Interdivisional Town Hall Overview and Goals:

The annual Interdivisional Town Hall (ITH) provides a forum for members from various divisions and attendees to discuss topics relevant to the entire ASEE membership.

ASEE values diverse perspectives from its multiple divisions, and the ITH provides the opportunity to foster cross-divisional partnerships and create resources to address challenges at national and international levels.

This year’s ITH discussion will center on enhancing the student experience
using the ASEE Engineering Mindset Report: Inclusive Mindset for the Future.

As faculty, instructors, and staff, we aim to make a difference by exploring and creating meaningful next steps for key aspects of students' journey in engineering education and professional development.

Guided by the insights of the Inclusion Mindset Report and three key areas of discussion (Artificial Intelligence, Rigor Math & Science, Social Justice and Responsibility) we will explore how, as change agents, we can approach these challenges with foresight and an asset-based perspective, transforming obstacles into opportunities for meaningful progress.

In this session, small group, facilitated discussions will start with cross-divisional conversations around one of these current challenges in engineering education:

Topic 1 –Artificial Intelligence:

The rapid evolution of AI has brought about many challenges–how to adapt to it and how to apply a critical eye to its impact on engineering practice.
How can we frame AI use as a tool for students and faculty?
What are the ethical implications of AI and how will AI shape the future?
What would a framework look like for integrating AI into the many aspects of engineering education?

Topic 2 – Rigor of Math and Science:

Math and science are foundational in shaping engineering education by developing essential
analytical and problem-solving skills.

Does a formalized structure help standardize and reinforce a problem-solving mindset or does it hold higher weight on the methods and derivation?
Do rigorous mathematics and science prerequisites offer a framework to understand concept utility or do they pose barriers to student success and inclusion?

Topic 3 – Social Justice and Responsibility:

We are in an era of changing mindsets, but the history of engineering practice and engineering education cannot be erased.

We must acknowledge the history of military and economic driven need to train engineers, which clashes with our current understanding of the social justice component of broadening participation and engineering education advancements. As we change mindsets, we should remember that we need to train engineers for the greater good.

How do we balance technical competency and monetary profits with the growing need for
engineering solutions that prioritize human rights, environmental impacts, and societal good?
How can we reimagine engineering education and culture to not only attract but also retain diverse talent, ensuring equitable access and fostering a mindset that empowers historically excluded communities?