Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tylesha D. Drayton, The Ohio State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

somegaps in the current research that can lead to the development of novel research questions. Thesequestions will inform future research that will contribute to the body of knowledge available onthe role of makerspaces in engineering education.References[1] D. Dougherty, Free to Make: How the Maker Movement Is Changing Our Schools, Our Jobs, and Our Minds. Berkeley: North Atlantic Books, 2016.[2] L. Martin, “The Promise of the Maker Movement for Education,” J. Pre-College Eng. Educ. Res., vol. 5, no. 1, 2015.[3] E. R. Halverson and K. Sheridan, “The Maker Movement in Education,” Harv. Educ. Rev., vol. 84, no. 4, pp. 495–504, 2014.[4] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl O. Hilgarth, Shawnee State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

literacy / philosophy of engineering can lead to a society fallingprey to unfounded fears and over-reaction resulting in an inability to truly understand and assessthe important technological issues and attendant decision processes to the detriment of thatsociety’s well-being [6], [7].As educators, what should our next action(s) be regarding technological literacy / philosophy ofengineering [8]? From a bibliography [9] of technological literacy / philosophy of engineeringresources, we have a pedagogy (158 papers and references), a history and definitions (8 papersand references), and theory, studies, and data (37 papers and references). But, we have only 7papers and resources on the “Why?” (Figure 1), the piece essential to move the discussion

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Ann Shannon, Iowa State University; Sara Kaye Jones; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Kouprie and F. S. Visser, “A framework for empathy in design: stepping into and out of the user’s life,” Journal of Engineering Design, vol. 20, no. 5, pp. 437–448, 2009.[4] J. Walther, S. E. Miller, N. W. Sochacka, and M. A. Brewer, “Fostering Empathy in an Undergraduate Mechanical Engineering Course,” 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June. ASEE Conferences, 2016.[5] L. Mitchell, and L. Light, “Increasing Student Empathy Through Immersive User Empathy Experiences in First-Year Design Education,” 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, 2018, June. ASEE Conferences, 2018.[6] E. Schmitt, E. Kames, B. Morkos, and T. A. Conway, “The Importance of Incorporating

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

students and faculty contribute meaningfully to a region’seconomy and individuals get adequate return on their investment in education. Finally auniversity’s moral function gives individuals the guidance and experience to act in ways thatcontribute to a common good. Taken together these functions contribute to holisticdevelopment of the individual. It is proposed that this Learning-Societal-Economic-Moral(L-S-E-M) framework can be used to describe potential impacts of IT on university functions.In other words it provides a framework to discuss the aims which a university educationshould seek to achieve as pressures rise to shift its functions from humans to computers.As digital technologies are increasingly adopted in education and cost pressures

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr., Hope College; A. Mehran Shahhosseini, Indiana State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

: Morgan James Publishing, 2017. 8. K. Stave and M. Hopper, “What Constitutes Systems Thinking: A Proposed Taxonomy.” 25th International Conference of the System Dynamics Society, Jul. 1, 2007. https://digitalscholarship.unlv.edu/sea_fac_articles/201. 9. J. Froyd, L. Pchenitchnaia, D. Fowler, and N. Simpson, Systems Thinking and Integrative Learning Outcomes paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10. D.V. Behl, and S. Ferreira, “Systems Thinking: An Analysis of Key Factors and Relationships.” Procedia Computer Science, Complex Adaptive Systems, Philadelphia, PA Nov. 3-5, 2014, vol. 36, pp. 104–9, Jan 1, 2014. https://doi.org/10.1016/j.procs.2014.09.045. 11. F

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, Engineering for Human Rights: Opportunities, Risks and Responsibilities. Webinar, Engineering for Change, AAAS, ASME. June 13, 2012. https://www.engineeringforchange.org/webinar/video-engineering- for-human-rights/ [Accessed Jan 29, 2019][12] United Nations (UN). Office of the High Commissioner of Human Rights. http://www.un.org/en/sections/what- we-do/protect-human-rights/ [Accessed Jan. 29, 2019][13] S. McFarland, “International differences in support for human rights,” Societies Without Borders, vol. 12 (1), pp. 21. Available at: https://scholarlycommons.law.case.edu/swb/vol12/iss1/12 [Accessed Jan. 28, 2019].[14] H. Rindermann and N. Carl, “Human rights: Why countries differ,” Comparative Sociology, vol. 17, pp. 29-69, 2018

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Clippinger, Penn State Erie, The Behrend College; Kathleen Jernquist, U.S. Coast Guard Academy; Steven Nozaki, Penn State Erie, The Behrend College; Fredrick A. Nitterright, Penn State Erie, The Behrend College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and her Ph.D. from Brown University.Dr. Steven Nozaki, Penn State Erie, The Behrend College Ph.D. Engineering Education - The Ohio State UniversityMr. Fredrick A. Nitterright, Penn State Erie, The Behrend College Mr. Fred Nitterright is a lecturer in Mechanical Engineering Technology at Penn State Erie, The Behrend College. He received the A. A. S. in Mechanical Drafting and Design in 1989 from Westmoreland County Community College, the B. S. in Mechanical Engineering Technology in 1991 from Penn State Erie, The Behrend College, and the M. S. in Manufacturing Systems Engineering from the University of Pittsburgh in 1998. Mr. Nitterright is a member of the American Society for Engineering Education ASEE . Fred

Conference Session

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

Collection

2019 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

Traditional teaching methods to improve learning and retention.”Journal of STEM Education: Innovations and Research 17, no. 1 (2016).[2]. B. M. Alemu, “Enhancing the quality and relevance of higher education through effectiveteaching practices and instructors’ characteristics.” Universal Journal of Educational Research2, no. 9 (2014): 632-647.[3]. K. Robinson, Out of our minds: Learning to be creative, John Wiley & Sons, 2011.[4]. P. T. Terenzini, A. F. Cabrera, C. L. Colbeck, J. M. Parente, and S. A. Bjorklund.“Collaborative learning vs. lecture/discussion: Students' reported learning gains.” Journal ofEngineering Education 90, no. 1 (2001): 123-130.[5]. D. Boud, R. Keogh, and D. Walker, Reflection: Turning experience into learning, Routledge

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Doyle, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Arnold Neville Pears, Royal Institute of Technology (KTH); Niall Seery, Athlone Institute of Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

disposition towardsengineering as technological activity clearly emerges as important.Offering this perspective as an ontology-based curriculum, this paper seeks to foreground anunderstanding of engineering as technological activity, dependant on existing (though evolving)frameworks of discipline specific declarative knowledge. It is important to note that this line ofargument is not intended to disenfranchise engineering education, but rather to empowerengineering educators, students and practicing engineers with a means of articulating theintricacies of learning in their profession.Technology education: epistemological underpinningsSince the inception of technology education as a school subject in the late 1970’s and early1980’s, the subject area

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

John W. Blake P.E., Austin Peay State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

byquestions that will serve to help students see the point(s) of the assignment. The questionsshould also provide an incentive for students to read the assignments. With this format, theseassignments may take the place of stories told in lecture, freeing time for other work in theclassroom. They will also provide a way to include this material in subject area courses likethermodynamics where there is limited time in the classroom for material of this sort. The onlineenvironment should provide better options for assessment.Including these items as part of the course material will serve to add technological andengineering literacy (TEL) content to subject area classes for majors.As the immediate focus of this work, stories have been and are being

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr., Hope College; John Heywood, Trinity College Dublin; Carl O. Hilgarth, Shawnee State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

BackgroundSome background on the educational system in the United Kingdom is needed to appreciate thecontext for the examination. In England, Wales and Northern Ireland following an Education Actof 1944 a tripartite selective system of secondary schooling was developed which began to bereplaced by a system of comprehensive schools in the 1980’s. Selection to these types of schoolswas by means of an aptitude test at age eleven (known as the 11+). The schools that made up thetripartite system were: secondary modern, most of which educated children to the then schoolleaving age of 15; secondary technical which in addition to the basic curriculum offeredtechnical subjects up to and beyond the school leaving age; and grammar schools that offered anacademic

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

critiques of technology,” Inquiry, vol. 39, no. 1, pp. 45–70, 1996. [4] A. Akera, “Constructing a representation for an ecology of knowledge: Methodological advances in the integra- tion of knowledge and its various contexts,” Social Studies of Science, vol. 37, no. 3, pp. 413–441, 2007. [5] N. Rescher, Dialectics: A Controversy-Oriented Approach to the Theory of Knowledge. State University of New York Press, 1977. [6] W. V. Quine, Elementary Logic. Harvard University Press, 2001. [7] I. Kant, Logic. Dover books on Western philosophy, Dover, 1988. [8] L. March, “The logic of design and the question of value,” The Architecture of Form, 1976. [9] C. S. Peirce, “Deduction, Induction, and Hypothesis,” Popular Science Monthly, vol. 13, pp. 470

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Richard A. Sun CFA, Mississippi Coding Academies; Randy Lynn

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

].[7] Code.org State Facts, “Support K-12 Computer Science Education in Mississippi,” Available: https://code.org/advocacy/state-facts/MS.pdf. [Accessed: 2-Feb-2019].[8] MS Department of Employment Security. ‘MDES Wage Estimates - All Occupations’ 2018. [Online]. Available at https://www.mdes.ms.gov/media/68937/mpwia.pdf. [Accessed : 28- Dec-2018].[9] S. Lee, J. Ivy, and A. Stamps, “Providing Equitable Access to Computing Education in Mississippi,” Providing Equitable Access to Computing Education in Mississippi. 4th international conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology, Minneapolis, MN, Feb 2019.[10] Programming Bootcamps Compared, [Online]. Available: https

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tejita Rajbhandari, Gannon University; Mark Blair, Gannon University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

incapable of learning or discerningfact from fiction without the assistance of an intellectually superior individual to teach them ordumb-down the material through parables or simplified rules. Patrick Quin describes Aquinas’Super de Trin.2.4 “that theological truth is best transmitted to the faithful in parabolic form… itmight, he thinks, confuse the uneducated who would misunderstand it and be ridiculed byunbelievers who detest it anyway” [10]. Aquinas states: “…it is said in Luke 8:10, ‘To you it is given to know the mystery of the kingdom of God, but to the rest in parables.’ Therefore one ought by obscurity in speech conceal the sacred truths from the multitude” (Pars 1 q. 2 a. 4 s. c. 3). “…the words of a teacher ought

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

how best the curriculum might be changed, tobetter meet this goal. Given Mina’s criticism of engineering students that they are nottechnologically literate, higher education might begin with a general programme of liberaleducation as suggested by Heywood. That model through problem based/project learningprovides a range of contexts that, should in principle, deal with the problem of control indifferent contexts. But, as Cheville recognises this is becoming increasingly difficult becauseof the tension between the increasing gap between technological and educational capability.He suggests that we should all master some (rather than many) aspect(s) of episteme andtechne, and we should learn to teach that aspect within “communities in which