Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tylesha D. Drayton, The Ohio State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

innovation, makerspaces and technology-assisted learning. c American Society for Engineering Education, 2019 Beyond the Maker Movement: A Preliminary Partial Literature Review on the Role of Makerspaces in Engineering EducationabstractMakerspaces have grown over the last few years as public awareness of the maker movement hasincreased. Makerspaces are open to the public as community design studios that cultivatecreative and technology-based projects alike. Fabrication labs and makerspaces serve ascollective organizations that help facilitate design and prototyping for individuals that may nothave access to that equipment or material outside of that physical location. In engineeringeducation, there is a vast

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Clippinger, Penn State Erie, The Behrend College; Kathleen Jernquist, U.S. Coast Guard Academy; Steven Nozaki, Penn State Erie, The Behrend College; Fredrick A. Nitterright, Penn State Erie, The Behrend College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #27049Improving Undergraduate STEM Writing through Common Language as aTool to Teach Engineering ”Dialects”Dr. David Clippinger, Penn State Erie, The Behrend College Dr. David Clippinger is a faculty member in Mechanical Engineering Technology at the Pennsylvania State University, Erie–the Behrend College. His interests are ship dynamics, measurement & instrumen- tation, and assessment, especially of student writing.Dr. Kathleen Jernquist, U.S. Coast Guard Academy Kathleen Jernquist retired as the director of the Hewitt Writing Center at the U.S. Coast Guard Academy. She earned her M.A. from Middlebury College

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #7380First-Year Engineering Students’ Learning of Nanotechnology through anOpen-Ended ProjectKelsey Joy Rodgers, Purdue University, West Lafayette Kelsey Rodgers is currently a graduate student at Purdue University in the School of Engineering Educa- tion. She is part of the Network for Computational Nanotechnology (NCN) research team. She conducts research within the First-Year Engineering Program to help understand what and how students are learning about nanotechnology.Prof. Heidi A. Diefes-Dux, Purdue University, West Lafayette Heidi A. Diefes-Dux is an Associate Professor in the School of Engineering

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #33135The Concept of Technological Literacy Examined through the Lens of aCase Study Concerning the Boeing 737 Max AccidentsDr. John Heywood, Trinity College Dublin John Heywood is professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. He is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society, and the work of ASEE’s TELPhE division from whom he has received a best paper and meritorious service awards. He has also received awards from

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

Paper ID #34465WIP Knowing Engineering Through the Arts: The Impact of the Film Hid-denFigures on Perceptions of Engineering Using Arts-Based Research MethodsKatherine Robert, University of Denver Katherine is a doctoral candidate at the University of Denver’s Morgridge School of Education in the higher education department. In her dissertation research, she uses arts-based research methods, new materialist theory, and is guided by culturally responsive methodological principles to collaborate with underrepresented engineering students to uncover their experiences of socialization into the professional engineering culture

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #28823The transition from STEM to STEAMDr. Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus Jayanta Banerjee is a Professor in the Department of Mechanical Engineering at University of Puerto Rico, Mayag¨uez campus. Dr. Banerjee received Ph.D. from the University of Waterloo and M.Ed. from Queen’s University, both in Canada. He has worked in industries and taught at the universities in Germany, Canada, USA and Latin America. He has over hundred publications in refereed journals and conference proceedings and a few books to his credit. Jayanta is a member of ASEE, ASME and VDI (Germany

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

exists.In 1996 ABET (formerly the Accreditation Board for Engineering and Technology), adopted anew set of standards for undergraduate engineering education. They were called EngineeringCriteria 2000 and shifted the focus of undergraduate engineering accreditation from lists ofrequired courses to eleven learning outcomes (9).Preliminary WorkSome of the new outcomes went beyond the standard classic engineering education. Amongthem five outcomes (listed below as “f” through “g”) were a clear reflection of the need toanchor engineering education into ever-evolving reality of interaction between technology andsociety:f. An understanding of professional and ethical responsibilityg. An ability to communicate effectivelyh. The broad education necessary to

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

. Educators may wish to examine whether a human rights lens isrelevant to their teaching.IntroductionThis paper will illustrate how the United Nations’1948 Universal Declaration of Human Rights(UDHR) [1] can be used to frame ethics discussions in engineering. Engineering ethics in theU.S. are not typically taught or framed through the lens of human rights. A few notableexceptions include calls from Lynch [2] and Hoole [3] near the end of the United Nations’Decade on Human Rights Education (1995-2004). A human rights framework may be useful andbring engineering more in line with traditions in other professions. The paper first discussesprofessional ethics through a human rights lens, briefly comparing and contrasting differentprofessions. Next the

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

Narratives aims to provide students with a toolkit for successfulcommunication in contemporary society and the workplace. This integrated course experience invitesstudents to reflect and use diverse ways of communication in the digital era. During one semester,participants were introduced to oral, written, visual and auditory techniques of communication, anddocumented through various digital media artifacts. Page 26.127.3Our value proposition that artistic storytelling can help students think, communicate and aid in theiremotional wellbeing is backed by a long history of scholarship. Such seminal articles as K. Egan’s“Memory, Imagination

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

discussions with a few videosincluded for variety. In the fall of 2001, a degree completion program was launched at a group ofCommunity Colleges located throughout the State and Region. This extended the reach of thecourse by offering it in a distance-learning format utilizing electronic delivery initially over thestatewide K-20 network and then using WebEx. This format included the use of a traditionalclassroom equipped with television cameras and sound equipment to transmit the learningexperience to the distant Community Colleges. Students taking the course at remote CommunityColleges could view the class live as it was happening and ask questions in a real-time fashionjust as if they were sitting in the traditional classroom. In addition, a

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isabel Huff, Smith College; Glenn W. Ellis, Smith College; Lucy McAuliffe, Smith College; Sonia K. Ellis, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

AC 2012-4269: ENGAGING THE IMAGINATION OF YOUNG PEOPLETO INCREASE TECHNICAL LITERACYIsabel Huff, Smith CollegeDr. Glenn W. Ellis, Smith College Glenn Ellis is a professor of engineering at Smith College who teaches courses in engineering science and methods for teaching science and engineering. He received his Ph.D. in civil engineering and oper- ations research from Princeton University. The winner of numerous teaching awards, Ellis received the 2007 U.S. Professor of the Year Award for Baccalaureate Colleges from the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education. His research fo- cuses on creating K-16 learning environments that support the growth of

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Ann Shannon, Iowa State University; Sara Kaye Jones; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

enter, sustain, and improvetheir cycles of empathy.Design/MethodA qualitative approach is taken to compare and contrast the end-of-semester reflections fromstudents in engineering and design. Coding, an ethnographic research method used to findthematic patterns and similarities throughout documents, is used to analyze end-of-semesterreflections from students who have taken courses in electromagnetism for electrical engineers,electromagnetism for non-electrical engineers, and an industrial design course with a focus onengineering and technology literacy for designers.ResultsWe propose a multi-cycle model of empathy in engineering that identifies self-awareness as thefirst step to empathy through the cycle of inquiry. Our model incorporates

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

- efficacy? The case of project-based learning in Korea,” vol. 85, pp. 45–57, Oct. 2019, doi: 10.1016/j.tate.2019.05.005.[15] J. K. Liker, The Toyota way: 14 management principles from the world’s greatest manufacturer. New York: McGraw-Hill, 2004.[16] J.-H. Thun, M. Drüke, and A. Grübner, “Empowering Kanban through TPS-principles – an empirical analysis of the Toyota Production System,” vol. 48, no. 23, pp. 7089–7106, Dec. 2010, doi: 10.1080/00207540903436695.[17] M. G. (Mark) Yang, P. Hong, and S. B. Modi, “Impact of lean manufacturing and environmental management on business performance: An empirical study of manufacturing firms,” vol. 129, no. 2, pp. 251–261, Feb. 2011, doi: 10.1016/j.ijpe.2010.10.017.[18] R. Shah and P

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

(2009). Beyond thecognitive. The affective domain, values and the achievement of the vision. Journal ofProfessional Issues in Engineering Education and Practice (ASCE). 135 (1), 47 – 56.[44] Heywood, J (2017). The Human Side of Engineering. Morgan and Claypool.www.morganclaypool.com[45] Griffin, C (2012). A longitudinal study of portfolio assessment to assess competence ofundergraduate student nurses. Doctoral dissertation. Dublin. University of Dublin.[46] Blandin, B (2011). The competence of an engineer and how it is built through anapprenticeship program: a tentative model. International Journal of Engineering Education28(1), 57-71.[47] Sandberg, J (2000). Understanding human competence at work. Academy of|Management Journal, 43(3), 9-25.[48

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

efforts in technological literacy classes at ourinstitutions, and in accordance to the national level research and developments. We decided tofollow the definitions and descriptions that are defined in Technically Speaking. A valid andenriching approach in teaching technological literacy classes is to read the first few chapters,discuss the ideas, and reflect on the issues that are introduced in the Tech Talley and Technicallyspeaking [1,2]. Students in non-engineering programs find the definitions, discussion, andapproach of the book very refreshing and use it through their classes and work in theundergraduate program. It is very encouraging to see more programs and more classes offeredon campuses and even at the highs school level addressing

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

address such issues. Management, teaching,and medicine also educate people for practice and must continually engage with a changingworld to remain relevant. In this paper it is hypothesized that degree programs in thesedisciplines confront, with varying degrees of success, a tension between providing theknowledge needed to act and inculcating the ability in students to act spontaneously and in theright way. This paper explores this tension by looking across these disciplines to identifypractices that are believed to be effective in giving students the knowledge and abilities neededto act professionally. The general approach that has emerged is having students actively addressproblems of varying degrees of difficulty and constraint through

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

literacy and reconciles the overlap between theNAE and ITEA approaches.Engineering and Technology Courses for Non-Engineers.The engineering education community has begun developing a broader scope and is becomingactive beyond its traditional boundaries. Engineers have embraced the need to increase theawareness and understanding of engineering as a career by initiating a number of programsaimed at the K-12 audience. A recent example is the American Society for EngineeringEducation’s (ASEE) publication, Engineering Go For It,9 and a website10 aimed at a K-12students and teachers. Most major engineering societies now have outreach activities forK-1211-14; meanwhile, ITEA is working to develop program and assessment standards, andcurriculum materials

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

and employment in professional fields, most of the public’sexperience with the ideas, ethos, and practices of a professional field may come from either directinteraction with professionals or through popular media depictions. The influence of popular mediadepictions likewise affects public understanding and perceptions of engineering and engineers [1],[2]. While there are many forms of popular media that may affect public understanding orperceptions, videogames stand out for several reasons. First, videogames affect or engage thosemembers of the general public who play them through multiple avenues. Two predominant modesof engagement games provide are gameplay, how a player interacts with a game, and narrative,the story or storytelling the

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill, Hope College; Daniel J. Langholz

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

elements.While useful for recognition and spatial location of parts, form representations have somedrawbacks. Form depictions struggle to convey an idea of what is being transformed ortransferred through a particular component. Exploded views are time consuming to create andwould be difficult for novices to produce. Photographs can provide excessive information ordistracting details which inhibit grasping of the primary intent of using the image. Formrepresentations are excellent for depicting static features but are not well-suited for showingunderling processes or changes taking place on a continuous basis. Producing useful drawingsrequires a combination of talent, interest, training, and practice that is beyond the range of whatis likely to be

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr., Hope College; John Heywood, Trinity College Dublin; Carl O. Hilgarth, Shawnee State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

DevelopmentAlthough not a primary aim of the TELPhE division, one school of thought in answering thequestion of “why all Americans need to understand technology” is the issue of careerdevelopment and awareness. Certainly this is an argument for the increased engineering contentin K-12 education as seen in the Next Generation Science Standards [15]. Since the founding ofthe TELPhE division in 2005 one of the major developments in engineering education has beenthe surge in interest for including engineering in the K-12 setting. A major reason for this hasbeen to expose K-12 students to engineering so they would be more inclined to pursueengineering careers. The believed shortage of engineers could be alleviated if more K-12students knew about engineering as a

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vazgen Shekoyan, Queensborough Community College, CUNY; Todd Holden, Queensborough Community College, CUNY; Raul Armendariz Ph.D., Queensborough Community College, CUNY; Helio Takai, Brookhaven National Laboratory; Sunil Dehipawala, Queensborough Community College, CUNY; Dimitrios S. Kokkinos Ph.D., Queensborough Community College, CUNY; Regina Sullivan, Queensborough Community College, CUNY; George Tremberger Jr, Queensborough Community College, CUNY; Paul J. Marchese, Queensborough Community College, CUNY; David H. Lieberman, Queensborough Community College, CUNY; Tak Cheung, Queensborough Community College, CUNY

Tagged Divisions

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

25.1267.3students. Beyond just job training, and our ABET accredited laser courses have taught us how toteach and provide a good education to our students. Fox example, physics is classified as generaleducation in the program. However, in this context, “How things work” becomes the goal ofteaching physics. Writing intensive pedagogy, where students use short informal writingassignments to explore subject matter, serves as expression of literacy in technology andengineering and science. Technology innovation is usually driven by a needed product withsound engineering design supported by basic science.NeedsNon-STEM students should know about the needs of our current society. Social technologicalissues such as the pros and cons of various energy sources

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and subjects, thoughts andreality. Note that we do not observe or experience any physical object, we have only access tothe effects of objects in our sense-experiences. Positive sciences identify patterns observed in oursense-experience. However, to avoid solipsism, this is contingent upon the existence of objectswith fixed essences, in addition to immutable laws as the determinant of events–to put it metaphor-ically, the locus of necessity is in the existence of natural laws describing the essence of objectsexisting beyond, and causing our sense-experiential observations. As epistemic enterprises posi-tive sciences seek to produce a true knowledge or representation of the world using concepts thatare built upon an essentialist

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

, the educational research to practice cyclebonds the two halves by elucidating new questions from practice and finding new answersthrough research, which is then applied in practice. Ideally, the educational researchers aregrounded in the needs and changing context of the practitioner and the educational practitioner isusing evidence from the research as a key component in their pedagogical decision making.While we have seen some gains through this model, large-scale, systemic transformation hasbeen largely elusive. This paper situates the research to practice cycle in the organizationalcontext to illustrate key barriers to transforming engineering education.This paper is designed to start a conversation within the engineering education

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

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

., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C. & Manzey, C. Motivation, learning, and transformative experience: A study of deep engagement in science. Sci. Educ. 94, 1–28 (2010).39. Pugh, K. J. & Girod, M. Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics. J. Sci. Teacher Educ. 18, 9–27 (2007).40. Dewey, J. Experience and Education. (Touchstone by Simon & Schuster, 1938).41. Dewey, J. Art as Experience. (Perigee by Penguin Group, 1934).42. Pugh, K. J. Newton’s laws beyond the classroom walls. Sci. Educ. 88, 182–196 (2004).43. Fleer, M. & March, S. Engagement in science, engineering and technology in the early years: A cultural-historical reading. Rev. Sci

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Estridge Schneider, Colorado School of Mines; Amy Charlotte Martin P.E., Colorado School of Mines; Terri S. Hogue, Colorado School of Mines

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

CSM in the K-12 classroom, and 3) to impact K-12STEM curricula via the creation of standards-based active learning lessons infused with currentresearch which will be available through local, regional and national forums. During the summerof 2017, we systematically evaluated the effectiveness of the WE2NG RET program through pre-program, post-program and weekly surveys, employing both quantitative and qualitativequestions. By measuring teacher satisfaction/agreement (%) with respect to the followingcategories, post-program quantitative responses indicated high levels of program effectiveness;as a professional development program (94.4%), mentor relationships (88.9%), types of learningexperiences (88.9%), program accomplishments (83.4

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

) for engineers. Finally, we discuss thepossible consequences that might arise in the absence of a systematic training on philosophy ofengineering, how to trace them and why they matter.How Can We Justify the Philosophy of Engineering?In this section we try to demonstrate why philosophy of engineering is a necessary form ofknowledge from the standpoint of education as well as epistemology. First, we look at the issuefrom an educational point of view. It can be argued that a practitioner of engineering, or anyscience for that matter, only deals with skills and sophistications of her particular subject matterwhile an educator needs something beyond that, or as Scheffler describes it, an educator “needs tohave a conception of the field as a whole

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Gonzaga University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

applied within themodern engineering education framework. While this may be a novel treatment, it does not gofar enough in addressing Heidegger’s critics and contemporaries – something we will attemptthrough using a lens borrowed from Jaspers’ work – that of his interpretation of existence andmeaning. In order to further ground this philosophical treatment, we will bring into play keyarguments of Husserl’s metaphysics, which contain constructs still relevant to a modernengineering philosophy. Finally, we hope to integrate the three in a manner relevant colleagueswithin engineering education and beyond. Whereas recently I reflected upon the developments in engineering philosophy broughtabout by a few colleagues with reference to core

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carl O. Hilgarth

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

papers. In light of the fact that we are living in an increasingly created world, weshould begin to see these literacies as social processes in the sense that they are pushing societyforward through unknown waters to arrive at some destination, hence the need to transform theseliteracies beyond a pedagogy to a broader understanding within the technical community andwithin a technologically oriented society.References1. Chenea, Paul F., Engineering management challenges, Engineering management International, Volume 1, Issue 1, 1981, Pages 7-11, ISSN 0167-5419, http://www.sciencedirect.com/science/article/pii/016754198190003X.2. International Technology Education Association, Technology for All Americans Project

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

John W Blake PE, Austin Peay State University; John Krupczak Jr, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #19361Engineering for Non-Engineers: Where We Stand at Colleges and Universi-tiesDr. John W Blake PE, Austin Peay State University John Blake is a Professor of Engineering Technology at Austin Peay State University, Clarksville, TN. He received his B.S., M.S., and Ph.D. in Mechanical Engineering from Northwestern University, and is a registered Professional Engineer in the State of Tennessee. He teaches major courses ranging from the introductory course for new students through upper level courses in problem solving and in mechanical engineering technology. He has also taught courses on engineering and technology for