Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

William R Loendorf, Eastern Washington University; Terence L Geyer, Eastern Washington University; Donald C. Richter, Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

dimensions and the actual dimensions areassociated” (Lindbeck6, 1994). For example, the scale 1 in : 3 ft means that 1 inch in the modelrepresents 3 feet of actual distance.Many professions routinely use scale models. Engineers and technologists use scale models totest the performance of designs early in the development stage without having to buildprototypes. Architects use scale models to evaluate the design and look of new buildings prior totheir construction. Sales people utilize scale models to represent large products to potentialcustomers. Television and movie producers use scale models in their shows in order to speed upproduction and cut costs. In addition, of course, there are many more applications as well.The use of scale models is

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alicia L Lyman-Holt, Oregon State University; Laia Cari Robichaux, Oregon State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

the development of these fields just as much as society is driven by them ii. As sciencecontinues to grow in our society, so does the need for science literacy among the population. Asmore science appears in the news, citizens need to be able to understand and participate in publicpolicy discussions and make informed decisions based on their understanding of the informationfrom the discourse iii. Therefore, the education and outreach programs at the laboratory are animportant part of its mission.The BOI of the laboratory is generally separate from that of its researchers. The generallaboratory goals of the outreach are: 1. To increase awareness of and esteem for the profession of engineering as whole, and specifically civil engineering

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

recognized,[1]and with the added complications of transnational and intercultural communication thatglobalization brings, even more work remains to be done in preparing students for the real world.Gone are the days when knowledge of basic literacy—e.g., grammar, spelling, structure, etc.—issufficient for engineering writing. A comprehensive framework for literacy must be learned thatconsiders, in addition to basic literacy, more complex and overlapping literacies, includingRhetorical, Social, Technological, Ethical, and Critical Literacy.[2] Cook defines these literaciesas “layered literacies,” describing them as follows: Basic Literacy is the ability to read and writewith completeness, consideration, clarity, courtesy, and correctness, through the

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill Williams, CEG-IST Universidade de Lisboa; Jose Figueiredo, IST, Universidade de Lisboa

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, engineering faculty and the general public. This paper contributes toscholarship in the areas of technology literacy and engineering practice studies by presenting atimeline of empirical studies of engineering practice carried out in the US, Europe and Australiafrom the 19th century to today. We observe a notable widening of the range of researchapproaches employed to capture what engineers do and an increasing recognition thatsociotechnical aspects of engineering work play an important role in the workplace. Weconclude by setting out some implications for educators of the empirical findings from of thisarea of scholarship. 1. ContextAt a symposium entitled Engineering as a Social Enterprise organized by the US NationalAcademy of Engineering in

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, University of Texas at San Antonio; Mehdi Shadaram P.E., University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

United States realized that science and technology had a continuouslyincreasing role in the everyday life of our citizens and initiated a major effort to define culturaland scientific literacy (1-3). Bauer, et al. published a comprehensive review of the key issues inpublic understanding of science research, outlining the divergence between science literacy andsociety in general.Current developments connected with Global Warming, Pollution, Green Energy, and GeneticEngineering show that the “Trust deficit” and the “Crisis of confidence” between Society andScience are more prevalent now than ever before in our society and that our future depends onhow we will address these vital issues(5).As society continues to evolve, technological and

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

James W Malazita, Rensselaer Polytechnic Institute; Dominic Francis Gelfuso; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

ofpeople—if not more—who want to create something,” celebrated Bass, “… an unbelievablecommunity of people who want to be making things.”1 Similar messages of the creative, eventransformative potential of consumer-level additive printing technologies were echoed byTechShop CEO Mark Hatch, Lockheed Corporate Director Steve Betza, and Adidas CreativeDirector Paul Gaudio. “Bringing the familiar into the future; marrying the qualities ofhandcrafting … with the limitless potential of new manufacturing technologies,” dreamedGaudio of consumer-created product design.2While there is more-than-a-little marketing speak running through these messages, it would bewrong to dismiss the above as merely CEOs glossily pitching new wares; Bass, Hatch, Betza,and

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, NSF Division of Undergraduate Education; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

solutions in aglobal and societal context.The motivation for this work is an approach to student educational development based onthe three dimensions of technological literacy outlined in Tech Tally. This includes thesocial, technical, and ethical aspects of technology. Tech Tally identifies threedimensions of technological literacy as shown in Figures 1 and 2. These are knowledge,capabilities, and critical thinking and decision-making. Engineering educators whoreflect on this perspective will note that most engineering classes focus on the capabilitiesand knowledge dimensions, while the dimension of critical thinking and decision-makingis not well-represented in the engineering curriculum.Figure 1: A Graphical Representation of the Three

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, National Science Foundation; Mani Mina, Iowa State University; Kate A Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

components, and discernment of the boundaries of thesystem. The ability to synthesize systems to achieve a particular function in given technologicaldomain is also considered. This work begins an effort to create some assessment tool appropriatefor use with the large number of students who are not majoring in one of the STEM disciplines.Preliminary from using these assessments with undergraduate non-STEM majors are described.BackgroundOur modern economy and way of life depend on the use of technology. In TechnicallySpeaking: Why All Americans Need to Know More about Technology,1 the National Academyof Engineering (NAE) has made an effort to publicize and clarify the importance of technologyin our daily lives. Informed citizens should possess an

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

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

to State transferability requirements). These learning outcomes were used to define thebadges for the Digital Narratives seminar learning experience. For our Digital Narratives course weproduced 8 badges: 4 for English, 3 for Fundamentals of Speech, and 1 for Information Literacy. In eachbadge there were 3-5 challenges, totaling 29 challenges across the 8 badges. The parallel construction ofthe badges to the more traditional classes and credit hour system also facilitated the broaderunderstanding at the university where our learning experiences can map to classes for use on transcripts.In addition, this ability to map to the existing structure enables transferring into and out of the programmore easily.The 8 badges also represented credit

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

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

action to address the problems. Should the engineers reach out to ahigher level of management and/or speak out publicly about the problems and hazards associatedwith the project? The answer to this question might seem obvious: Particularly because publicsafety is at issue, the engineers should continue reporting the problems up the chain until they areproperly addressed. Not to do so would be a violation of the codes of ethics of severalprofessional engineering societies.1 Cases similar to this one have been assigned to students innumerous engineering ethics classes over recent decades, and the appropriate response to theethical question is often guided by direct reference to professional ethics codes.The ethics case above draws on a real-world

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Teaching, Education, Engineering and Technological LiteracyAbstractIn 2010 James Trevelyan [1] argued on the basis of studies of the work that engineers do thatthe engineering curriculum required to pay more attention to the development of what havecome to be known as “soft skills”, as for example communication and the ability to performeffectively in teams. He noted that engineering courses that taught communication treatedcommunication “only as information transfer” when what was required was a comprehensivedevelopment of social interaction skills. He thought that this could be achieved if studentswere given the opportunity to teach in their courses because “education, like engineeringpractice, relies on special kinds of social interactions

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, South Dakota School of Mines and Technology; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Dan Ewert, North Dakota State University; Ronald R Ulseth P.E., Itasca Community College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineering education has not yet happened at a systemic level.Research to Practice CycleThe research to practice cycles tend to look like that used in the CCLI program description7,Figure 1, or the “Innovation Cycle of Educational Practice and Research” adapted from Booth,Colomb, and Williams8 and proposed by the American Society for Engineering Education9,Figure 2. These cycles share several aspects important to the continued transformation ofengineering education, including:  one of the (often unspoken) goals of research in engineering education is to improve practice in engineering education; and  engineering education practice is a key course of questions to be answered through engineering education research

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

electrical engineering.The second class (combination of ENG 1 and ENG2) is offered to non-engineeringstudents. Most of the students are primarily from the College of Design. The Department ofIndustrial Design has included this sequence in their curriculum to cover technical literacyrequirements, and are considered two parts of the same class from the Industrial Designcurriculum. The first is called “From Thoughts to Things” and the second “How Things Work”.The first term begins with how engineering works, the engineering process, and the criticalpoints of engineering technology, design, and methodology. The second class works on practicalissues of engineering and engineering basics of how things work. These classes cover aspects ofengineering and

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

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

population of college-level instructors have been identified.An Introduction to Nonverbal CommunicationThis paper focuses on the nonverbal communication occurring within a classroom, specificallythe nonverbal messages sent by students and received by the teacher. When student verbalfeedback during a lesson is minimal, due to either lesson presentation method or student personalcommunication preference, the teacher must rely on nonverbal cues to determine the effect of Page 26.76.2their communication[1]. From Barry et al.[2], nonverbal communication generally falls within oneof ten categories:1. Chronemics – The timing of verbalizations and

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

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

the engineering curriculum. After over 100 years of debate and experimentation,however, we are faced with the paradox we confronted at the outset: broad agreement about theimportance of communication in engineering and a lack of consensus about how communicationcompetency should be developed in the curriculum.To be sure, technical writing instruction continues to be, as Robert J. Connors described it in his1982 landmark essay, “The Rise of Technical Writing Instruction in America,”1 “a center of vitalscholarly and pedagogic activity” (p. 173). We have not seen, however, the fruition of theprogress narrative he uses to frame his essay, a narrative that begins “in a few schools ofengineering [goes] through its lean times, when it was a poor

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Europe. Of special interest tothis text was the idea of interdisciplinary institutions that would function around a particularconcept. For example an institute was established for the sociology and politics of work. Itspurpose was to establish a theory of work1. The Organisation for Economic Co-operation andDevelopment (OECD) schematized this approach as follows:1. “A single complex problem.2. Disciplines noteworthy for their viewpoints (a) The variety of their viewpoints. (b) The possibility that the fields overlap. Page 26.1572.2 (c) The fact that no single discipline covers the entire problem.3. Different solutions all of which are

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

successful interactions and learning outcomes.1-3 One important challenge centers onthe interactions between students from groups negatively stereotyped as poor performers inengineering (e.g., women and under-represented racial minorities) and others. A body of researchin psychology indicates that students from these marginalized groups may have qualitativelydifferent group work experiences compared to others, which may contribute to their self-selection from engineering and thus their group’s under-representation in engineering fields.Recent research suggests that the negative experiences of people from marginalized groups onengineering student design teams can influence many factors that contribute to persistence andsuccess, such as development of

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan Grunert, Virginia Tech; Peter Doolittle, Virginia Tech; Stephanie G. Adams, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

prominence in the 1990s in K-12 education research. Post-secondary education has had relatively little to do with this term until the past decade, where thetrends have conjoined. One notable researcher who spans these decades is John Heywood, whose“Engineering literacy for non-engineers K-12” argues that the non-engineering public must cometo appreciate the potential and the limitations of engineering, to situate that understanding withinsome ethical framework.1 He extends this work into a more-detailed explication of engineeringliteracy, worth replicating in whole: Engineering literacy requires that we understand how individual’s [sic], organizations and society interact with technology, and this requires an

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Krupczak, National Science Foundation; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineering literacyor other introductory course. This approach promotes engineering literacy by organizing coursematerial around the underlying structure common to technological systems.Major ThemesA set of major themes was developed which serve as a framework for describing the engineeringof technology. A main goal was to establish a relatively small set of general concepts which canbe elaborated upon in greater depth throughout the course and used in the analysis of particularexamples. These major themes are summarized below. They are explained in more detail in alater section. The term Function-Component-System-Domain (FCSD) attempts to convey themain focus of the framework.1.) Technology created for a function accomplished through

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

while the semanticinconsistency was easily identifiable, the various conceptual inconsistencies wouldrequire multiple papers to resolve. And if the process is supposed to develop anevolutionary roadmap for the engineering education enterprise, it may be helpful more toask what social evolutionary goals exist than accepting implied direction from anarbitrary process dependent solely on the authority of the participants.Systemic and Structural FlawsThough the process is still at its beginnings, it is important to recognize that there areserious systemic and structural flaws in both the process and product. These are: 1. Dependence on unsupported expert authority for KSAs and their priorities.Few would argue that many of the KSAs are important

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet L. Gbur, Case Western Reserve University; Daniela Solomon, Case Western Reserve University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

is that many engineering faculty havelittle or no knowledge of practitioner standards6 and that training them to recognizestandards value is time consuming,11 while textbooks and handbooks are quickly out of datesince standards are reaffirmed or revised every five years.6 Moreover, the development ofnew courses or the changing of curricula is a challenging process.11That is why the USSS recommends a concerted effort for identification of new ways toteach about standards, both from the universities and SDOs.1 Following this directive, manySDOs have developed a plethora of online training materials. However, these are difficult todiscover, difficult to understand, and many times they are not available for free.6 Otherinitiatives include

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of aeronautics to their major. They madeconnections between aeronautics and their major where previously they thought none existed.This had the effect of changing their attitude towards the course and the material, a positiveoutcome.IntroductionWith the implementation of EC2000 requirements for the assessment of engineering programs,the Criterion 3 Student Outcomes a-k have become an important part of any engineering majorand are essential for accreditation.1 Several of these criteria, listed below, present challenges to Page 26.598.2any program: The program must have documented student outcomes that prepare graduates to attain

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

, 2016 From Problem Solvers to Problem Seekers: The Necessary Role of Tension in Engineering EducationIn this paper it is proposed that the current focus on problems in engineering education andtechnological literacy may be more constructively reframed by focusing on tensions. PriyanDias claims engineering has an identity crisis that arises from tensions inherent in: 1) theinfluence of the profession on society, 2) the role engineers play, and 3) what constitutes validknowledge in engineering. These are ethical, ontological, and epistemological tensionsrespectively, which Dias frames as a tension between identities of homo sapiens and homo faber.Beyond the tensions in engineering there are additional tensions that arise

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

is illustrated by some of the presentations at the 2013 annual conference shown inexhibit 1.Only one of the presentations came from outside the US, in this case, TheUniversity of Buenos Aires. The programme inadvertently highlights one of the dilemmasfacing those who would promote technological literacy namely, that it is all too often taken Application of peer-reviewed journal articles for enhancing technological literacy (Brooks, R.M., Cetin, M., Kavuturu, J and Al-Maghrabi, M-N). Demonstration of electrical principles in the classroom by hydraulic analogues (Graff, R. W and P. R. Leiffer). Waves of engineering: using a mini-wave flume to foster engineering literacy (Lyman-Holt, A. L and L. C Ribichaux). Simulating interest in

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan S Weedon, Case Western Reserve University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. This is fine. This is fine.” tapping each converted unit with his marker.Figure 1. Bob checking off converted units. Clockwise from Bob: Nico, Pranav, and Steven. The group then started to calculate the numbers. The calculating was the work of Nicoand Steve, primarily. Bob stood awaiting the calculations, standing aside from the whiteboard soNico and Steve could see the equation. Nico and Steve reach different values. After checkinga This is the drag equation and not a formula for determining wind load. The group will soon see their mistake.with Bob, it was revealed that Nico neglected to square a number. Steve’s number, 9.2 lbs. offorce, was determined as the correct value given the equation on the board. The conclusion that

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

elaboration of standards. Weconclude with a discussion motivating social justice as a value that all engineers can adopt.IntroductionSocial justice is an aspirational value conceptualized in contrast to injustice, and is best definedby those most closely experiencing that injustice. 1 Notions of social justice vary by time and byaffected population. Studying previous social justice movements can provide some examples ofkey principles such as ending systems of oppression like racism, colonialism, classism, ableism,sexism, heterosexism, gender normativities, xenophobia, ageism, and others; resisting thesystematic silencing or discrediting of local knowledges and scientific counter-knowledges thatchallenge dominant ways of thinking, knowing and doing

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Gonzaga University, Spokane

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

to recentpublications.Introduction A few years ago, I began a journey to align what I saw were emergent philosophies withengineering education with traditional Western philosophies and constructs.[1] Since that time,much seems to have occurred in the world of engineering philosophy within our community, butthe call for furthering engineering philosophy still exists.[2-4] The purpose of this work is multi-fold: first, to further expand on concepts previously addressed within the context of Heidegger;two, to provide a scaffolding towards operationalizing some constructs potentially useful for themodern engineer and engineering student; and three, to integrate some modern works onengineering philosophy within our community and hopefully

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

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

LEAP report, recognizing similar challenges ofglobalization and responding with a similar vision: We are committed to the liberal arts and sciences as a basis for intellectual and personal growth. The University endeavors to prepare women and men for lives of personal and professional service and leadership. The University is aware of the challenges of living in an international community and therefore adopts a global view in its programs and its vision.The University of Evansville seeks to fulfill this mission through its general education program,Enduring Foundations, which is composed of 11 student outcomes: 1. Critical reading and thinking 2. Engagement with imaginative expressions of the human

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

written, distributable articulation of suchpriorities is also felt to be required. But if we are interested in the social relations associatedwith engineering codes of ethics, we must ask: Why precisely is such an articulation felt to benecessary? After all, many features of many professional operations never find such formalexpression; although Codes of Ethics for History professors exist, they are rarely invoked inpractice or passed along for graduate students, for example. Moreover, although developing acode of ethics is commonly viewed as having been an essential part of engineering’sprofessionalization in the United States,1 the question of how codes of ethics actually shape dailyengineering practice is a, huge realm for study. To delve into

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

whenfollowed will lead to facilitating a real learning experience for the students.Student Learning ComparisonAssessing the extent of student learning is accomplished through the use of written essays andexams. During the term, a series of four written essays based on the readings, lectures anddiscussions are assigned, submitted by the students, and graded. In addition, the students take fourexams that cover between six to eight chapters from the textbooks along with all of the materialdiscussed in class.A comparison of student learning results for eight traditional classroom courses and eightdistance education blended learning courses is presented in Table 1. These courses were offeredover the past six years. The table compares courses offered during