Riley, D. M., & Nieusma, D. (2017, June), Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28650

\bibitem{asee_peer_28650}
  Riley, D. M., \& Nieusma, D. (2017, June), \emph{Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28650

Donna M. Riley and Dean Nieusma.  "Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28650 Internet.  17 Jan, 2025

\bibitem{asee_peer_28650}
  Donna M. Riley and Dean Nieusma.
  "Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28650 Internet.  17 Jan, 2025

@INPROCEEDINGS{asee_peer_28650
author = "Donna M. Riley and Dean Nieusma"
title = "Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28650}
number = {10.18260/1-2--28650}
}

TY  - CPAPER
AB  - This paper investigates a range of approaches to Engineering and Liberal Education (ELE) integration, identifying the strategic and conceptual dimensions that drive them and some of their associated underlying assumptions. The analysis focuses on a set of purportedly exemplary case studies recently published as part of ASEE's Engineering-Enhanced Liberal Education (EELE) initiative. Drawing on theoretical insights from science and technology studies (STS) and engineering studies, the paper considers how various EELE cases manifest or resist (or both) some of the conceptual challenges of traditional engineering epistemologies, such as those around positivism, technical-social dualisms, and technological determinism. The paper finds that the EELE
case studies, although embodying a variety of positive efforts in this regard, tend overwhelmingly to impose a patently engineering worldview upon liberal education instead of participating as one among many equally valid ways of knowing that is fundamental to liberal education. In this way, we argue, the EELE cases wittingly or unwittingly undermine, or even abandon, the foundational principles of liberal education.
AU  - Donna M. Riley
AU  - Dean Nieusma
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Mapping ELE Initiatives: Approaches, Underlying Assumptions, and Conceptual Challenges
UR  - https://peer.asee.org/28650
DO  - 10.18260/1-2--28650
ER  -