Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milana Hayley Grozic, University of Calgary / The University of British Columbia; Emily Ann Marasco, University of Calgary

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

engineering education. Italso suggests there may be an opportunity to encourage students to consider the non-technicalaspects of their education if framed within the profession of engineering. Thus, the potentialfuture integration of digital wellness education into core technical courses is imperative to havestudents fully engage with the content. However, due to a limited sample size, these results maynot be generalizable.The results raise an interesting question; how might students', and educators’, perception andunderstanding of digital wellness change if the content is re-framed as a critical professional skillrather than a “soft” skill?ConclusionIt is imperative that engineers are equipped with the proper tools to develop safe

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edwige F. Songong, Pittsburg State University; Tatiana V. Goris, Pittsburg State University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

options that resonate with Gen Z'spriorities for work-life balance and career satisfaction [7]. Also, international Asian STEMstudents in the U.S. primarily focus on information and technology-related fields, making themwell-suited for companies that utilize remote work technologies. Therefore, Gen Z internationalAsian STEM graduates could become even more attractive job candidates if their educationemphasizes practical experience and soft skills development, including interactions with businessprofessionals. By preparing these students to adapt to various work environments, they would bebetter positioned to enter the workforce successfully [17].Despite some employers' commitment to accommodate younger workers, particularly Gen Z, theU.S. system

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jinliang Wang, Zhejiang University; Min Ye, Zhejiang University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

society, and to understandthe social responsibilities of engineers towards public safety, health, welfare, andenvironmental protection. Through enlightenment education from the perspective ofengineering philosophy and culture, the seed of "becoming an engineer who is helpfulto society" is sown in the hearts of engineering students.Process: In terms of course construction, the course emphasizes interdisciplinaryintegration and a balance between hard knowledge and soft skills in its teaching content.This includes understanding of engineering, engineering ethics, the historical evolutionof engineering, industrial culture, engineering innovation, and the latest developmentsin different engineering disciplines. Regarding teaching methods, a variety

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Michael Robinson, Saint Vincent College; Brian E Faulkner, Milwaukee School of Engineering

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

reasoneddecisions in complex problems. While recent research has advanced our theoreticalunderstanding of engineering judgment, challenges remain in teaching and assessing thesecapabilities. We argue that these challenges stem partly from how previous literatureconceptualizes the cognitive aspects of engineering judgment; specifically, the tendency tooversimplify the complex mental processes involved in engineering problem-solving. A morenuanced understanding of these cognitive processes, particularly through the lens of relatedpsychological constructs, can provide valuable insights for engineering education. For thesereasons, we conceptualize engineering judgment as both a cognitive and social competency. Asopposed to the binary notion of “soft skills” or