Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Magesh Chandramouli, Purdue University, Calumet (Tech); Gary R. Bertoline, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

detail. 3. In order to measure the impact or the effectiveness of the proposed framework, this framework can be included in the form of PBL-based exercises or within course curriculum in ET departments/schools. After allowing the students to use this framework in classrooms or labs or PBL exercises, the performance metrics of students can be used to evaluate the impact of such visualization systems in studying ET literature. This, in itself, can constitute the focus of a future paper and the authors intend to carry out this study and analyze the performance metrics reported from such analysis.7. Conclusion The goal of this study was to design an innovative framework integrating geometry

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

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

prefect researches.References[1] X. Liu, “An analysis of some concepts about general education,” Journal of Higher Education,vol. 27, no. 3, pp. 64-68, 2006.[2] L. Chen, “ Idea and Practice: Writing Seminar in Yale University,” International andComparative Education, no. 1, pp. 32-38, 2019.[3] Y. Han, “The General Education Curriculum Reform in Chinese Universities under theBackground of Internationalization,” Journal of National Academy of Education Administration,no. 11, pp. 32-37, 2017.[4] G. Xie, “Strengthening and Promoting General Education,” China University Teaching, no.3, pp. 71-73, 2008.[5] M. Li, “Reflection on the Philosophy and the Operational System of General Education inChinese Universities: 1995-2005,” vol. 4, no. 3, pp. 86-99

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University

Tagged Divisions

Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

. Initiallythe teaching methods included lectures, discussions, videos, exams, and written projects(Loendorf6, 2004). Over time the teaching methods have been expanded to include recreatedartifacts (Loendorf & Geyer9, 2008), demonstrations (Loendorf & Geyer10, 2009), othercollections of technologies (Loendorf & Geyer11, 2010), and innovative visual content(Loendorf8, 2011).An additional teaching method was incorporated right from the very beginnings of the course butwas so tightly integrated into the course that it was almost overlooked. That method wasstorytelling. Stories with a historical perspective as well as personal experiences abouttechnology are intertwined throughout the entire course. These stories, in many ways, help thestudent

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity CollegeDublin, The University of Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

being considered and resourced by policy makers directly concerned withengineering education an analysis of issues identified in request for proposals (RFPs) wasperformed. Program solicitations and program descriptions from the National ScienceFoundation were selected over two three year periods one decade apart: 2003-2005 and 2013-2015. Programs focused primarily on undergraduate engineering education were selected. Thusgraduate focused programs that overlapped engineering education—e.g. Integrative GraduateEducation and Research Training (IGERT)—were excluded as were Graduate ResearchFellowships. Programs focused on technician training—e.g. Advanced Technology Education—and K-12 focused programs were also excluded as were those focused on a

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #11681Applications of Reflective Thinking Exercises in both Technological Literacyand Standard Engineering CoursesDr. Mani Mina, Iowa State University Mani Mina is with the department of Electrical and Computer Engineering at Iowa State University. He is also an active collaborator and participant in the department of Industrial Design. He has been working on better understanding of students’ learning and issues of technological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Barbara A. Heifferon, Louisiana State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

IE 4785 andENGL 2000, detailing the advanced preparation required and the methods used to teach thesecourses and a description of the global aspects of this study-abroad program, as well aspreliminary assessments of the collaborative program.Advanced Preparation:The bulk of the planning took place around the engineering course, IE 4785. The course wascertified as a Communication-Intensive (C-I) course through our university’s campus-wideCommunications across the Curriculum (CxC) program. This program improves studentcommunication skills by integrating communication based assignments in the disciplines. TheCxC program recognizes four modes of communication: writing, speaking, visual, andtechnological communication.9One of the difficulties in

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isabel Huff, Smith College; Glenn W. Ellis, Smith College; Lucy McAuliffe, Smith College; Sonia K. Ellis, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

indicated a strong interest in using Talk to Me as a tool to promoteliteracy (including ESL learners) and integrate technology throughout the curriculum. Tosupport that effort an audio book is currently being developed and plans are being made totranslate Talk to Me into Spanish. We also recognize that while some of the concepts exploredin Talk to Me will be familiar to teachers, many of the concepts (such as AI) will be new. Toaddress this concern a teacher’s guide is being developed that will include an introduction to IE,tips for how Talk to Me can be used most effectively in a variety of informal and formal learningenvironments, and content readings that will give teachers the background and confidenceneeded to integrate Talk to Me in their

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert M. Briber, University of Maryland, College Park; Romel D Gomez P.E., University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, microelectronics, electromagnetics, quantum theory and magnetic technology. As the associate chair for undergraduate education, he helped strengthen the ECE curriculum in communications, embedded systems, cyber security, and power. He is the architect of a novel freshman course that introduces fundamental principles of ECE using hands-on pedagogy and a science course for non-STEM majors. Dr. Gomez is also a researcher in the broad areas of micromagnetism and biosensing. He has co-authored over 90 peer-reviewed publications, several book chapters and has three U.S. Patents. He earned his PhD from the University of Maryland, MS from Wayne State in University and BS from the University of the Philippines all in Physics. Among his

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

focused on developing aconceptual understanding of electromagnetism “with connected concepts and practical approachand applications that student can relate to”. The second approach represents a moreelectromagnetic literacy approach. By analysing and contrasting these perspectives we try to findappropriate mergers of learning techniques that would be valuable for all students seeking todevelop a strong fundamental understanding of electromagnetism.IntroductionElectromagnetism (EM) courses are historically considered to be one of the most challengingcourses in the electrical engineering curriculum [1-14]. Some students feel the course ischallenging due to a large disconnect between abstract concepts and real-life/engineeringexperiences [2-4

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Corey T. Schimpf, University at Buffalo, The State University of New York (CoE)

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #33124Engineering in Videogames: A Case Study of Iconoclasts Narrative andInteractive Portrayal of EngineersDr. Corey T. Schimpf, University at Buffalo, The State University of New York (CoE) Corey Schimpf is an Assistant Professor in the Department of Engineering Education at the University at Buffalo with interest in engineering design, advancing research methods, and technology innovations to support learning in complex domains. One major strand of his work focuses on analyzing how expertise develops in engineering design across the continuum from novice pre-college students to practicing en- gineers. Another

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

which engineering literacy coursescan be integrated into the undergraduate curriculum. The broad nature of engineering facilitatesalignment of engineering literacy courses with institutional opportunities. At Union Collegeengineering faculty teach engineering literacy courses as offerings in the required second-year-seminar at Union [15]. The objectives of this college-wide seminar series include an opportunityto do independent research in a focused topical area. Examples of courses include PervasiveComputing and Nanotechnology. Some engineering programs have been successful inestablishing courses that meet university general education requirements. Norton and Bahr [16]offer a course called Materials: Foundations of Society at Washington State

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yuetong Lin, Indiana State University; A. Mehran Shahhosseini, Indiana State University; M. Affan Badar, University of Sharjah & Indiana State University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

concept-mapping approach both reduces the cognitive load, andimproves learning achievements of the students. Triplett et al. 18 propose Concept-in-Contextmaps (CCmaps) to link a wide array of different types of information that reflect the organizationof content within a topical area in an introductory materials course.While concept maps are deemed to be a good tool to portray knowledge structure and diagnoselearner’s misconception, we are more interested in their integration with generic learningparadigms and in this regard, our research shows the combination of active learning strategy withconcept mapping has led to plausible results for student oriented learning. Tembe and Kamble 19have studied 414 concept maps from 207 basic school students

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

understanding of four groups. The groups are students and faculty inengineering and industrial design. A survey was created to identify the perspectives, ideas, andthe definitions of engineering and technological literacy as well as the purpose, and the contentof the classes in these areas. There have been challenges to get responses from engineering andindustrial design faculty and engineering students.The department of Industrial Design (in the College of Design) is the only department that hasincluded technological literacy as their core curriculum. The two technological literacy classes(“From thoughts to things” and “How things work”) have been selected as the core requirementsfor industrial design program. Students take these classes in their

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 course  and  where  presentation  of  out-­‐of-­‐context  facts  is  avoided.    The  paper  first  examines  the  basis  of  traditional  classes  in  order  to  identify  and  discuss  their  main  shortcomings  and  to  explain  the  need  for  modifications.    This  explanation  will  be  in  part  grounded  in  our  findings  about  teaching  technological  literacy  and  competency  classes.  INTRODUCTION  Engineering  colleges  and  programs  were  very  successful  in  producing  a  technical  workforce  and  a  number  of  effective  leaders  in  technology  in  the  late  19th  and  20th  Centuries.  During  that  period,  the  engineering  curriculum  in  higher  education  has  gone  through  major  changes.  The  historic  launch

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert J. Rabb P.E., The Citadel; James Righter, The Citadel; Nathan John Washuta P.E., The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

implications and consequences (Critical Reasoning); and 6. Communicate ideas in a logical sequence, demonstrating control of syntax and mechanics and the ability to integrate credible and reliable sources (Written Communication).The six learning outcomes above are a subset from the LEAP Initiative (Liberal Education andAmerica’s Promise) on General Education developed by the Association of American Collegesand Universities [2]. The faculty elected these outcomes for the new General Educationcurriculum, developed five strands to offer students more choice and variety than in the past, andbegan developing courses to support the new curriculum. Although there are broad calls forincreased exposure to the humanities in engineering curricular

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

Engineering Accreditation Criteria, EAC, ABET, Inc. 2019[4] INFORMS Career FAQ webpage: https://www.informs.org/Resource-Center/INFORMS-Student-Union/Consider-an-Analytics-OR-Career/Career-FAQs accessed January 23, 2019[5] American Statistical Association Curriculum Guidelines for Undergraduate Programs inStatistical Science https://www.amstat.org/asa/education/Curriculum-Guidelines-for-Undergraduate-Programs-in-Statistical-Science.aspx, accessed January 23, 2019[6] Schumacher, Carol S. and Siegel, Martha J. (co-chairs), Paul Zorn (editor). 2015 CUPMCurriculum Guide to Majors in the Mathematical Sciences Mathematical Association ofAmerica, Mathematical Association of America, 2015[7] Boettger, Ryan K. and Wulff, Stefanie, “Using authentic language

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

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Science andTechnology, the IEEE Society on the Social Implications of Technology, and the Society forthe History of Technology in this area of knowledge which often takes place in schools out-side of engineering as for example the departments of philosophy in universities in theNetherlands. “A person who is technologically literate might have a knowledge of the systems of an automobile such as engine, power train, and brakes along with the basic principles underlying the functioning of these systems. This is knowledge of the product. Engineering literacy would include knowledge or ability to design, analyse or otherwise create the constituent components of the automobile.” “An integrated circuit is a technological device. A person who is

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

Approach to Empathetic Electrical Engineering CoursesAbstractBackgroundThe ability to empathize provides the basis to understand others, an often-overlookedprofessional skill in engineering curriculums. Studies have shown that engineering students haveless empathy after completing their degree than when they had entered. Having low amounts ofempathy in engineers can result in less concern for public welfare and social considerationsduring the engineering design process.PurposeIn this work, we consider when engineering students are entering an empathetic cycle. Moststudies develop a model based on an educators’ perspective and how empathy is a teachable andlearnable skill. This study examines how engineering students can

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.Dr. John Heywood, Trinity College Dublin John Heywood is professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. he is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society, and the work of ASEE’s TELPhE division from whom he has received a best paper and meritorious service awards. He is author of Engineering Education. Research and Development in Curriculum and Instruc- tion which received an outstanding

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

Dublin- The University of Dublin. he is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society. He is author of Engineering Education. Research and Development in Curriculum and Instruction; The Assessment of Learning in Engineering Education; The Human Side of Engineering, and Empowering Professional Teaching in Engineering. He co-authored A Case Study in Curriculum Assessment - GCE Engineering Science (Advanced).Prof. Carl O. Hilgarth, Shawnee State University Carl O. Hilgarth, M.S., is current division chair of the ASEE Technological and Engineering Literacy

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

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.Dr. John Heywood, Trinity College-Dublin John Heywood is Professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. He is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers of Ireland. He has special interest in education for the professions and the role of professions in society. He is author of Engineering Education. Research and Development in Curriculum and Instruction. His most recent book is The assessment of learning in Engineering Education Practice and Policy. IEEE Press/Wiley

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; John Krupczak, Hope College; James F. Young, Rice University, Electrical & Computer Engineering; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, technological literacy has not been a significant focus ofinstruction and assessment in K-12 curriculum or in higher education outside of engineering.Some technological topics are being integrated in other areas such humanities, social sciences,and mathematics instruction but primarily for supporting of instruction within these areas. As defined in the broadly recognized report of the National Academies2, technological Page 22.524.2literacy encompasses three interdependent dimensions – knowledge, ways of thinking and acting

Conference Session

Engineering and Technological Literacy: Past and Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; John W. Blake P.E., Austin Peay State University; Kate A. Disney, Mission College; Carl O. Hilgarth, Shawnee State University; Randy Libros, Community College of Philadelphia; Mani Mina, Iowa State University; Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technological literacy across the university curriculum. Prior to SSU, he was employed at McDonnell Douglas Corporation (now Boeing), St. Louis, Mo., as an engineer and manager. He is a member of ASEE, AIAA (Associate Fellow), ASEM (Fellow), and ATMAE.Mr. Randy Libros, Community College of Philadelphia Randy Libros is Program Director, Applied Science and Engineering Technology, and Associate Professor of physics.Dr. Mani Mina, Iowa State UniversityMr. Steven R. Walk, Old Dominion University Steven Robert Walk, P.E., is an Assistant Professor of electrical engineering technology in the Frank Batten College of Engineering and Technology at Old Dominion University. He is Founder and Director of the Laboratory for

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-technical process constructed from small sub-systems or networks of role players (notnecessarily human) whose interactions drive the system forward. Such structures are open toconflict both within and between them. For example, as Larry Bucciarelli has showndesigners work in a social system and the resultant designs are as much a result of the culturecreated by the system as they are of anything else [8]. Elsewhere it has been suggested thatunderpinning all these knowledges is the desire of an organization to learn [9].Therefore to be technology literate an individual requires an integrated knowledge from anumber of disciplines including engineering. This in turn means that a curriculum composedof engineering plus a variety of subjects in the

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

broad areas of learning that are importantfor equipping students for their working lives which they believed could be assessed [29].Inspection of exhibit 3 shows them to be very similar to those listed in the Minnesota survey.Other comparisons with American reports were made in the same report.ConclusionHowever good, however poor the data several conclusions may be reached. First, it is no longerpossible for educators, industrialists and policy makers to pay lip service to the need to educatefor adaptability and flexibility and develop personal transferable skills. The curriculum needs tobe evaluated in these terms. But it cannot be an evaluation that is independent of what happensbefore, and what happens afterwards. Higher education has to be

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

democratic society charged with making long-term decisions on these emerging technologies. The course, Science, Technology and Public Policy (ASET 101) is a 3 credit, non-lab sciencecourse. It is a required course in the Applied Science and Engineering Technology curriculum,but also fulfills the science general education requirement at the institution, and so appeals to abroader audience than those specifically in the curriculum. In addition, the course is open tohigher level developmental students as well as high school students through a dual enrollmentprogram, thus providing an opportunity for students to explore science, technology and relatedsocietal issues early in their academic career. Students who are still deciding on academic and

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

identity, (2) the engineering curriculum and what happens in the classroom, and (3)fundamental components of engineering practice. Downey and Lucena 3 affirm that not onlyengineering identity and what counts as engineering knowledge are closely related, but also bothengineering identity and engineering knowledge are tied to national identity and priorities of thetime. Moreover, epistemology and its pedagogical implications are critically important in thediscussion of systemic change and transformation of engineering education. For example, Olson 4and Riley 5,6 have offered an epistemological critique of outcome-based paradigm to show why asa viable program of change it is self-defeating, partly, due to epistemic rigidity.The main goal of this

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Osvaldo Clua, University of Buenos Aires; Maria Feldgen, University of Buenos Aires

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

independent of the curriculum as is the case with English language?2) Is there a preference in core ICT tools ready to be integrated in the course to enhance students experience?3) Is there any difference in ICT literacy according to the majoring our students choose? Answering these questions will provide us an overview on the approach our students have to theICTs. This overview will allow us to prepare a plan for integrating ITCś in the courses, beyondthe standard use of course related tools.Overview of the Collected DataData Collection Methodology The data was collected using an on-line questionnaire during the first term of 2012. It washosted on a free server dedicated to surveys. Students completed the survey during a 30 minutesperiod in

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

essential features of systems thinking extend beyonddisciplinary boundaries. A common general feature of systems thinking is adoption of a holistic,integrative, synthesis perspective.The work reported here employs a working definition of systems thinking taken from recentdefinitions focused on engineering applications. A key feature in common among recentformulations of system thinking is an emphasis on identifying major system elements andidentifying the relationships between those elements. Stave and Hopper created a set of systemsthinking measures by interviewing systems educators [8]. While the educators interviewedexpressed a range of opinions, the ability to recognize key components of a system was aconsistent theme. A set of systems thinking