Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

theirdesign decisions and addressing each area, students had to brief their project to the entire class.Even though the other students had the same baseline knowledge as they did on the technicalmaterial, they had no previous knowledge of the application. The team briefing the class had tobe clear, succinct, and communicate their design and application to fellow engineers who had theopportunity to ask questions. The instructor graded them on their presentation, and a smallnumber of their peers provided written comments back on their presentation skills. In addition tothese demonstrations, teams submitted a lab report for grade. Instructors for the course havenoted the overall improvement in writing quality and consistency over the last two years

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linköping University, Sweden

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

communication and other workplace skills as described in [18]. Writing togetherwith other students as well as to read and discuss others students’ texts are also considered tocontribute to strengthen writing ability. Only 3% see a strict peer-to-peer-review as way toimprove writing skills. Based on the teacher-student discussions and the discussions amongteachers, the author expected the students to be more positive to the cooperation within andbetween student groups. The reason for this will be investigated further.When the students’ responses are linked to the theories initially presented, concordance appears.Although the survey is limited, certain things are highlighted. It is valid for, among other things,the students’ awareness of need for this

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

method at the same time through reflective practice and critical evaluations.It is expected that in every reflection, the student goes through a cycle or series of personalquestions and debates attempting to learn, resolve, and create personal stories. In addition,students reflect on their personal narrative of the meaning, the connection, and the methodologythat they are experiencing [18]. During in-class reflective activities, the student is exposed to theviews of other team members. They are encouraged to think, discuss, share, and write their ownreflections. Then the student needs to critically evaluate his/her choices, and create an informeddecision. This is not a trivial process. In practice, we try to follow students development

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

facing, they emancipate and make bigger leaps and connection. Typically deep personalization occurs towards the end of the semester. Fig.1: A symbolic representation of Dewey’s Inquiry CycleIt is noteworthy that the student advances in learning and thinking stages [18-24] by goingthrough the inquiry cycle multiple times. In every iteration the student grows and internalizes thecycle, creating new ideas and questions leading back to the process of inquiry. 2. Reflective writing and PhenomenographyPerhaps one of the most important places that reflective practice helps the growth of the studentsis in Freshman Engineering Classes. In our work, the reflections are defined and practiced withvery basic definitions such as the