Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University; Evelyn Hanna Laffey, Princeton University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

utilizing evidence-based teachingpractices and case studies. Figure 1. Student responses to their perception of greatest challenge.Resonance Resonates: Predict, Experience, ReflectAn effective approach for implementing an interactive lecture demonstration involves threestages: predict, experience, and reflect [10]. This Section defines each stage and how it wasexecuted in a lecture with the objective of teaching students about resonance in buildings duringan earthquake.PredictIn a study by Crouch et al. [11], it is shown that students who just passively observe ademonstration do not have a better understanding of the subject than students who do notobserve the demonstration at all. However, involving students by asking them to predict

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

wholedoes not warrant attention in the curriculum. But given the traditional mission of so many liberalarts colleges of preparing students for active lives as informed citizens, and the desire if notpassion of so many liberal arts college students to change the world and improve the quality ofhuman life, the lack of such introductory courses is evidence of a lingering, and troublesome,blind spot in the liberal arts college environment.In this paper, we—one of us a mathematician with a background in engineering and the other aphilosopher with a background in philosophy of technology and philosophy of engineering—describe and reflect on our experiences in the Fall of 2016 team-teaching Thinking Like anEngineer, a course we developed for first year

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

children. Through it the accumulated wisdom of a culture is transmitted. Eggleston’s paradigm is similar to the “Scholar Academic ideology” proposed by Schiro. “Scholar academics” writes Schiro, “assume that the academic disciplines, the world of the intellect, and the world of knowledge are loosely equivalent. The central task of education is taken to be the extension of the components of this equivalence, both on the cultural level as reflected in the discovery of new truth, and on the individual level, as reflected in the enculturation of individuals into civilization’s accumulated knowledge and ways of knowing” [12]. Jerome Bruner a distinguished American psychologist wrote: “A body of

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

methodology towards assessing this project has been adapted over the course of sevenyears. The original methodology was based on the learning outcome of whether students couldcomplete the soldering of a circuit board. Upon reflection, the first year’s methodology whileadequate limited the focus and didn’t capture the full range of skills development of the students.The original methodology was focused around the deliverable itself to assess the success of theproject and learning objectives. In the second and subsequent years, additional assessments havebeen added to try to capture the full magnitude of the process. These assessments focus on specificskills obtained, level of collaboration and transfer of skills between majors, soft skills learned

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

ideas of existence (that something physically existsin the world) and essence (the underlying rationale for a thing’s state of being) have becomedecoupled. This decoupling, i.e. disconnect of artefacts from the natural world, has led tomeans being separated from ends leading to a crisis for civilization (MacIntyre, 2009). Itmay be that our disconnect from the essence of existence triggers a need for control that isexpressed through mastering technology. Feenberg framed technology dialectically on twoaxes: (1) whether technology reflects or stands separate from human values, and (2) whethertechnological developments can be managed by humans or are ultimately incontrollable(Feenberg, 2006; Mitcham, 1994). Mapping definitions to these axes

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

concept-mapping approach both reduces the cognitive load, andimproves learning achievements of the students. Triplett et al. 18 propose Concept-in-Contextmaps (CCmaps) to link a wide array of different types of information that reflect the organizationof content within a topical area in an introductory materials course.While concept maps are deemed to be a good tool to portray knowledge structure and diagnoselearner’s misconception, we are more interested in their integration with generic learningparadigms and in this regard, our research shows the combination of active learning strategy withconcept mapping has led to plausible results for student oriented learning. Tembe and Kamble 19have studied 414 concept maps from 207 basic school students