The Institutional Teaching Model as presented to participants of the 2020 Teaching Workshop and promoted to faculty.In the summer of 2019, as

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Christine Duong, University of Waterloo; Meagan Flus, University of Waterloo; Gregory Litster, University of Waterloo; Jordan Nickel, University of Waterloo; Aaron Dai, University of Waterloo

Tagged Divisions

Design in Engineering Education

crits are common across many disciplines, including architecturaldesign, graphic design, and industrial design, providing a platform from which instructors canassess the work and design ability of their students [6]. In the field of architecture, studentscommunicate regularly with their peers and instructors, to reflect upon their design work [7].Interactions between students and their instructors and peers can range from informal discussionsthat focus on constructive feedback, or more formal discussions that are evaluative in nature [8].In the context of engineering education, the primary pedagogical tool are design reviewmeetings, which function similarly to design crits. They serve as a learning space where studentspresent the progress of

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eli Tilevich, Virginia Tech; Simin Hall, Virginia Tech; Peeratham Techapalokul, Virginia Tech

Tagged Divisions

Software Engineering Division

, which often reflect an iterative process of software developers coming up with a simple solution and iteratively improving it 29 . Situating learners in a real development con- text provides a unique opportunity to convey the importance of code quality and its improve- ment. It can be difficult to find simple examples that are also realistic. For code duplication, one could create several duplications but they might not be convincing when looking at the entire program. If the duplicate segments of program instructions appear artificial, it would be quite hard to convincingly select the duplicate functionality to extract and also to come up with a descriptive name for the extracted procedure

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering students and eightpreservice teachers. T-tests were used to compare participants’ pre-/post- scores on a codingquiz. A post-lesson written reflection asked the undergraduate students to describe their roboticslessons and what they learned from interacting with their cross disciplinary peers and thefifth/sixth graders. Content analysis was used to identify emergent themes. Engineering students’perceptions were generally positive, recounting enjoyment interacting with elementary studentsand gaining communication skills from collaborating with non-technical partners. Preserviceteachers demonstrated gains in their technical knowledge as measured by the coding quiz, butreported lacking the confidence to teach coding and robotics independently

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Saharnaz Baghdadchi, University of California, San Diego; Rachel Bristol, University of California San Diego; Leah Klement, UC San Diego; Paul Andreas Hadjipieris; Sheena Ghanbari Serslev, University of California San Diego ; Carolyn L Sandoval, University of California, San Diego

thedepartment. To help with minimizing the potential for violation of academic integrity and toencourage students to reflect on their proposed solutions, they were asked to prepare a screencastand verbally explain how they solved the problem in addition to submitting their writtensolutions.As discussed in our previous study1, the changes we applied to the course had a promising effecton students’ performance in this course and a positive effect on their final exam grades. Inaddition, in the mid-quarter and end of quarter surveys in spring 2018, students cited the benefitsof offering the lecture content in the video format including the opportunity to review thematerial before and after class and having extra practice and discussion time in class. In

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

leadershipskills as learning outcomes. 1. IntroductionEmployability of graduates is a trivial question that has been focused upon in the field ofengineering education for decades. There exists a gap between the skills possessed by graduatesand the industrial requirement. This is often reflected in the form of lack of professional skillswhich involves teamwork and leadership skills [1].The future of the industrial sector, represented by Industry 4.0 has specific requirements liketeamwork and leadership (T&L) skills, self-regulated learning, and critical thinking, which needsto be satisfied by Education 4.0 [2]. T&L skills are highly rated and required skills in theindustry [3]. The competencies defined in Engineers Australia stage 1 [4], consist

Conference Session

Issues in the First Year - Focus on Self-Efficacy

Collection

2017 FYEE Conference

Authors

Lee Kemp Rynearson, Campbell University; Anastasia Marie Rynearson, Campbell University

Tagged Topics

Diversity, FYEE Division - Paper Submission

academic year from 87professional ethics requirements), fostered in-class separate events. Given the large number of events and thediscussion of key points, and required students to reflect on wide variety, not all events had a strong engineering focus,their response and personal connection to the given topic. but a majority of events did.This seminar also supported the cross-cutting themes as As part of the large year-end outcomes survey, studentsdiscussed below. Overall, this seminar was intended to help responded to the prompt “Professional Development eventsstudents dispel misconceptions of engineering and make made me feel more like an engineer” on a Likert scale. Of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; Deirdre-Annaliese Nicole Hunter, La Gran Familia De Gregory; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

metacognition and its critical role in learning. Therefore, the metacognitiveindicators also provide a path for instructors to understand metacognition better whilesimultaneously yielding valuable information about what students are doing in their attempts tolearn the content of their courses. The indicators enable conversations between instructors andstudents about learning processes where the instructors can respond and suggest specific ways ofprocessing, thinking about, or using the content to learn it better or more efficiently. Instructorsmay well find themselves reflecting on their own learning experiences – in general andspecifically within their area of expertise – which can provide powerful points of connectionwith their students.The next

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Smith, Australian National University; Jennifer Patricia Turner, Engineers Without Borders Australia ; Nick John Brown, Engineers Without Borders Australia; Joli Price, Engineers Without Borders Australia

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

student.Research • 6-page midterm report • end of first semester of projectProject (½ way) • 50-page thesis • end of second semester of project (project completion)For-Credit • 3-page Australian Development • before SummitCourse Context research report(EfaHC) • 1-page Humanitarian Engineering • before Summit Reflection • 3-page appropriate technology • before Summit workshop report • 4-page Design Concept Proposal • completed on Summit, submitted

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

’ designalternatives and matrices. Studies show that student learning improves when they are exposed tothe ideas of others, when they respond to the questions and critique of peers, when they formmore substantial justifications for their views, and when they evaluate competing ideas throughargumentation [24, 25]. Following the gallery walk student teams are given time to reflect oncritical feedback and revise their own work. Effective reflection includes keeping a record ofchanges made and justification of those changes. During stage five, prototypes of the bestdesigns – as determined through matrix scoringand argumentation in the previous stages – arebuilt and tested (Fig. 3). Importantly, this is afluid, iterative process; iterative design

Collection

2009 GSW

Authors

James (“Jim”) R. Morgan; Luciana R. Barroso

require a paradigm shift in re-conceptualizing their role as a teacher. Due to this difficulty, tapping both individual andcollective capacity are best within the context of professional learning communities (PLCs),which are characterized by shared norms and values, reflective dialogue, de-privatization ofpractice, collective focus on student learning, and collaboration. These PLCs set the foundation,so teachers can begin inquiry into their practice in a new way for increased student learning.The integration of Professional Learning Communities and Project-Based Learning serve toaddress the issues discussed above. Currently, the North Texas STEM (Science, Technology,Engineering and Math) Center is collaborating with the Waco Independent School

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

resultsprovide motivation for design instructors to consider helping their students manage stress inappropriate ways, to reinforce the idea that the design experience is a key opportunity totransition to professional work habits, and to encourage students to reflect on their experiencesand their learning. These attributes were correlated with better overall ratings of learning andinstruction. Page 14.476.2 1IntroductionDesign courses are, in many respects, different from other engineering courses. While studentsmay consider traditional courses as discrete or compartmentalized “units” of learning orconcepts

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Jason Foster, University of Toronto; Alexandra Heeney, University of Toronto

Tagged Divisions

Design in Engineering Education

, fully supported group oral presentation.The revised learning objectives reflect continuing efforts within the Praxis Sequence to avoidprescribing particular tools and processes, in favour of providing more abstract goals thatstudents can meet using their choise of specific approaches.The learning objectives for Praxis III, as with all Praxis courses, cover both design andcommunications. This pairing of objectives is intended to emphasize that a design is only asgood as the effectiveness with which it is communicated.Design challengeA key goal during the design of Praxis III was ensuring that students did not perceive thedesign as being a “paper project” that existed solely within the context of the course, butrather perceive the course as

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University; Jim Barta, Utah State University; Rebecca Monhardt, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

cultural knowledge reflecting their specific community into mathand science curricula.The findings presented are based on surveys, phone interviews and observationsconducted with teachers and CAP members representing each elementary school. Thefindings indicate that it is critical to have fully functioning CAPs, as their input andsupport is tantamount to the success of the professional development, and in turn, haseffects class-wide and school-wide. Page 14.1314.2 1IntroductionThe American Indian population of the United States was estimated at 1.86 million in2000, with a total of about 4 million reported

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Miguel Ramos, University of Houston; Mequanint Moges, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System; Shruti Karulkar, University of Houston

Tagged Divisions

Educational Research and Methods

Assessment Activities Program Objective 1 - Increase students’ capacity to engage in “real world” problem solving.≠ Participation in inquiry-based laboratory provided ≠ Students wrote lab reports describing students with an opportunity to apply conceptual different components of the laboratory knowledge in a practical, work-like setting. process.≠ Students developed conceptual maps that illustrated ≠ Concept maps were assessed for accuracy. connections between engineering technology concepts. ≠ Students submitted evaluations of mentors.≠ Mentors provided guidance on laboratory activities. This ≠ Mentors were asked to reflect on their strategy has two learning components: 1) helping

Conference Session

Trend in Construction Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Eddy Rojas, University of Washington; Carrie Dossick, University of Washington

Tagged Divisions

Construction

) methods effective for certain students but ineffective for others ….” There are several models of learning style preferences. However, the authors recommend Kolb’s Experiential Learning Model7 as a starting point to understand student differences. Experiences can be developed to teach around the Kolb’s cycle by teaching for all four learning styles: Type 1 -- the diverger (concrete, reflective), Type 2 -- the assimilator (abstract, reflective), Type 3 -- the converger (abstract, active) Type 4 -- the accommodator (concrete, active) For example, Experiences in a lab setting can illustrate engineering concepts with the physical materials that perform or fail in

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

design process represented by Voland18: NeedsAssessment, Problem Formulation, Abstraction and Synthesis, Analysis, Implementation, andReflection. Along with a design-to-construction project, which is a key component in the course,the students are continuously required to apply the process, innovate, and take advantage ofopportunities to reflect on what was learned. This keeps the students involved at every step, andthe instructor is rarely lecturing to a sleepy, inert group. This certainly is a desirable outcome.The students, who often work in teams, appear enthusiastic about their numerous projects andactivities. Through continuous involvement, the engineering design process becomes integral tothe students’ thinking, and they subsequently are

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

of which correspond nominally to ABET Criteria 3(a) through 3(k).3Outcome 12 describes a requirement for knowledge in a specialized area related to civilengineering; and Outcomes 13, 14, and 15 require understanding of professional practice topicssuch as management, business, public policy and administration, and leadership.The fifteen outcomes of the BOK reflect five major areas of emphasis: • Fundamentals of math, science, and engineering science • Technical breadth • Breadth in the humanities and social sciences • Technical depth • Professional practice breadthThe association between these “big picture” areas of emphasis and the fifteen BOK outcomes isillustrated in Figure 1 below.In October 2004, the ASCE Board

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

wholedoes not warrant attention in the curriculum. But given the traditional mission of so many liberalarts colleges of preparing students for active lives as informed citizens, and the desire if notpassion of so many liberal arts college students to change the world and improve the quality ofhuman life, the lack of such introductory courses is evidence of a lingering, and troublesome,blind spot in the liberal arts college environment.In this paper, we—one of us a mathematician with a background in engineering and the other aphilosopher with a background in philosophy of technology and philosophy of engineering—describe and reflect on our experiences in the Fall of 2016 team-teaching Thinking Like anEngineer, a course we developed for first year