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Conference Session
The Philosophy of Engineering and Technological Literacy
Collection
2017 ASEE Annual Conference & Exposition
Authors
Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
to understand andembrace, but once we did, we knew there was no going back” 30. This acknowledgement ofstudents’ emotional experiences changes the direction for reform efforts from the narrow scopeof pedagogy and curricular support to a broader conversation that includes student engagementand the development of a supportive community. Efforts to understand student self-efficacy haveincluded studies of identity, or whether students think of themselves as engineers 31,32, anddefining what is meant by “continuing motivation,” other than simply staying in a degreeprogram 33.Some efforts should concentrate, then, on creating supportive environments within engineeringto help retain students, while others focus on developing courses and projects
Conference Session
Engineering Literacy: Champions of Engineering in General Education
Collection
2017 ASEE Annual Conference & Exposition
Authors
Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy.” Journal ofEngineering Education 98(1): 27-38.Stewart-Gambino, H. and J. S. Rossmann. 2015. “Often Asserted, Rarely Measured: The Valueof Integrating Humanities, STEM, and Arts in Undergraduate Learning.” National Academies ofSciences, Engineering and Medicine.Michelfelder, D. and S. A. Jones. “From Caring About Sustainability to Developing Care-FulEngineers.” 2016. In New Developments in Engineering Education for Sustainable Development.Eds. Walter Leal Filho and Susan Nesbit. Switzerland: Springer International Publishing, pp.173-184.
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
%), personal impact (91.4%) and overallexperience (92.3%). Quantitative responses from weekly program surveys show increasing levelsof program satisfaction (in seven of eight categories) throughout the duration of the RETprogram. Ongoing work includes evaluation of qualitative survey responses to further measureprogram effectiveness and to assess self-efficacy in teacher participants. Results will helpformulate the remaining summer WE2NG programs as well as future K-12 outreach at theColorado School of Mines.I. IntroductionResearch Experience for Teachers OverviewThe Research Experience for Teachers (RET) program is a National Science Foundation (NSF)funded summer research opportunity that is hosted at various post-secondary researchinstitutions in
Conference Session
Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
Collection
2015 ASEE Annual Conference & Exposition
Authors
Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering
self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing
Conference Session
Developing Technological Literacy in Students
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Justin Lee Clough, University of Southern California; Patricia Chaffey, University of Southern California; Gautam Salhotra, University of Southern California; Colin G. Cess, University of Southern California; Rey Pocius, University of Southern California; Katie Mills, University of Southern California
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
practice between early elementary teachers, K-12 STEMCenter staff and Ph.D. student volunteers could boost in-service, inner city teacher ability andself-confidence to teach coding and introduce robots as authentic, real-world digital learningopportunities. Based on the teacher responses to surveys administered pre- and post-PD sessionsby an independent external evaluator, the results show this to be true.Overall, the first- and second-grade teachers who participated in the BOTS program held apositive perception of these activities, as measured in the surveys from the four PD sessions.These surveys show that teachers felt more confident in implementing the material in theclassroom and demonstrated improved self-efficacy navigating through Code.org
Conference Session
Aspects of Engineering Literacy and Community and Industry Engagement
Collection
2017 ASEE Annual Conference & Exposition
Authors
Catherine Garner, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Institute of Technology
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
interest in STEM content and careers.”When students are engaged in meaningful tasks that incorporate facets of science, technology,engineering, and mathematics, they will develop a stronger self-concept and greater interest inSTEM fields. Engineering design activities increase students’ interest and self-efficacy inengineering and their problem-solving abilities (Householder & Hailey, 2012). Thomasian(2011) noted when students were not provided with opportunities to engage in hands-on STEMactivities, their ability to complete a postsecondary degree in a STEM field was diminished. Healso stated that without a “rich supply of STEM-skilled individuals” the United States wouldstruggle “to compete in the global economy, where discovery, innovation
Conference Session
TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Y. Curtis Wang, California State University, Los Angeles; Jim Kuo, California State University, Los Angeles; He Shen, California State University, Los Angeles; David E. Raymond, California State University, Los Angeles; Mathias J. Brieu, California State University, Los Angeles
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
. 2018, doi: 10.1109/TE.2017.2729498.[11] R. J. Weir, “Rethinking Precalculus and Calculus: A Learner-Centered Approach,” PRIMUS, vol. 30, no. 8–10, pp. 995–1016, Nov. 2020, doi: 10.1080/10511970.2019.1686669.[12] A. Battou, O. Baz, and D. Mammass, “Toward a virtual learning environment based on agile learner-centered design,” in 2017 Intelligent Systems and Computer Vision (ISCV), Fez, Morocco, Apr. 2017, pp. doi: 10.1109/ISACV.2017.8054972.[13] D. Mohan, “Flipped Classroom, Flipped Teaching and Flipped Learning in the Foreign/Second Language Post–Secondary Classroom,” no. 11, Feb. 2018, doi: 10.21083/nrsc.v0i11.4016.[14] J. Choi, J.-H. Lee, and B. Kim, “How does learner-centered education affect teacher self
Conference Session
Promoting Engineering and Technological Literacy
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jonathan Grunert, Virginia Tech; Stephanie G. Adams, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
and Exposition,Seattle, Washington. 10.18260/p.246415 Riley, Donna. Engineering and social justice. Chapter 2 “Mindsets in Engineering” Synthesis Lectures onEngineers, Technology, and Society 3.1 (2008): 33-45.6 Bandura, Albert. (1977). “Self-efficacy: Toward a unifying theory of behavioral change.” Psychological Review,Vol 84(2), Mar 1977, 191-215.Acknowledgment: This material is based upon work supported, in part, by the National ScienceFoundation, under grant 1256529. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.For more on content of the course, see Riley, D., Grunert, J., Jalali, Y., Adams, S.G