Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linköping University, Sweden

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

society has been emphasized the last decades asexpressed by e.g. National Academy of Engineering’s Engineer of 2020 [3], and new quite”non-engineering” skills and competencies have been showed to be crucial for engineers tobecome employed [4].Today, most engineering communities agree that communication is of utmost importance, both asan integrated part of the engineering education and as a necessary competence in work life. Howto best achieve this competence, however, is still an open question. In this paper the authors focuson written communication, and illustrate writing not only as a professional skill but also as acognitive process that can fertilize situated learning in project-based courses. This approach isapplied in two such courses given

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

universityeducation and hopefully develop some professional identity as students. In this work, students’reflections about learning and critical evaluation of systems will be evaluated. Variations in thetexture of the students’ reflection over the course of the semester will be described.IntroductionDeveloping a sense of purpose, belonging, and a personal identity are all parts of anundergraduate student’s college experience [1]. In fact, under many circumstances, students formlifelong connections and with the right teams, many important technological and socialdevelopments occur right through one’s college years. An integral contributing factor behindthese is the environment and the team of learners with whom the student can think, grow, andlearn. More

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

the skills of design, fabrication, testing and the use of equipment. It must aimto ensure that the producers of technology can be mastered and managed to promote socialand economic well-being” (Item 55, p 69).“An important principle which is enshrined in this report is the idea that the universalcharacter of technology necessarily constitutes a unifying mechanism and levelling forcebetween the social classes within the education system” (Item 55, p 70)Technology is seen tobe something different to science, and a separate programme is required for its development. To this end the French Ministry of Education decided to introduce a curriculum onTechnologie in which the principal teaching method would be the project (Item 54). In orderto

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

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

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

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 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