Displaying results 1 - 30 of 40 in total
- 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
Paper ID #12881A Transdisciplinary Approach for Developing Effective Communication Skillsin a First Year STEM SeminarDr. Jeffrey J Evans, Purdue University, West Lafayette Jeffrey J. Evans received his BS from Purdue University and his MS and PhD in Computer Science from the Illinois Institute of Technology. His research interests are in artificial intelligence for music composition and performance and adaptive computing systems, focusing on the effects of subsystem interactions on application performance. He is a member of the ASEE, ACM and a Senior Member of the IEEE.Prof. Amy S. Van Epps, Purdue University, West
- 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
apawley@purdue.edu.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Assistant Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and
- Conference Session
- Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rachel Shannon, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
,andconclusionsorrecommendationsexpressedin thismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNSF. References [1]Jolly,J.L.(2009).HistoricalPerspectives:TheNationalDefenseEducationAct,Current STEMInitiative,andtheGifted.GiftedChildToday,32(2),50–53. https://doi.org/10.4219/gct-2009-873 [2]Zeidler,D.L.(2016).STEMeducation:Adeficitframeworkforthetwentyfirstcentury?A socioculturalsocioscientificresponse.C ulturalStudiesofScienceEducation,11(1),11-26. [4] Riley,D.(2008).Engineeringandsocialjustice.SynthesisLecturesonEngineers, Technology,andSociety,3(1
- 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
,weareexploringideastoofferanoptionalpeerreviewactivityforthefinalproject.This wouldprovidestudentsinterestedinpeerfeedbackwiththatoption,whileaccommodatingprivacyconcernsofthose wishingtokeeptheirideaslimitedtothemselvesandthefaculty.Table2aI-SeriesAssessmentRubric EachGeneralEducationcategoryisgroundedinasetoflearningoutcomes.ForthefullsetoflearningoutcomesforI-seriescoursessee:www.gened.umd.eduThisrubricisdesignedasatooltoassessactivitiesaimedatstudentgainsinthefollowlearningoutcome(s)fortheI-SeriesGeneralEducationCategory: Atthecompletionofthiscourse,studentswillbeableto
- 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
concept has grown since the late 1950’s. Krupczak andBlake (Blake & Krupczak Jr., 2014) have charted development of the concept, lookingparticularly at the intersection of technological literacy with engineering literacy. It shouldbe noted that the term “technological literacy” is more commonly used in the United Statesthan other nations. A sense of how technological literacy has become more prevalent inconversations on education can be seen by looking at the word frequency of the term usingthe Ngram viewing tool (Google, 2010). While this tool has significant biases and limitations(Pechenick, Danforth, & Dodds, 2015) the relatively high representation of scientific andtechnical literature in the corpus and the fact that “technological
- 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
Paper ID #13634ENCOURAGING STUDENTS TO SEE THE ROLE OF SERVICE COURSESIN THEIR MAJORDr. Kenneth W. Van Treuren, Baylor University Ken Van Treuren is an Associate Professor in the Department of Engineering at Baylor University. He received his B. S. in Aeronautical Engineering from the USAF Academy in Colorado Springs, Colorado and his M. S. in Engineering from Princeton University in Princeton, New Jersey. After serving as USAF pilot in KC-135 and KC-10 aircraft, he completed his DPhil in Engineering Sciences at the University of Oxford, United Kingdom and returned to the USAF Academy to teach heat transfer and propulsion
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Katherine Robert, University of Denver
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
word count for compassion than kindness) and 21 papersalso discussed empathy (6 with higher word count for empathy than kindness). Related termsthat commonly appeared in these 29 papers also included: caring (20 papers), respect(ful) (17papers), ethic(s/al) (15 papers), and altrui(sm/stic) (14 papers). A detailed exploration of notionsof care in engineering was conducted by Strobel et al. [41]. Kindness may be more active andpersonal than care, as in showing kindness to others (or even oneself), and avoids potentialconfusion around notions of care and diligence in conducting accurate calculations. This quickanalysis shows the inter-relatedness of the ideas of kindness, compassion, empathy, and caring,illustrated somewhat more clearly in the
- Conference Session
- The Philosophy of Engineering and Technological Literacy
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
(2005).7. National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. (National Academies Press, 2004).8. Page, S. E. The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. (Princeton UP, 2007).9. Seymour, E. & Hewitt, N. M. Talking about Leaving: Why Undergraduates Leave the Sciences. Contemporary Sociology 26, (Westview Press, 1997).10. Moller-Wong, C. & Eide, A. An engineering student retention study. J. Eng. Educ. 86, 7– 15 (1997).11. Imbrie, P. K., Lin, J. J.-J. & Reid, K. Comparison of four methodologies for modeling student retention in engineering. in ASEE Annual Conference and Exposition, Conference
- Conference Session
- Exploration of Broad Issues and Promotion of Engineering and Technological Literacy
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dan G. Dimitriu, San Antonio College
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
, Atlanta, GA, 2013.[5]. “Technologically Literate Citizens - Why The Study of Technology Should Be Mandatory”, [6]. "Front Matter." National Academy of Engineering and National Research Council. 2002. Technically Speaking: Why All Americans Need to Know More About Technology. Washington, DC: The National Academies Press.[7]. M. W. Bauer, N. Allum, and S. Miller, “What can we learn from 25 years of PUS survey research?”, Public Understanding of Science, 16, 79-95, SAGE Publication, 2007.[8]. International Technology Education Association. Standards for Technological Literacy, International Technology Education Association, Reston, VA (2000).[9]. < https://www.sahcc.org/programs/core-4-stem/ >[10]. <
- 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
qualitative approach for examining language mediated frames that highlight someaspects of social reality while obscuring other aspects [52]. These frames or discourses may bespoken or communicated through “texts”, including the multimodal texts like videogames [11],[53]. To identify any discourses in Iconoclasts, the author analyzed the recorded dialogue fromthe game and associated notes on the story or storytelling from the research journal. Particularattention was given to engineering and technology topics and what was being included or excludedabout the topic, what assumptions the discourse(s) carried and which characters were invoking thediscourse(s). Previous engineering education research was reviewed to help connect the discoursesin
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
viewof ethics, where the engineer is strongly coupled to the system they affect through their work,provides the opportunity for more meaningful feedback through narrative construction [39]; atopic that will be addressed in future work.Bibliography[1] W. R. Bowen, Engineering Ethics: Outline of an Aspirational Approach. London: Springer-Verlag, 2009.[2] K. Rayne, T. Martin, S. Brophy, N. Kemp, J. D. Hart, and K. R. Diller, “The Development of adaptive expertise in biomedical engineering ethics,” J. Eng. Educ., vol. 95, pp. 165–174, 2006.[3] W. Carpenter, “Teaching Ethics To Engineers,” in American Society for Engineering Education Annual Conference, 2004, p. 13862.[4] M. A. Selby, “Assessing Engineering Ethics Training
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Neelam Prabhu Gaunkar, Iowa State University of Science and Technology; Sara Kaye Jones; Mani Mina, Iowa State University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
ideationsKeywords: Inquiry-base, student role, real-time feedback, dynamic classrooms, autonomyAbstractIn this work, we address the role(s) students play during their education. While the students’ mainrole is to learn, it is observed that in most classrooms, students approach learning through the lensof the instructor’s vision. The authors have experienced it in engineering as well as technologicalliteracy classes, with some differences. For this paper we focus on the engineering students. Inrecent years, newer pedagogical approaches and improvements in instruction techniques haveexpanded the student’s view from this lens [1,2]. Nonetheless, students who are taking more thana few classes with heavy syllabi tend to focus on finishing the classes with
- 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
examine solutions of their own. Students must understand the basicterminologies associated with different technologies. Being a college freshman student issufficient to understand the content of this course.Instruction consists of:a. Topics introduced through lectures, discussions, and reading assignments;b. Students working individually and collaboratively to complete assigned tasks and projects;c. Field activities, Internet, and library research on assigned subjects;d. Oral and multimedia presentations and written assignments;e. Quizzes, midterm test, and final exam.After an extensive search the selected book for the course was “Technology and Society:Issues for the 21st Century and Beyond / 3rd Edition” by Linda S. Hjorth, Barbara
- 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
definitions, general criterion 3 student outcomes, and general criterion 5 curriculum,” 2015.[3] B. Seely, “‘Patterns in the History of Engineering Education Reform: A Brief Essay,’” in Educating the engineer of 2020: Adapting engineering education to the new century, Washington D.C.: National Academcy Press, 2005, pp. 114–130.[4] M. S. Schiro, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage, 2012.[5] E. T. Pascarella and P. T. Terenzini, How college affects students. 2005.[6] A. Akera, D. M. Riley, R. A. Cheville, J. Karlin, and T. A. DePree, “The Distributed System of Governance in Engineering Education: A Report on Initial Findings,” in Proc. of the Amer. Soc
- Conference Session
- Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Angela R. Bielefeldt, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
, Engineering for Human Rights: Opportunities, Risks and Responsibilities. Webinar, Engineering for Change, AAAS, ASME. June 13, 2012. https://www.engineeringforchange.org/webinar/video-engineering- for-human-rights/ [Accessed Jan 29, 2019][12] United Nations (UN). Office of the High Commissioner of Human Rights. http://www.un.org/en/sections/what- we-do/protect-human-rights/ [Accessed Jan. 29, 2019][13] S. McFarland, “International differences in support for human rights,” Societies Without Borders, vol. 12 (1), pp. 21. Available at: https://scholarlycommons.law.case.edu/swb/vol12/iss1/12 [Accessed Jan. 28, 2019].[14] H. Rindermann and N. Carl, “Human rights: Why countries differ,” Comparative Sociology, vol. 17, pp. 29-69, 2018
- Conference Session
- The Philosophy of Engineering and Technological Literacy
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- John Heywood, Trinity College-Dublin
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
subscribe to this ideology value a programmed curriculum, and the psychology underpinning it to be found in behavioural psychology, as for example that of B. F. Skinner. In engineering education it can be seen in the systems of mastery learning and personalised instruction that were experimented with in the 1960’s and 1970’s [18; [19]; [20]. While behavioural psychology was replaced by cognitive psychology it is relevant to note that there are many politicians and administrators who believe that computer assisted learning might come to be used to replace lectures which are considered to be conveyors of the same knowledge that is to be sound in textbooks. Evaluation is very important to those who hold this ideology. There are
- Conference Session
- Curriculum Development in Technological Literacy
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Marjan Eggermont, University of Calgary
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
revised Bloom’s taxonomy. The working document in Figure 3 shows a mid-semestersnapshot of some of the questions asked. The document in the meantime has been updated threetimes to date and will be an ongoing reminder to vary questions, to think about creative ways tohave students think about the material from different angles, to find parallels in their own lives,and to apply historical examples to current situations. Students are free to consult their neighborsand their phones but at the end of class have to hand in a small chit with their answer(s) to theTAs for the course. The revised taxonomy combines the pyramid most of us are familiar with
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Y. Curtis Wang, California State University, Los Angeles; Jim Kuo, California State University, Los Angeles; He Shen, California State University, Los Angeles; David E. Raymond, California State University, Los Angeles; Mathias J. Brieu, California State University, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
Multicultural Education: A Renewed Paradigm of Transformation, p. 20.[7] G. May, M. Taisch, A. Bettoni, O. Maghazei, A. Matarazzo, and B. Stahl, “A New Human- centric Factory Model,” Procedia CIRP, vol. 26, pp. 103–108, 2015, doi: 10.1016/j.procir.2014.07.112.[8] S. Hadjerrouit, “Learner-Centered Web-Based Instruction in Software Engineering,” IEEE Trans. Educ., vol. 48, no. 1, pp. 99–104, Feb. 2005, doi: 10.1109/TE.2004.832871.[9] B. Altay, “User-centered design through learner-centered instruction,” vol. 19, no. 2, pp. 138–155, Feb. 2014, doi: 10.1080/13562517.2013.827646.[10] P. Debiec, “Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course,” IEEE Trans. Educ., vol. 61, no. 1, pp. 38–45, Feb
- Conference Session
- Developing Technological Literacy in Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Johanna Kristiina Naukkarinen, Lappeenranta-Lahti University of Technology LUT; Hanna Niemelä, Lappeenranta-Lahti University of Technology LUT
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
, opportunitiesand lessons for EU policy design (2018/2090(INI)),” 2018. [Online]. Available:http://www.europarl.europa.eu/doceo/document/A-8-2018-0400_EN.pdf.[3] O. Mayseless and E. Keren, “Finding a Meaningful Life as a Developmental Task inEmerging Adulthood: The Domains of Love and Work Across Cultures,” EmergingAdulthood, Vol. 2(1) pp. 63–73, Jan 2014, doi:10.1177/2167696813515446.[4] E. Pekkarinen & S. Myllyniemi (eds.), Opin polut ja pientareet. Nuorisobarometri 2017[Educational pathways and roadsides. Youth Barometer 2017.], Publications of the StateYouth Council 58, Publications of the Finnish Youth Research Society/Finnish YouthResearch Network 200, 2018.[5] D. Yazilitas, S. Saharso, G. C. de Vries and J. S. Svensson, “The
- 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
some assumptions. Identifies context(s) when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).By necessity the rubrics are written such that they can be applied to the broad range of topics thatfall under the FYS umbrella. Particularly relevant to the premise of the FYS Bridge course arethe rubrics that address establishing the background, exploring ambiguity, questioningassumptions, and identifying context, but applied to challenges in engineering, technology, andscience in society. With this in mind, the authors have selected tentatively the following topicsand readings for the course:The questions that science, engineering, and the humanities can answer… and those theycan’t. Selected
- Conference Session
- Exploration of Broad Issues and Promotion of Engineering and Technological Literacy
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- John Heywood, Trinity College Dublin
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
require to be proficient intechnological literacy? That is a central issue of this discussion.As a matter of policy in the 1980’s governments seem to have taken the view that it is amatter of the economic good that students should study technology in schools [15], and by1992 a World Council of Associations for Technology Education had been founded. Theconference proceedings associated with the founding of this organization, had the title“Technological Literacy, Competence and Innovation in Human Resource Development”[16].Yet, in this extensive report there are only two papers that mention technological literacy[17; 18]. Both authors are American; one, Michael Dyrenfurth is a member of ASEE. Hisdefinition was,“Technological literacy is a concept
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Promoting Engineering and Technological Literacy
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jonathan Grunert, Virginia Tech; Stephanie G. Adams, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
Iapproach things.” Rowena saw the actions of engineers as expanding beyond “math andproblems you solve,” acknowledging that the course exposed her to “more opportunities than Ithought in engineering.” However, Marley’s description of engineering was simple: “Build it in away that won’t negatively impact that community.” This is not an indictment against engineers,but a simple expectation of what engineers do, or what they ought to do. Normative ideals of engineers and engineering include the “ought-to”s of the practice. Intheir descriptions of what engineers are, and their previous encounters with engineers andengineering, students had a specific normative vision as to what engineers ought to be and do.Milburn said, “They [Engineers] have a
- 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
memberships.” The boundaries being drawn here are quite clear:politics do not belong in the IEEE, and LGBTQ individuals are ontologically political. It isinteresting that the latter two posters assumed the proposer(s) of the new language were LGBTQ(must be outsiders!), when in fact there was an organized response from the few out LGBTQIEEE members to alter the proposed wording before adoption of the proposed changes, as theproposed language was not truly inclusive of the LGBTQ community.Sexual orientation is private/doesn’t belong in the workplace: A slightly different (thoughrelated) boundary was drawn between professional and private spheres when frequentcommenter Luke Burgess (relation to Barry Burgess unknown) suggested that sexual
- Conference Session
- Engineering Literacy: Champions of Engineering in General Education
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
first year students or onesat a more advanced level, and who also would like to take advantage of the fact that thinking ofthe sort around which we constructed this course is, thankfully, a low-budget enterprise, we hopethat they would have fun as well.ReferencesAikenhead, G. S. and A. G. Ryan. 1992. “The Development of a New Instrument: ‘Views onScience-Technology-Society (VOSTS)’. Science Education 76: 477-491.Bucciarelli, L.L. and D. Drew. 2015. “Liberal Studies in Engineering: A Design Plan.”Engineering Studies 7(2-3), 103-122.Carberry, A.R., H.S. Lee, and M. W. Ohland. January 2010. “Measuring engineering designself-efficacy.” Journal of Engineering Education 99(1): 71-79.Christ, C. T. 2010. “What is Happening in Liberal Education?” In
- Conference Session
- Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sarah B. Lee, Mississippi State University; Richard A. Sun CFA, Mississippi Coding Academies; Randy Lynn
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
].[7] Code.org State Facts, “Support K-12 Computer Science Education in Mississippi,” Available: https://code.org/advocacy/state-facts/MS.pdf. [Accessed: 2-Feb-2019].[8] MS Department of Employment Security. ‘MDES Wage Estimates - All Occupations’ 2018. [Online]. Available at https://www.mdes.ms.gov/media/68937/mpwia.pdf. [Accessed : 28- Dec-2018].[9] S. Lee, J. Ivy, and A. Stamps, “Providing Equitable Access to Computing Education in Mississippi,” Providing Equitable Access to Computing Education in Mississippi. 4th international conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology, Minneapolis, MN, Feb 2019.[10] Programming Bootcamps Compared, [Online]. Available: https
- Conference Session
- 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
learningare collaborative learning, co-operative learning, and problem-based learning. Various studies,from using interactive, hands-on lessons and activities designed to teach research process toundergraduate engineering students 1 , to preparing manufacturing engineering students throughcompetitions, projects sponsored by industry, capstone projects, laboratory exercises or projectssimulating real-life scenarios 2 , have shown that active learning increases student performance inSTEM subjects.Critical thinking, identified by The U. S. Department of Labor as the raw material of a number ofkey workplace skills such as problem solving, decision making, organizational planning, and riskmanagement, is highly coveted by employers of engineering graduates
- 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
Workshop should have less speakers Other (please specifiy)Figure 2. Results from the panelist survey based on how the event could be improvedThe results of the attendee survey mirrored the panelists’ responses on the organization andlength of the workshop again noting that it was a well-organized event and the length wasappropriate, though a small percentage felt the event was somewhat long. In addition to thesequestions, the attendees were also asked to reflect on their thoughts regarding workshop content,suggestions for future events, if they would consider attending again and most importantly thebenefit(s) from attendance.The attendees overwhelmingly replied that the topic was of interest to them and that some
- Conference Session
- Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Tejita Rajbhandari, Gannon University; Mark Blair, Gannon University
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
incapable of learning or discerningfact from fiction without the assistance of an intellectually superior individual to teach them ordumb-down the material through parables or simplified rules. Patrick Quin describes Aquinas’Super de Trin.2.4 “that theological truth is best transmitted to the faithful in parabolic form… itmight, he thinks, confuse the uneducated who would misunderstand it and be ridiculed byunbelievers who detest it anyway” [10]. Aquinas states: “…it is said in Luke 8:10, ‘To you it is given to know the mystery of the kingdom of God, but to the rest in parables.’ Therefore one ought by obscurity in speech conceal the sacred truths from the multitude” (Pars 1 q. 2 a. 4 s. c. 3). “…the words of a teacher ought