Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

.” immediately upon graduation.”Placement and Structure in Formal CurriculumThe location of ESI in the formal curriculum can send certain messages in the hidden curriculum.ABET mandates that students in accredited programs demonstrate the attainment of ESIoutcomes [18], but departments and programs have significant autonomy over how thoseoutcomes are achieved. Decisions regarding how ESI is taught are the confluence of a range offactors such as curricular space, faculty expertise and teaching load, and university generaleducation requirements. These decisions have implications beyond the course setting in whichstudents receive formal exposure to these topics. An interviewee described his perspective on theimportance of placement in the curriculum. I

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

the Idea of a University [1]. In those discourses, he argued thatinteractions between students outside of the classroom are as important for learning as theclassroom. It is in the discussions they have that learning is accomplished. Newman was notreferring to engineering per se, but to mixed groups of students and he was concerned withlearning for life. The 1998 MIT task force report defined a community as a “…students,faculty members, staff and alumni who have come together on campus for the commonpurposes of developing the qualities that define an educated person” [27]. Such communitieshave the goal not only of learning but of helping the student to learn about himself/herself. Itshould be noted that Tacaks and Chambliss found that not all

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

John W. Blake P.E., Austin Peay State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

who are not studyingengineering, our majors also need to be considered. For students preparing for careers inengineering, stories can show the human side of engineering and technology along with elementsof engineering practice. They can be used to cover important elements of engineering that do notcome across in courses that emphasize engineering analysis or practical experience with a giventechnology. Stories that can be used to tell non-majors about engineering and technology canalso be used to show our majors why their course material is important and how it can be used.These accounts can be used to put the material in the larger systems context.In a traditional classroom setting, stories are often told in lectures. Faculty are currently