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Using Writing to Address Lifelong Learning, Ethics, and the Global Context of Engineering in Mechanical Engineering Courses

Thomas A. Litzinger

Penn State

Introduction

As a result of EC2000, engineering educators are being challenged more than ever to enhance engineering students’ skills and knowledge in a number of non-technical areas such as lifelong learning, ethics, and the global context of engineering. In some instances engineering faculty are responding to this challenge by introducing courses specifically targeted at these topics such as engineering ethics1 or professional practice. 2 Other faculties are working to integrate across technical and non-technical courses within their curricula to increase student competency in non- technical areas, e.g., the work at Broome Community College 3 and at the University of Hartford.4 A third approach is to integrate these topics directly into engineering courses. Examples of this approach are the integration of writing about case studies in professional ethics into a Mechanical Engineering design class 5 and the use of writing in a Chemical Engineering fluids and heat transfer course to “jumpstart lifelong learning.” 6

The approach chosen by the author was the third approach of integrating writing assignments directly into engineering courses. This paper describes writing assignments on lifelong learning, the ethical implications of engineering, and the global context of engineering that were integrated into thermal-fluids courses. For each assignment, the learning objectives, the quality of the students’ work, and their reactions to the assignments are summarized.

Lifelong Learning

A writing assignment related to lifelong learning was incorporated into Thermodynamics II, a required course for juniors in Mechanical Engineering. The literature on lifelong learning indicates that learning occurs in both formal and informal modes. 7 Formal learning occurs in traditional classes where learning is typically directed by the instructor; whereas informal learning often occurs through the process of self-directed inquiry that is required to complete a challenging task. The writing assignment given to the students focused on the informal mode of lifelong learning, i.e., self-directed learning, because the students spend most of their time as undergraduates in formal learning modes.

The assignment was used during two different semesters, once with 30 students and once with 60 students. It was given early in the semester to help to spark students’ interest in

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Litzinger, T. (2002, June), Using Writing To Address Lifelong Learning, Ethics, And The Global Context Of Engineering In Mechanical Engineering Courses Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10328