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

Paper ID #23641Work in Progress: Projects in Engineering Education – Cross-fertilizationBetween Communication and Situated LearningDr. Joakim Sigurd Wren, Linkoping University, Sweden Joakim Wren is an Associate Professor in Applied Thermodynamics and Fluid Mechanics at Link¨oping University, Sweden. His interest is on education and research in Engineering Thermodynamics and En- ergy engineering. He has a long experience in development and management of engineering programs and implementation of teaching methods facilitating active learning. c American Society for Engineering Education, 2018

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

industry. However, traditional, humanities-based writing courses are often the soleformal writing preparation provided for engineering students. While the humanities offercourses that mandate expository, argumentative, and analytical writing, engineering studentsoften overlook similar reasoning styles between engineering and the humanities due to the starkdifference in content discussed. Additionally, technical writing within engineering, whichincludes published research, reports, presentations, among other knowledge products, isproduced and organized according to differing conventions than those followed in thehumanities. This paper discusses the design and implementation of a Technical Writing andCommunication course, anchored in Project-based

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., U.S. Coast Guard Academy; J. Alex Birdwell, Northwestern University; Emma Tevaarwerk, Northwestern University; Ken Gentry, Northwestern University; Ordel Brown, Northwestern University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

process prior to their capstoneexperience. Over the years, the one course grew to two courses- spreading components of thedesign process over two quarters, and giving the students more responsibility in the second.The courses have a 50-minute lecture and two 80-minute studio sessions weekly. Studentsregister a lecture and a studio section. The studio sections consist of up to 16 students andinclude two instructors: one engineering and one communication faculty. Additionally, studentsform groups of four and are paired with an external client who poses the problem statement.For the first course, there is one project per studio section. For the second course, the majorityof the sections have up to four projects- one for each four-student team.These

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

the skills of design, fabrication, testing and the use of equipment. It must aimto ensure that the producers of technology can be mastered and managed to promote socialand economic well-being” (Item 55, p 69).“An important principle which is enshrined in this report is the idea that the universalcharacter of technology necessarily constitutes a unifying mechanism and levelling forcebetween the social classes within the education system” (Item 55, p 70)Technology is seen tobe something different to science, and a separate programme is required for its development. To this end the French Ministry of Education decided to introduce a curriculum onTechnologie in which the principal teaching method would be the project (Item 54). In orderto

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, Texas A&M University, Kingsville; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Shah Alam P.E., Texas A&M University, Kingsville

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

competition promoting clean transportation technologies in US waters. He was recognized as an Advisor of the Year Award nominee among 8 other UNI faculty members in 2010- 2011 academic year Leadership Award Ceremony. Dr. Pecen received a Milestone Award for outstanding mentoring of graduate students at UNI, and recognition from UNI Graduate College for acknowledging the milestone that has been achieved in successfully chairing ten or more graduate student culminating projects, theses, or dissertations, in 2011 and 2005. He was also nominated for 2004 UNI Book and Supply Outstanding Teaching Award, March 2004, and nominated for 2006, and 2007 Russ Nielson Service Awards, UNI. Dr. Pecen is an Engineering Tech- nology

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

electric and magnetic fields in space [4-7].Many different instruction techniques have been implemented to address the connectivity gapbetween the student’s learning approach and required conceptual maturity for electromagnetismcourses, such as team active-learning [1,8,9], technology-based learning [10,11], groupdiscussions, experiential learning [6], and project based learning [12-14]. Each of thesetechniques brings about a thematic change in the way students interact with one another andexperience the course material. However, in many typical classes students aren’t necessarilyexploring, questioning, and learning within the classroom setting [15,16]. These observationshave led us to reframe our electromagnetism instruction to be active learning

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Estridge Schneider, Colorado School of Mines; Amy Charlotte Martin P.E., Colorado School of Mines; Terri S. Hogue, Colorado School of Mines

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

your RET experience successful in each of the following areas:  It was responsive to your professional development needs  It was appropriate to your knowledge, skills and interests  It provided the opportunities to engage in inquiry/research activities that you will be able to adapt for classroom use  The research assignments were clearly defined  The work was enjoyable and stimulating  The scope of the project was appropriate for the time you were on siteGroup 2: Personal Impact of the RET ProgramTo what extent do you agree or disagree with each of the following statements concerning theimpact of the experience on you personally?  It increased my confidence in myself as a teacher  It elevated

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #22151On Epistemic Diversity of Engineering and Engineering EducationMr. Soheil Fatehiboroujeni, University of California, Merced Soheil FatehiBoroujeni is currently a Ph.D. candidate in Mechanical Engineering at the University of Cal- ifornia, Merced. His research interests are in nonlinear mechanics of biological filaments and uncertainty quantification. He has been also actively involved with education research and is currently working on a project on the philosophy of engineering and its pedagogical implications at the Center for Engaged Teaching and Learning (CETL) in UC Merced

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

in our FreshmanEngineering program. The objective of the project is to see if the engineering students will alsodevelop their deeper learning and cycle of questioning and reflecting. In addition, we would liketo know if the process helps them developing self awareness in their learning practices and if thishelps them be more successful in their growth as engineers.As instructors, these bring us new challenges. Generally, students tend to repeat what theymostly did in their classes: memorize and repeat what they know well to achieve good grades. Inmost classes, tests are also designed around such learning practices. However, there aren’t manyways for students to communicate their learning methods, their thoughts, and their reflection onhow

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin; Michael Patrick Lyons, Michael P. Lyons & Associates

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

without cladding and was upgraded for heat insulation in 2016 with a rain claddingsystem added to the exterior, and the new windows located outside the plane of the originalconcrete wall panels. The over-cladding created vertical voids over the projecting structuralcolumns. There was no sprinkler system for firefighting, the stairwell was not pressurized andthe strategic advice to occupants was based on a Stay-In-Place advisory, due to the non-combustible construction and the presumption of adequate fire brigade intervention.In normal circumstances, it would be expected that a fire could be contained within the flatenclosure and that it would not spread to the stairwell enclosure at all. The building was builtwith that purpose in mind. The fire