Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Fadlelmula, Texas A&M University at Qatar; Nayef Alyafei, Texas A&M University at Qatar; Albertus Retnanto, Texas A&M University at Qatar

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

skills, 3D printing, research, soft skills enrichment program) to enhance thelearning experience of petroleum engineering students and derive engineering educationexcellence. In this paper, the educational tools used and their role in achieving these goals areassessed and discussed. These tools are assessed through faculty observations, enrolmentmonitoring, and feedback from internship supervisors. The results show increased studentenrolment in the program and improvement of students problem-solving, teamwork,communication, and thinking skills, as well as reinforcing theoretical concepts. In addition, theinvolved faculty members and internship supervisors believe that the educational tools improvedstudents’ learning experience, helped them in

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; William J Davis, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Joshua Earle, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

knowledge). Although the research is motivated by goalsthat at least in principle relate to social needs and commercial value, little to no attention is givento the details of implementation (the process of translating technical capability into fully realizedbenefits). The governing ideas and assumptions of educational contexts implicitly if notexplicitly devalue other kinds of knowledge and capabilities. The non-technical capabilities thatare valued in the context of practice (sometimes referred to as professional or contextual skills)have no obvious connection to disciplinary knowledge in the humanities and social sciences(HSS), a disconnect that may explain the persistence of the nomenclature of “soft skills” [9][10].Workplace Readiness for