Displaying all 13 results
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
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- 2021 ASEE Virtual Annual Conference Content Access
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- John Heywood, Trinity College Dublin
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
the junior Institution of Engineers for coordinating the obser- vations of the British Astronomical Association and Radio Society of Great Britain of Sputniks 1 and 2. He is author of Engineering Education. Research and Development in Curriculum and Instruction which received an outstanding research publication award from the Division for the Professions of the American Educational Research Association. He is also author of The Assessment of Learning in Engineering Edu- cation: Practice and Policy; The Human Side of Engineering, and Empowering Professional Teaching in Engineering American c Society for Engineering Education, 2021 The Concepts of
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robert J. Rabb P.E., The Citadel; James Righter, The Citadel; Nathan John Washuta P.E., The Citadel; Kevin Skenes, The Citadel
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
fits all” answer to a robust requirement at a small school that produced fewer than 60engineers annually. In 2014, a survey from the Association of American Colleges andUniversities (AACU) highlighted several learning outcomes that employers and college studentsdeemed important [1]. In 2015-2016, a review of the institution’s general education outcomesand several faculty surveys revealed that the general education curriculum needed updating. Inthe fall of 2019, the institution began a new General Education program, replacing the CoreCurriculum. The faculty voted for new General Education outcomes to match the AACUlearning outcomes and selected a Strand Model General Education program, now required of allstudents regardless of major.The new
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
. Such experiential transfer is likely differentthan knowledge transfer across disciplinary domains and may be enhanced by supporting thedevelopment of goal-based concepts. Furthermore, although this characteristic is oftendecomposed into discrete educational outcomes such as teamwork or communication, definingand assessing outcomes necessarily emphasizes skill within a domain rather than synthesis acrossdomains. Thus outcomes-based assessment may be counter-productive to developing soughtafter characteristics of graduates.Introduction and BackgroundThis paper examines one of the foundations of modern engineering education, defining andmeasuring educational outcomes, through the lens of philosophy, or “truth estimation” [1]. Thegoal of this
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- John Krupczak Jr, Hope College; A. Mehran Shahhosseini, Indiana State University; Darin R. Stephenson, Hope College
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
technological systems and the products of the engineering disciplines. Systems thinking isconceptual and doesn't rely on higher-level mathematics knowledge explicitly. It is one of themost accessible aspects of engineering for non-engineers. Non-engineers can learn the basics ofhow things work.Definition of Systems ThinkingThe applicability of systems thinking across many different fields has led to many variations ofdefinitions of system thinking (some representative examples include [1-5]). While sharing anessential emphasis on the foundational importance of identifying elements and relationshipsbetween those elements, varying definitions reflect the vocabulary and priorities of differentdisciplines. Recent comprehensive definitions aimed at
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Neelam Prabhu Gaunkar, Iowa State University of Science and Technology; Sara Kaye Jones; Mani Mina, Iowa State University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
instructors and students view the students’ classroom roles and howrecognizing and synthesizing these roles can eventually lead to a collaborative learningenvironment.Introduction/MotivationEngineering courses are typically structured to be systematic, content-heavy, and based on finedetails and concepts. While such a course structure is thought necessary for most courses, it hasbeen observed that students tend to gravitate towards rote learning and perhaps mostlyremembering just enough to succeed in the exams [1]. There are two ways to counteract thisproblem. The first approach is to reduce the course content and focus on essential and importantconcepts in more detail, with repeated activities around the reduced number of topics [2]. Thesecond
- Conference Session
- Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rachel Shannon, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
roleofsocialjusticeandthedangerofignoringitinourdailylivesanddesigns. Introduction Forthelastseveraldecadesitseemsthatthemainfocusineducationhasbeenalmostexclusively onSTEMinitiatives.ParticularlyintheU.S.,STEMinitiativesfrominstitutionalorganizations togovernmentagencieshavepushedthenarrativethatreceivingSTEMeducationiscriticalto informandpreparefuturegenerationstobemorecompetitiveinaglobalizedworld[1].Inthis sense,STEMeducationistoutedasacure-alltopreparecitizensforthe21stcentury,andweas educators“atethisup”withoutasmuchasacritique.ThecurrentmodelofSTEMeducation narrowlyfocusesonscienceasbothnon
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mousumi Roy P.E., University of Connecticut
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
in the emergence ofinterdisciplinarity across and beyond engineering fields.From a pedagogical perspective, two distinct types of interdisciplinary approaches are identified:1) Bolstering of existing fields with infusion of technological knowledge and 2) Evolution ofhybrid fields combining two or more existing fields. Inclusion of emerging technologies in theera of Industry 4.0 such as artificial intelligence (AI), Internet-of-Things (IoT), and Robotics willalso be discussed. Examples such as smart cities, smart manufacturing, and innovations in themedical & health sectors will be used to demonstrate pedagogical approaches. The engineeringeducational curriculum of the third decade of the 21st century is proposed to be as follows: 1
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
pandemic.IntroductionKindness perhaps seems like an overly simplistic response to the weighty issues of highereducation that became exacerbated and exposed concurrent with a global pandemic. Highereducation overlays life, which has always included the sickness and death of family and friends.There was already a growing awareness and perhaps incidence of mental health issues amongstudents [1-8], likely exacerbated during the COVID pandemic [9-10]. And 2020 also revealed toa greater extent long-standing issues and trauma associated with racism and poverty [11]. Until2020, many faculty, staff, and administrators in higher education had the privilege and goodfortune to personally avoid many of these challenges. But the pandemic touched us all. Highereducation institutions
- Conference Session
- Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jayanta Kumar Banerjee, University of Puerto Rico, Mayaguez Campus
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
during the undergraduate years. In order to achieve it, only academiccounselling is not enough; it needs a more intimate ‘mentoring’ for both incoming Freshmen andoutgoing Senior undergraduates. During the present crisis of COVID-19 and in the post-COVID-19scenario thereafter in engineering education, when online instructions are rapidly replacing in-presencelectures at the undergraduate level, mastery learning is even more important in order to avoidprofessional limitations, and in the long run of lifelong learning, professional obsolescence.Key words: concentration, COVID-19, online instructions and lab experiments, academic counselling vs.mentoring.IntroductionIn one of the Indian epics, Mahabharata [1], the master archer, Drona, was teaching
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Katherine Robert, University of Denver
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
framework that centers Black women’s voices and shiftshow the lack of racial and gender diversity in engineering is perceived. I found that the film had a tremendousimpact on women and girls of color by providing visible role models in STEM professions.KeywordsEngineering education, diversity, Hidden Figures, arts-based research methods, new materialism, culturallyresponsive methodologiesIntroductionDespite decades of efforts, racial and gender diversity remains elusive for engineering education and the professions[1]. Researchers in engineering education call for innovative methodologies [2], [3] to examine the complicatedhistorical and cultural entanglements related to increasing diversity in engineering education, which includesresearch method
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Corey T. Schimpf, University at Buffalo, The State University of New York (CoE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
and employment in professional fields, most of the public’sexperience with the ideas, ethos, and practices of a professional field may come from either directinteraction with professionals or through popular media depictions. The influence of popular mediadepictions likewise affects public understanding and perceptions of engineering and engineers [1],[2]. While there are many forms of popular media that may affect public understanding orperceptions, videogames stand out for several reasons. First, videogames affect or engage thosemembers of the general public who play them through multiple avenues. Two predominant modesof engagement games provide are gameplay, how a player interacts with a game, and narrative,the story or storytelling the
- Conference Session
- Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sayyad Zahid Qamar, Sultan Qaboos University; Ramanathan Arunachalam, Sultan Qaboos University; Sayyad Basim Qamar, Texas A&M University
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
is perhaps the ability to solveproblems of technical, financial, interpersonal, and other types [1]. Many of these real-worldengineering problems are ill-structured and complex, containing multiple conflicting goals, andrestricted by both engineering and non-engineering constraints. That is why the first skill forengineering graduates that ABET lists in its Criterion 3. Student Outcomes [2] is “an ability toidentify, formulate, and solve complex engineering problems by applying principles ofengineering, science, and mathematics.”Reaching optimum solutions for practical engineering problems requires a systematic approachbased on evaluation, interpretation, and creative decision making. Mature level of criticalthinking (CT) skills are crucial
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Y. Curtis Wang, California State University, Los Angeles; Jim Kuo, California State University, Los Angeles; He Shen, California State University, Los Angeles; David E. Raymond, California State University, Los Angeles; Mathias J. Brieu, California State University, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
education. Thisredesign demonstrates that a mastery-based course structure is consistent with our updated modeland TPS principles. In this redesign, a continuous and iterative process was employed to ensurecontinuous improvement, and it follows a closed loop pattern of diagnosis, analysis, design,implementation, and evaluation (diagnosis).I. IntroductionThe factory model for education is based on Taylorism and principles of ‘scientific management’[1]. This factory management system was developed in the late 19th century and emphasized ontop-down management and power, and standardization and simplification of tasks in order tomaximize efficiency [2], shown in Figure 1. Parts and materials enter an assembly line andundergo numerous processes applied