Conference Session

Energy Conversion and Conservation Technical Session 5: Strategies for Increasing Classroom Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Walz, Madison Area Technical College; Michael Arquin; Joel Shoemaker, Madison Area Technical College; Scott Liddicoat; Gabrielle Temple; Kathleen Alfano, College of the Canyons

college and university classrooms. School closures, masking andsocial distancing requirements, contact tracing, and quarantines have changed how educatorsinteract with students and have placed a new emphasis on remote learning and virtual instruction.The pandemic has also had a great impact on teacher professional development programming,which was also forced to shift to virtual delivery. The research data on the impacts of COVIDpandemic induced changes is limited, particularly in the areas of energy technology and teacherpreparation. A recent pandemic study of academic programs in engineering and teachereducation profiled an interdisciplinary project engaging university and middle school students inwind energy technology [1]. Student reflection

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julianna Gesun, Purdue University at West Lafayette (COE); Julia Rizzo, University of New Hampshire

substantial impacton society at large as these students will engage in an engineering workforce where their work directlyinfluences the thriving of society at large.AcknowledgmentsThe authors would like to thank Dr. Brad Kinsey, Dr. Michael Loui, Dr. Michael Briggs, and Dr. KarenGraham for helpful discussions, insights, and/or feedback on drafts of this paper. This material is basedupon work supported by the National Science Foundation under grant OIA-#1757371. This work is alsosupported by a National Science Foundation Postdoctoral Engineering Fellowship (EEC-#2127509).Any opinions, findings, and conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

way you write. You write in first person, you write about what happened around you. And then that’s kind of stripped away from you, in technical writing when you get to college or high school or later stages. (Nathan)Nathan reflects on learning to write in third person in engineering and notes that the use of first-person voice is more acceptable in engineering education research. This shift in voice reflectsdifferent epistemological beliefs in engineering education research compared to engineeringresearch. While engineering research tends to embody positivist assumptions about reality,arguments in engineering education research tend to view reality as socially constructed. Toaccount for this subjective reality, engineering

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Stettler Kleine, Colorado School of Mines; Elizabeth Reddy, Colorado School of Mines; Jessica Smith, Colorado School of Mines

frequently overdetermines our conversations. In this paper, we analyze different forms ofcare discussed in engineering education literature, with special attention to the ways that it hashistorically centered empathy, and consider the implications of this move for ways we have oftendiscussed care recipients, what counts as care, and who cares. By considering these issuessystematically, particularly by highlighting who gives and receives care-as-empathy, we surfacethe assumptions built into some of engineering education’s most important promises.For all that putting care front and center in engineering and engineering education seemspotentially productive, addressing it systematically as we do here allows us to reflect critically onthe framework and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Colorado School of Mines; Sarah Kuang, Michigan State University; Kevin Miceli, Michigan State University

be present to allow for self-reflection on programimpacts and to provide a framework for determining educational outcomes.We will present survey instruments for assessing the Entrepreneurial Mindset, or at least ourdefinition of the Entrepreneurial Mindset, a semi-structured interview protocol, methodology fordetermining the vision of the Entrepreneurial Mindset that most applies to a given institution,and finally the initial analysis of 213 pre/post surveys collected during the fall semester 2021.Initial results are positive and significant for one of the three courses where the survey wasdeployed. The remaining two courses with substantially smaller class sizes have not yet reacheda sufficiently large dataset to draw conclusions from. We

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

develop new civilian career-focused identities, such as inengineering. Narratively engaging with our own experiences as full-time military servicepersonnel who later transformed ourselves into civilian professionals, we developed our focuson understanding the process by which military students “hybridize” [10] deeply embeddedmilitary identities as they turn toward civilian career paths.Concurrent with reflections about our own experiences, we engaged with the existing literatureon social and professional identity, including the growing body of work related to studentveteran identity. We theorized that service members necessarily develop military identities whichbecome central to their core identities (personal and professional) due to the all

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Jamshidi, University of California, Berkeley; Elisa Stone, University of California, Berkeley

K-12 teachers whose fields have tendedto exist in ‘math versus science’ silos for decades.Our program evaluation and research for BERET+D focuses on how participation in the programhelps PSTs and ISTs develop their understanding of (1) data science, (2) the STEM researchprocess, and (3) how to incorporate data science into K-12 math and science curricula. We alsobegan to investigate how BERET+D participants’ engagement in authentic data science researchand scaffolded reflections on their experiences allow them to develop expertise in facilitating thedevelopment of data science and computational practices for their K–12 students. Here, wereport on key components of BERET+D program design and preliminary research findings.Engaging in

Conference Session

Remote Pedagogy in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Leia Farroux, Robert Morris University; Amanda Wolfe, Robert Morris University

, this program has been recently discontinued, and the existing work can be moved to Babylon.Js. • Nintendo Switch Development Environment/LABO kits: Toy Con Garage 04 modules of LABO kits allow VR game development and can be utilized with LABO VR glasses as well as the Switch game console and its controllers. [15] These games can be used in teaching design and manufacturing concepts as well as being utilized for training of all sorts.HMDs like Oculus Go, Quest and Quest 2 are common VR tools. According to pcgamer.com[16], the top VR head-sets are (ranked from 1-5): Oculus Quest 2, Valve Index, HTC Vive Pro 2,HP Reverb G2, and HTC Vive Cosmos Elite. These rankings reflect game performance of thesetools, but can

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bradley Aldrich, American Society of Civil Engineers; Norma Mattei, University of New Orleans; Kleio Avrithi, Mercer University; Jennifer Hofmann, American Society of Civil Engineers; Anthony Kulesa

change, andsocietal factors such as population growth, social equity, aesthetics, and more in theirengineering decisions. These factors have cognitive (technical) solutions; however, decisionsshould also reflect the engineer’s internalized values as defined by the affective domain.Why do those civil engineers who serve in responsible charge need to attain and maintainthe outcomes defined in the CEBOK3?The CEBOK3 recognizes licensure as the minimum legal standard to practice but defines morerigorous requirements for exercising responsible charge in the practice of civil engineering. Toexplain this distinction, in 2019 ASCE adopted Policy Statement 465 – The Civil EngineeringBody of Knowledge and the Practice of Civil Engineering [13], which

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karinna Vernaza, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari; Varun Kasaraneni, Gannon University

proved to have a very positive impact on the excitement of engineering studentsabout the engineering profession and increase students' confidence to succeed in engineering [10].Job shadowing was an element added to the professional development activities of the SEECSprogram starting in the third grant. To foster career readiness, freshmen and sophomore studentsfrom the program were paired for a job shadowing with the same major upperclassmen who weredoing an internship. This activity included a one-day commitment during which upperclassmenshowed lowerclassmen the day-to-day tasks that they perform at work and answered questions.Based on the post-visit reflections collected from the SEECS lowerclassmen who had a jobshadowing, this activity

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Cohan, Pennsylvania State University; Lauren Griggs, Pennsylvania State University; Ryan Hassler; Mark Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Amy Freeman, Pennsylvania State University; Peter Butler, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

: thelevel of seriousness of the behavior, the number of times that conduct has been inappropriate, thesafety of the student and those around them, the likelihood of lawsuits or liability to theinstitution if the conduct continues, and the likelihood that this conduct will prevent the student’scontinuing retention or graduation in the future. It is also important to differentiate betweenindividual conduct problems and group conduct problems.Group conduct problems are those that directly affect other program participants. It could becaused by all or a few of the participants, but the outcomes reflect on everyone. The traditionalsummer bridge is built on the idea of building a strong cohort community. Should one studentdisplay public misconduct, the

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ari Sherris; Hua Li, Texas A&M University - Kingsville; David Ramirez; Tushar Sinha, Texas A&M University - Kingsville; Francisco Haces Fernandez, Texas A&M University - Kingsville; Christine Robbins, Texas A&M University - Kingsville; Marisol Pirozzolo, Texas A&M University - Kingsville; Mohammad Azayzeh, Texas A&M University - Kingsville; Alberto Aguirre, Texas A&M University - Kingsville; Danielle Maynard, Texas A&M University - Kingsville; Yara Green-Jordan, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; Mariee Cruz Mendoza, Texas A&M University-Kingsville

systemthat is emergent and self-organizing before, during, and after flood planning. In Stage 3, thesorted themes and original email were iteratively reviewed and a list of nearly one hundredresearch questions was produced. In Stage 4, we sorted the resultant questions and begandeveloping strategies to address priority questions.This collaborative model for the identification, planning, and facilitation of convergent solutionseeking processes is adaptable and scalable widely. By outlining this four-stage approach to initialcollaboration, this paper contributes to the implementation of transdisciplinarity to effectivelyaddress the five grand challenges that environmental engineering is facing in the 21st century. Weconclude with reflections on the

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Craig Woolard, Montana State University - Bozeman; Catherine Kirkland, Montana State University - Bozeman; Kathryn Plymesser, Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman; Susan Gallagher, Montana State University - Bozeman; Michelle Miley; Kristen Intemann, Montana State University - Bozeman; Ellen Lauchnor, Montana State University - Bozeman; William Schell, Montana State University - Bozeman

thread contains outcomes related to communication, ethics, social justice, leadership, and teamwork. Professionalism encompasses fundamental skills necessary to communicate effectively with a wide range of audiences and make ethical and just decisions in the practice of their profession. Professionalism thus also includes development of virtues and leadership characteristics. The professionalism thread acknowledges that students develop as professionals over time and with repeated exposure to professional concepts and multiple opportunities to practice and reflect. The systems thinking thread encompasses the skills and behaviors desired of a graduate that will lead them to make design decisions that incorporate

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

herexpertise on the topic of empathy in engineering. The same lecture module and assignment weregiven to the first year and senior test groups. The lesson and assignment are discussed in moredetail in [11]. Briefly, the short lecture:  presented the key findings of [1]-[2], [5] to demonstrate the importance of empathy to engineers  described the difference between empathy and sympathy – lesson aided by a short Brené Brown video: https://www.youtube.com/watch?v=1Evwgu369Jw  detailed empathic thinking vs. analytic thinking (i.e. mode switching)  explained the utility of attending, paraphrasing and reflecting feeling for demonstrating empathy during communication  identified responses that would not be empathic

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ardeshir Raihanian Mashhadi, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico

aboutthe problem, yet they also acknowledged the difficulty of doing so, especially when they feltfairly confident about a particular decision, reflected by the significantly lower values for thesefactors (Figure 1). 7 6 5 4 3 2 1 Perspective taking as Empathic concern Protectiveness Perspective taking Perspective taking framing tentativeness abilityFigure 1. Students’ mean scores on expansive empathy subconstructs. Error bars arestandard errors.As both empathic concern and perspective taking as framing included at least two items for eachstakeholder type, we also created variables and compared their means. Students did notdifferentiate between stakeholder types with

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga; Mohamed Elzomor, Florida International University

step. Still,without continuous training and empathy, there is less likely to be any impact on the futureworkforce's unconscious biases and cultural proficiency. Therefore, such unconscious biasestraining needs to be integrated every semester with rigorous reflection, advocacy, andsupervision to achieve sustained change [22].ConclusionThe construction workforce is becoming significantly diverse, and professionals must becomeculturally competent to ensure social sustainability in the workplace. To achieve such anobjective, STEM educators must integrate training/workshops that enhance cultural proficiencyand competency of the future workforce to become aware of cultural stereotypes, racism, andunconscious biases. This research demonstrates the

Conference Session

Construction Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Piyush Pradhananga; Mohamed Elzomor, Florida International University; Claudia Calle Müller, Florida International University

insights of Architecture/ Engineering/ Construction (AEC)students in learning resilient, Safe-to-Fail, design strategies through their curricula. The studyinvestigates the factors, that influence students’ interest to learn such novel and emergingconcepts. The study also reflects the students’ preferences to develop a pilot pedagogicalapproach, to integrate such emerging resilient topics in the AEC curricula. Therefore, the studydeveloped a framework as shown in Figure 1 that was implemented in a cross-listed SustainableApproach to Construction course under construction management program in the Fall 2020semester. Registered students for this course were from architecture, engineering, andconstruction majors who participated in this study. The

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Lloyd Morris, Virginia Tech Department of Engineering Education; Jose Torero

20 engagement Time management 12 Mentoring 12 Figure 1. Code counts from the thematic analysisWorkplace preparationAcademics reflected on why they decided to get involved in the projects, and preparing studentsfor the transition into the workforce after graduation was one of them. They mentionedrecognizing the necessary skills required for their students to transition to real-world experiencesin industry or graduate school. One academic described the high-quality research skills studentsacquired for their final thesis project, which might help them when they transition to graduateschool to pursue a

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Santana, Purdue University at West Lafayette (PPI); Greg Strimel, Purdue University at West Lafayette (PPI)

careers in STEM, 2) creating an environment ofacademic excellence and college readiness through experiential learning and 3) providing aholistic and equitable education for all students regardless of their educational attainment orsocioeconomic background. The school model is said to reflect the learning environment withinthe collaborating university’s engineering technology college. Within this school system, thegoal of cultivating an environment of academic excellence and college readiness is said to bedone through a STEM-focused, project-based, experiential learning approach, where studentslearn by seeking to solve real-world problems through industry-partnered projects and designchallenges—mimicking the engineering technology college’s

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Hicks; Michael Preuss; Matthew Alexander, Texas A&M University - Kingsville; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Mahesh Hosur

three departments within the College ofEngineering, Chemical and Natural Gas Engineering, Mechanical Engineering, and ElectricalEngineering and Computer Science, have been enhanced to include team-based design projects.This paper describes the design projects that have been utilized in these courses with anemphasis on the most recent offerings including improvements that were made based onprevious course feedback.As an HSI designated university, a significant percentage of the student population at TAMUK isHispanic. This is also reflected in the composition of students in the College of Engineering.Table 1 provides a detailed look at the percentage of Hispanic/Latinx students in each of theenhanced first-year introductory engineering courses

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mitchell Springer, Purdue University at West Lafayette (COE); Kathryne Newton, Purdue University at West Lafayette (PPI)

is highly sought after. Currentwait lists reflect this backed-up demand.What Thoughts Were Given to Job Role Differentiation and Rewards?In business/industry titles and roles map to product life cycle phases. As a project evolves fromConcept Exploration to Operations and Support, different skill sets are required. In the earlyphases of the product life cycle, research and systems thinking/engineering are dominant. As theproduct life cycle moves to the right toward full scale development, systems operation andengineering gives way to product design, development, and systems integration. This left toright transition in the product life cycle requires a transitioning from a higher level of systemsunderstanding to a tactical level of team and

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Figard, North Carolina State University at Raleigh; Medha Dalal, Arizona State University; Jacob Roarty; Samantha Nieto, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University

and 8 provide a culminating experience,teaching students that engineering is personal and reflective. In these units, students choose anengineering project personal to them and work in teams to present their solutions.Participants Students of 12 schools across seven US states participated in the study during the2020-21 school year. Schools were co-ed (n = 7), all girls (n = 5), public (n = 6), independent (n= 6), urban (n = 3), suburban (n = 6), and rural (n = 3). There were a total of 107 students whoparticipated in the focus groups; 57 students from five schools during the Fall 2020 term and 50students from the remaining seven schools during the Spring 2021 term. The sample was 69%female.Data Collection and Analysis Semi

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University; Adrian Criollo; Ananya Reghupathi, Northeastern University; Ansh Shah, Northeastern University; Robert Lee, Northeastern University

, we need to write a proposal on the innovation of the system for the final team project, based on the facts, concepts, and reflection of this case study. Fourth, we need to achieve a set of milestones during the process (Appendix 2). Finally, we need to build a prototype to prove the concept, demonstrate the prototype, and write a technical report with defined requirements (Appendix 3).For our energy generation goals, we utilized the use of piezoelectric generators; when stress isapplied to a piezoelectric crystal [15]\, it shrinks and expands the crystals’ structure and thisdeformation expels electrons from the molecule, congregating on the negative side of the sensorwhere they can be collected as an alternating current. This

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meredith Kirkmann, University of Maine; Rachel Mosier, Oklahoma State University

reflects that faculty agree technical topics can be taught onlinebut are neutral to a slight agreement that labs can be taught online, identifying labs are the leasteffective when taught online [8]. However, using pre-laboratory videos to prepare for in-personexercises, students may feel more prepared for the experiments [9]. In order to provide time foractive and student-centered learning strategies, flipping classrooms to provide lecture contentoutside of classroom hours has been shown to be effective in engineering and STEM classrooms,the same may be true for pre-laboratory videos [10] and[11]. When using videos, the LMS canprovide analytics for the students including number of minutes watched and number of timeswatched for a particular video

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, Mississippi State University; Mohsen Garshasby, Mississippi State University; Afshin Hatami, Mississippi State University

  Figure 5. Percentage of student satisfaction with collaborative studio  The  level  of  satisfaction  can  be  considered  as  another  indicator  of  the  effectiveness  of  teamwork  in multidisciplinary areas.    Discussion  While the comprehensive instruction, implementation, and assessment of collaboration skills within the AEC  education  remain  challenging,  this  study  helps  shed  light  on  important  aspects  of  collaboration perceived by the participating students. Overall, the data from this survey supported the effectiveness and success of the collaboration as a learning paradigm from the students’ perspectives. The data reflects that  typically  students  in  collaborative  studios  spent  equal  time  working  on  assignments

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mara Lopez, Arizona State University; Caroline Vaningen-Dunn

Zoom, theparticipants were able to participate in facilitated group discussions related to the five tracks. Atthe end of each day, participants provided written responses to topical questions through surveys.In addition to collecting data via written responses at the end of the day, all group discussionsthroughout the conference were captured using Google Docs in real-time. After all the data wascollected through Google Docs and the surveys, it was combined to begin processing codesinductively. The codes were used to conduct a collaborative thematic analysis. The consensusreport documents the themes that reflect the consensus of the participants in the three-dayconference (Noravian, A, 2021). Thematic

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joe Muskin, University of Illinois at Urbana - Champaign; Dee Dixon; Henry Griffith, San Antonio College; Andrew Alleyne, University of Illinois at Urbana - Champaign; Alfred Alaniz, San Antonio College; Jessica Perez, University of Illinois at Urbana - Champaign

customize their program based on their target audience.2. Build Trust. Building trust among the institution students, faculty, and staff goes a long way to establish a strong partnership. Just as in personal relationships, building in opportunities to be transparent, vulnerable, and intentional are critical. Examples include discussing the faculty-student matching process, managing expectations of students being admitted, describing weaknesses of the REU, and simply putting in the time. It will pay dividends.3. Establish expectations clearly and early. Be frank about what the program can provide and describe what the ideal REU applicant looks like. This requires program coordinators to reflect on what commitments they can make

Conference Session

Energy Conversion and Conservation Technical Session 1: Innovative Approaches to Teaching Energy-Related Concepts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abhishek Verma, University of Wisconsin - Stout; Kenan Baltaci, University of Wisconsin - Stout; Monika Herrmann, University of Wisconsin - Stout

www.slayte.com Interdisciplinary Collaboration to Engage Engineering Students’ Interest in Renewable Energy ConceptsAbstractStudents graduating with engineering degrees can be instrumental in addressing the impact of achanging climate. In this work, cross-disciplinary faculty explore students’ interest in topics ofsustainability within their fields as well as their preparedness to apply academic concepts in arealistic context. Students from two different courses in two different engineering programs,mechanical and computer & electrical, collaborated on a renewable energy project. The projectwas limited by existing course objectives and content for both programs. The outcome of thisstudy reflects on students’ interest

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Joshua Enszer, University of Delaware; Jenni Buckley, University of Delaware

, preparation, and retrospective reflection on their experience in the role.All peer leader respondents indicated agreement about their experience matching theirexpectations going into the role. 70% of the peer leaders strongly agreed that they felt equippedto lead the discussion session with the instructor-prepared material. Peer leaders respondedpositively towards leading their discussion session with a peer leader partner. They alsoresponded positively towards the clarity of rubrics provided to them for grading assignments[14]. The peer leader responses also indicated general satisfaction and fulfillment with their role.This was further reflected in the text responses to the question about what they enjoyed abouttheir role (as elaborated below and

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. James, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University; Dan Ewert

described, the shift from Industry 3.0 toIndustry 4.0, has been slow. As the world becomes more deeply connected, as the internet ofthings becomes more commonplace in all parts of our lives, as technologies like machinelearning and cyber physical systems become accessible to even small businesses, the potentialsolutions to the current and future grand challenges change in ways we cannot yet predict andwill require language to describe what we have not yet invented.This paper is a call to conversation, reflection, and action. Not only is the world for which weeducate engineers changing at an increasingly rapid pace, both internal and external pressures arechanging the structure and business model of higher education. If we are to thrive in