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

face serious problems in their professionalpreparation for not having this face-to-face contact with their instructors and mentors. In this age ofsmartphones and face-books direct human communication is increasingly lacking in every sphere of ourdaily existence. On top of it, this COVID-19 emergency has put new barriers of communication byenforcing ‘educational distancing’. Educational distancing is not just ‘physical distancing’! It includes‘social distancing’ as well on a live college campus. Students in Engineering, those graduating this yearor in the next year, will not have the same preparation as those who graduated a few semesters earlier.For example, the laboratory experiments online do not have the same feelings of “touch and test

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

do their best in beingattentive and receptive to knowledge in the classroom. They also put in an honest effort into theircoursework and seek practical ways to finish what is needed of them.It seems that life as a student is devoted to attending class, completing assignments, and beingsuccessful in the assignments, tests, laboratories, etc. While these are all necessary to help tracklearning and growth, students’ future/success seem to be determined by how the classes are graded,rather than the material learned. Most classes are viewed as competitive spaces, and students needto perform better than their peers in order to be in the upper percentiles of the classes. Studentsbelieve that their grades and success in the classes have a direct

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

also reflect the shift from ateacher-centered to a student-centered philosophy, including methodologies such as activelearning, problem-based learning, and group-based learning.The current instructional strategy consists of the following components: lectures (white board)and presentations (PowerPoint); problem-based class sessions; interactive problem solvingsessions and tutorials; independent reading assignments; video presentations on material testingtechniques; class discussions on open ended and contemporary issues; laboratory sessions forselected experiments; etc. In the new approach, some of the above (such as discussion andinteractive sessions) have been modified to include critical thinking aspects. Some instructionalmodules are

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

laboratory studies, people expressmore empathy for one victim of a tragedy than they do for eight, ten, or hundreds.” (p. 9). Thus,the sheer scale of traditional engineering work with sometimes rare interactions with theindividuals most impacted may make empathy (and perhaps by extension kindness) moredifficult among engineering in comparison to professions like medicine (e.g., doctors meetingwith single patients). Thus, the notion of ‘care’ may be more applicable to the engineeringprofession in the context of this broader impact of our work, while kindness is more relevant inengineering education as we interact with individual students.The hidden curriculum through engineering courses that do not seem to embody kindness orcaring might convey to