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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

large vessels. c American Society for Engineering Education, 2017 The Need for Measuring Transformative Experiences in Engineering EducationAbstractTransformative experiences (TE) are specific moments when students 1) apply practices and/orknowledge from their coursework to everyday experiences without prompting (also calledmotivated use); 2) view everyday objects or situations through the lens of course content(expanded perception); and 3) express value course content in new ways because it enricheseveryday experience (experiential value, which we also term affective value). This constructdraws heavily on John Dewey’s seminal work in education and experiential learning.Transformative experience has been

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College-Dublin

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

literacy” has a specificmeaning that is not generally found in fiction permits a qualitative view of the rise in use ofthe term over a time frame of decades, as shown in Figure 1. Figure 1: Google NGram word frequency vs. time graph of the terms “technological literacy”, “science literacy”, and “information literacy” (value divided by five) for 2012 dataset of American English with a smoothing of 1 for the time period 1970 - 2008.The term technological literacy seems to have first come into use around the 1950’s where itwas used more by happenstance than deliberately. Before 1980 technological literacy mostoften referred to the benefits of, or need for: vocational education, skills for living in a worldwith rapid technological

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Peter H. Khost, Stony Brook University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

dictionary simply defines narrative as “the representation in art of an eventor story” 1. In a broader sense, we can think of narrative as a basic form of humancommunication, one through which “humans experience and comprehend life. 2” Narrative isnothing less than the context in which we all live and interact: people performing actions in timeand space, inevitably infused with conflict and attempts at resolution. Because it is universal assuch and also highly engaging of both logic and emotion, narrative is potentially transferableacross any contextual differences. As the first-century Roman poet and philosopher Horace putit, “Change the name, and you are the subject of the story” 3. Many prominent contemporarytheorists have similarly observed that

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

assessment) a final writing assignment. So we haveboth qualitative and quantitative assessments.[1] Pre/Post SurveyBecause one of our design projects linked our students with the students from one of TaylorAllen’s classes at Oberlin College, we decided to use the same three pre and post-course surveysthat he had chosen. They were: 1. The Student Understanding of Science and Scientific Inquiry Questionnaire (SUSSI) (Liang et al, 2008). We administered the eight survey questions from the two parts on "social and cultural influence on science" and "imagination and creativity in scientific investigations." 2. The Views on Science-Technology Society Questionnaire (VOSTS) (Aikenhead and Ryan, 1992). We administered five

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

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Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

“something” that turns our beliefs(attitudes and values) into action, that is the methods of teaching we use, and the content toowhich we subscribe, is what we call “philosophy.” All of us have a philosophical disposition,some weak, some strong. Since engineering educators are teachers, and since theirphilosophy drives their educational activities, its curriculum, delivery and evaluation, it isright that no less should be expected of them: namely, that they have a defensible philosophy.As Sherren and Long pointed out in Engineering Education engineering educators are likelyto find that their beliefs, explicit or implicit, and values are grounded in one of the great ism’sof philosophy e.g. realism, pragmatism, idealism and naturalism [1]). In the

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University; Evelyn Hanna Laffey, Princeton University

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

influence in society. Thus it is our obligationto graduate students who can question, think, and analyze for themselves, and are scientificallyand technically literate. Recognizing this, most universities require non-STEM students to takeat least one STEM class.The American Society for Engineering Education concurs by stating that “Engineering collegesshould accept responsibility for providing technical literacy programs to liberal arts students.”[1]. And the NAE report, “Educating the Engineer of 2020” [2] states: “It is in the enlightenedself-interest of engineering schools to help the public understand what engineers do and the rolethat engineering plays in ensuring their quality of life. Moreover, a country weak intechnological literacy will

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

John W Blake PE, Austin Peay State University; John Krupczak Jr, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

varying degrees at different institutions. Based on theexperiences of people in the TELPhE Division who push to teach non-engineers aboutengineering, here are some reasons why this has not become widespread at the college anduniversity level. Starting with the most difficult issue, the major issues are 1) Getting a Place for Technological and Engineering Literacy in the Curriculum, 2) Faculty to teach the course, and 3) Rewards for faculty who teach and administrators who support these courses.In addition, there is a need for 4) Resources and 5) Materials for teaching the course.Items 1-4 are related to institutional support; with sufficient support from higher levels, thesehurdles can be overcome. As noted earlier, item 5 has been

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, exhibit a great deal of diversity in their topics,approaches, and the dimensions of TELPhE that they illuminate. These differencesnotwithstanding, four consistent themes emerge from the papers; all four of these themesillustrate how the philosophical turn has manifested itself in technological literacy. The first twowere evident in the division’s discourse in 2006: 1. The complementary goals of STS and technological literacy 2. The connections among TL, democratic deliberation, and communication about technology and engineeringThe second two seem to have emerged more recently: 3. The relevance of research in TL to engineering education research more generally 4. The relevance of TL for

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

rate their confidence inusing technology to enhance instruction and in using technology to improve student learning on ascale of 1-5 with 1 indicating no confidence and 5 indicating complete confidence. The teacherswere also asked to rate their confidence in incorporating computer science, electricalengineering, and mechanical engineering contents into their mathematics classrooms on the samescale of 1-5. After participating in the workshop, the teachers were asked to again rate the samestatements.Confidence in implementing and assessing project-based learning. The survey given to teachersprior to participation in the workshop and after participation in the workshop also asked teachersto rate their confidence in implementing project-based

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

for Engineering Education, 2019 Research on the Cultivation of Engineers' General Ability —Base on Empirical Research on IndustryIntroductionEngineering and Technology have played an important role in the economic and socialdevelopment, which are indispensable forces for human beings to seek a higher level of life. Andthe ability of engineers directly determines their related indispensable and competences. From thecurrent point of view, there are still some problems about the ability of engineers [1]. The weak ofgeneral ability is one of the important aspects. According to the existing researches and surveys,current engineers are commonly short of the communication skills, interdisciplinary knowledge,etc. [2][3

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

. The modern hacker community grew from the playful and clever,sometimes irreverent, pranksters of “the Old MIT” going back to the ’60s and ’70s. For theseyoung pioneers the information world was their playground, a place which was unnoticed bymost, feared by those who took note, and misunderstood by nearly all. In 1984, US Congresspassed the Computer Fraud and Abuse Act because a Mathew Broderick film scared them - WarGames [1] [2] [3] [4]. As industry and regulation began to encroach on their playground, thehacker community began to push back.Richard Stallman stated that, “A hacker is someone who enjoys playful cleverness, notnecessarily with computers. The programmers in the old MIT free software community of the’60s and ’70s referred to

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

design by using a preliminary data analysis.Keywords: logic of design, decision making, design philosophy1 IntroductionDesign and engineering of technological artifacts are the core functions of modern corporationsthat are situated in an increasingly international network of production, distribution, and exchange.It is well established in Science and Technology Studies (STS) 1 or history and philosophy of tech-nology 2,3 that social and political intentions as well as technical and instrumental necessities deter-mine the outcome of design and engineering decisions. Industrial and technological corporationsare establishments with financial, political, and moral roadmaps that among other entities such asresearch universities, national labs, or

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

1 . It has been noted that the provision of engineering education gradually shifted from apractice-based curriculum to an engineering science-based model over the latter half of the 20thcentury 2 . An unintended consequence of this paradigm shift has been a diminished perception ofthe value of key skills and attitudes, which were considered integral to engineering education upuntil this point 3 . Here, we contend that the foregrounding of declarative knowledge, at theexpense of higher-cognitive attitudinal and social competencies, appears to be a significantimpediment to aligning the engineering education outcomes with societal expectations. It isimportant to note that there have been a number of commendable efforts to reduce the disparity

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

Committee and com- puter science standards review committee. Through his Kids Code Mississippi initiative, he has organized coding hackathons, workshops and camps throughout Mississippi. c American Society for Engineering Education, 2019 Mississippi Coding Academies: A non-traditional approach to computing educationIntroductionSchool districts in Mississippi (MS) must supplement state funding, which is consistently at alevel below state law, with funds from local property taxes [1][2]. Population and propertyownership differs among districts resulting in uneven funding. Counties with a large property taxbase have more revenue for public schools than more rural areas with

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University of Science and Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

lifelong learners. One way to enable students with such skills is throughan inquiry-based environment. Inquiry-based courses are designed for students to explore andlearn being aware of their own style and pace [1]. Such courses are designed for students toask questions, think and reflect in the space of the classroom and beyond [2]. The nature offreedom and openness in the inquiry classes, often requires students to rethink their approachto classes. Many students are tuned to change, and adapt this style when needed. Meanwhilesome others fail to adjust due to prior notions or just due to their busy schedules and at timeslack of flexibility. Through this work, we hope to explore how students perceive freedom ininquiry-based environments. Some

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

four combinations of the strongest perceptual andordering ability in each individual:1. Concrete Sequential (CS)2. Abstract Random (AR)3. Abstract Sequential (AS)4. Concrete Random (CR) Milton D. Cox, Anthony Grasha and Laurie Richlin had a Town Meeting in March 1997at the Lilly Atlantic Regional Conference. Here they discussed the important differencesbetween a Teaching Model and a Learning Model. This knowledge is extremely important whilestudying the impact and importance of Gregorc Style Delineators. The author has tried toexamine and analyze Gregorc Style Delineators based on the Learning Model in one of hiscourses and has obtained feedback data. In this presentation, he presents an analysis of his dataand tries to draw

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

minimum abasic understanding of the ways that AI, data analytics, and machine learning affect their lives.Familiarity or fluency in CS will help children retain agency and discernment while growing upwith the increasingly complex computer systems of the “4th Industrial Revolution“ 1 . Manyschools and school districts recognize the need for introducing age-appropriate CS and robotics asyoung as in pre-kindergarten. Researchers confirm the value of this move, notably led by thepioneering work of Marina Umanschi Bers and her colleagues as well as a growing number ofresearchers in various countries. These scholars study ways to integrate CS in early educationthrough various means; these include development of age-appropriate robotics kits, pre

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

engineering students are not prepared by current pedagogies to actethically? To frame this question this paper questions how well rules-based, or deontological,ethics provides useful guidelines in the case that the domain in which decisions are made becomecomplex or when technology is changing rapidly. Given that some companies report the half-lifeof information is as short as six months [private communication], can engineering ethics alwaysprovide useful guidance to action, or are there situations where other ethical frameworks aremore appropriate?Engineering ethics is an often-discussed subject, and substantial work in engineering educationaddresses how to effectively teach ethics [1]–[3], evaluate learning outcomes [4], and identifyissues and

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

School of Engineering and Applied Science requires allEngineering students to take a two-term cornerstone design sequence that focuses onhuman-centered design. The sequence gets students focused on Engineering Design as both arequired tool for engineering systems and as a necessary social function.Over the last twenty years, this cornerstone design sequence has been the subject of severalpapers presented at ASEE Conferences.1-13 Since the School of Engineering switched todedicated First Year Advising in 2013, all first year students are strongly advised to take DTC1and 2 as first year courses.15 This means that approximately 512 students took DTC1 and 2AY2015-16 and 487 students in AY 2016-17.Design-Thinking and Communication (DTC)OverviewAll

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

Aug. 2002 –Dec.2005: Instructor & Research Assistant, Mechanical Engr., Louisiana State University, USA Oct. 1997 – Aug.2000: Assistant Professor, Bangladesh University of Engineering and Technology, Bangladesh Nov. 1994 – Oct.1997: Naval Architect, Chittagong Dry Dock Ltd, Bangladesh. REGISTRATION Registered Professional Engineer in Texas (TBPE No. 113655) SELECTED HONORS AND AWARDS (1) Louisiana State Economic Development Award (2002-2004), Louisiana State Uni- versity (LSU). (2) Teaching and Research Fellowship/Assistantships: South Dakota School of Mines & Tech and LSU. (3) Dissertation Fellowship Award (2005), LSU. (4) Nominee for Best Research Assistant Award (2004), LSU. (5) Nominee for Distinguished

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Oscar Antonio Perez, University of Texas at El Paso; Hugo Gomez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Erik Lopez; Deena Mustin, UTEP Academic Technologies ; Robin Munoz, Academic Technologies; Jackeline Munoz; Sarah Huizar, UTEP Academic Technologies Learning Environments; Crystal Fernandez-Pena, Carnegie Mellon University; Celena Arreola; Tetyana Zhyvotovska, University of Texas at El Paso

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

same span of time. Much of the interdisciplinary collaboration between majors hashad a significant impact on such. Majors that wouldn’t normal collaborate such as graphic design andelectrical/computer engineering have shown to have had some of the most impressive outcomes in terms ofend design and function. Below are a few photos of the exhibits as they have progressed from year to year toget a conceptual idea of the final product(s), so the reader will have context in which to understand theassessment pieces.Figure 1. Photo of the project in 2011Figure 2. Photo of the project in 2013Figure 3. Photo of the project in 2014Figure 4. Photo of the project in 2016Figure 5. Photo of audience iPad control system (early design phases in Xcode

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lina Trigg, William Mason High School; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

theuniversity standards. In the ​Hart Research Associates ​study (2015), the researchers found twokey points that define the reason for the gap. 1. “Employers are more likely than college students to see room for colleges and universities to improve in ensuring graduates possess the full set of skills and knowledges needed for success.” (p. 9) 2. “Many employers feel that colleges graduates are falling short in their preparedness in several areas, including the ones employees deem most important for workplace success. College students are notably more optimistic about their level of preparedness across learning outcomes, however.” (9. 11)The top four skills that employers look for that cut across majors are oral

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

writing-intensive courses typically are taken in the first or second year,leaving engineering students without critical writing and communicative course supports as theymove beyond their sophomore year.In today’s changing engineering curriculum, there is an opportunity to use writing to supportengineering instructional goals and expected student learning outcomes. Evidence from aCanadian national survey of engineering graduates indicates that the need for technical writing iswell-understood—most recent engineering graduates who participated in surveys and focusgroups requested that more opportunities for engineering-based writing and presenting, coupledwith in-depth feedback, be provided to future engineering students [1].The implementation of

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

professional engineering areconsidered and questions the public should seek answers to are listed. From the perspectivesof technological literacy two issues are considered, namely fake news, and the role ofprejudice in public perceptions of what happened.It is concluded that a radically different approach to the design of the curriculum will berequired if the public are to become engaged in engineering and technological literacy.IntroductionIn 2017 the TELPHE division of ASEE published the fourth edition in its series of handbooksin which the authors responded to a paper by Heywood in which he discussed the problemsfacing those who would establish a community of scholarship in technological andengineering literacy [1]. This commentary may be regarded

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

recently discussions in theTechnological Literacy Division of the American Society for Engineering Education have ledto the complementary promotion of the idea of engineering literacy. Technology consideredto be the product that results from the process of engineering. Unfortunately, there is littleagreement on what concepts and practices should be taught, or to whom they should betaught, or indeed the definitions themselves. Hence the symposium that is the subject of thiscommentary [1]. Cui Bono engineering and technological literacy?Krawitz’s wrote in response to the anchoring article that part of “ ‘liberal education’ beyondthe student’s major is delivered through the General Education portion of the curriculum, aseries of elective courses with

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

behind the need to ask “why engineeringliteracy?” and outline some directions that might be taken in the future toward debating andclarifying the aims of engineering literacy.Legacy of Technically SpeakingIn 2002 the National Academy of Engineering (NAE) published Technically Speaking: Why AllAmericans Need to Know More about Technology. [1]” The document was significant inobtaining recognition for the role of engineering in developing modern technology and clarifyingthat creating technological systems was not the domain of scientists. After the release ofTechnically Speaking a workshop was held at the National Academy to define the research issuesrelated to the broader understanding of engineering and technology by the general public [2].That

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

existing models ofempathy in design, and empathy in engineering that introduces mode switching.IntroductionAs electrical engineering students transition from school into industry, they will face newchallenges where globalization, sustainability, and social responsibility will be at the forefront ofdesign through a human-centered lens [1]. It is important to cultivate diversity and inclusion inhigher education so that graduates enter the industry with more globally aware, human-centeredskills needed to fulfill such a future. We believe the key to fostering such attitudes starts withempathy. However, previous work has shown that engineers’ empathy decreases as they progressthrough their undergraduate studies, leaving university with low levels of

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

hidden curriculum in relation to ESI education. This paper aims to create awareness ofthe influences of hidden curriculum and how making these factors visible can support thethoughtful and effective integration of ESI into the engineering curriculum.Introduction and BackgroundHidden CurriculumThe concept ‘hidden curriculum’ was first coined by Phillip Jackson in his work “Life in theClassrooms” based on observations in elementary school classrooms [1]. With roots in educationand sociology [2], hidden curriculum “serves as one valuable theoretical framework from whichto examine the social functions of higher education” [3, pp. 4]. Hafferty and Gaufberg posit thereare four categories of curriculum. The formal curriculum is the “stated and

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

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

. Educators may wish to examine whether a human rights lens isrelevant to their teaching.IntroductionThis paper will illustrate how the United Nations’1948 Universal Declaration of Human Rights(UDHR) [1] can be used to frame ethics discussions in engineering. Engineering ethics in theU.S. are not typically taught or framed through the lens of human rights. A few notableexceptions include calls from Lynch [2] and Hoole [3] near the end of the United Nations’Decade on Human Rights Education (1995-2004). A human rights framework may be useful andbring engineering more in line with traditions in other professions. The paper first discussesprofessional ethics through a human rights lens, briefly comparing and contrasting differentprofessions. Next the

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

the following similarly-worded outcomes in itsmost recent (2019-2020) version of accreditation criteria:· An ability to communicate effectively with a range of audiences (applied & naturalscience general criteria) [1]· an ability to apply written, oral, and graphical communication in broadly-defined technicaland non-technical environments; and an ability to identify and use appropriate technical literature(Engineering Technology Bachelor’s degree general criteria) [2]· an ability to communicate effectively with a range of audiences (engineering generalcriteria) [3]Mathematics is not accredited by ABET, but various professional societies associated with thediscipline have identified communication as an essential skill. For