Displaying all 2 results
- 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
myresearch design that explores the intersection of educational diversity efforts, the arts, and engineering history. Myunique framework requires some explanation to communicate across disciplinary understandings about howknowledge is generated [3], [4]. For example, in my methods section below, I describe my literature and imagesearch methods because my framework does not differentiate distinct phases of the research; rather, I acknowledgethe messiness of my approach by showing the process of producing new knowledge as an iterative act, from whichpreviously undetected perspectives can emerge. In arts-based research [52] and culturally responsive methodologies[5], transparency builds trustworthiness. Trustworthiness is a criterion for evaluating
- 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