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Application of Peer Reviewed Journal Articles for Enhancing Technological Literacy

Conference Session: Defining and Refining Technological and Engineering Literacy
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Robert M. Brooks, Temple University; Mehmet Cetin, Temple University; Jyothsna Kavuturu
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

only journals2.The students were asked to write a critique consisting of the solutions to the problems. The list ofthe topics is given in Table 2. The first 4 topics were taught in the class in detail. However, the5th topic by design was a new topic that was not covered in the class. By the virtue of experienceand training obtained from the 4 topics, the students were expected to obtain the relevantknowledge from five peer reviewed journal articles and complete the deliverables. The reportswere graded as shown in Table 2.Results and DiscussionThe pre and post intervention groups scored on the average 69.6% and 70.3% on the test given atthe beginning of the semester on basic principles of Physics, Chemistry and Biology. The scoresindicate that

Relevance Score: 1.7593063

Improving Undergraduate STEM Writing through Common Language as a Tool to Teach Engineering “Dialects”

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

knowledge [13]. A coherent curriculum can also support the teambuilding,collaboration, and peer response practices crucial to undergraduates’ professional development.Developing a coherent writing program, however, demands extensive time, labor, and resources,and among the most persistent challenges is addressing sentence-level expression.While undergraduates in their third year can identify points at which their content and rhetoricalknowledge “begin to merge” [14], addressing the subtleties of sentence-level expression requiresfaculty and mentors with disciplinary and rhetorical expertise. Teaching style, syntax, anddiction through typical English handbooks cannot effectively address nuances of expressionexpected by professional readers; however

Relevance Score: 1.4809698

When Engineering Students Write about Waste Electronics: Trends in how they Think of Global Impacts

Conference Session: Experience in Assessing Technological Literacy
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #7656When Engineering Students Write about Waste Electronics: Trends in howthey Think of Global ImpactsDr. Denise M Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Technology in 1989 and 1995, respectively. She also holds an M.Ed. from the University of Washington (2008) and has worked in industry (Applied Materials). She is currently a faculty member with the Electrical Engineering De- partment, University of Washington, Seattle, and she was

Relevance Score: 1.4783715

Technical Communication for Engineers: Improving Professional and Technical Skills

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

theirdesign decisions and addressing each area, students had to brief their project to the entire class.Even though the other students had the same baseline knowledge as they did on the technicalmaterial, they had no previous knowledge of the application. The team briefing the class had tobe clear, succinct, and communicate their design and application to fellow engineers who had theopportunity to ask questions. The instructor graded them on their presentation, and a smallnumber of their peers provided written comments back on their presentation skills. In addition tothese demonstrations, teams submitted a lab report for grade. Instructors for the course havenoted the overall improvement in writing quality and consistency over the last two years

Relevance Score: 0.0561913

Work in Progress: Projects in Engineering Education – Cross-fertilization Between Communication and Situated Learning

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

communication and other workplace skills as described in [18]. Writing togetherwith other students as well as to read and discuss others students’ texts are also considered tocontribute to strengthen writing ability. Only 3% see a strict peer-to-peer-review as way toimprove writing skills. Based on the teacher-student discussions and the discussions amongteachers, the author expected the students to be more positive to the cooperation within andbetween student groups. The reason for this will be investigated further.When the students’ responses are linked to the theories initially presented, concordance appears.Although the survey is limited, certain things are highlighted. It is valid for, among other things,the students’ awareness of need for this

Relevance Score: 0.045949996

Using Technology to Teach Communications and Communications to Teach Technology in a Study-abroad Learning Environment

Conference Session: Technological Literacy and Technological Policy
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Barbara A. Heifferon, Louisiana State University
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

AC 2012-3428: USING TECHNOLOGY TO TEACH COMMUNICATIONSAND COMMUNICATIONS TO TEACH TECHNOLOGY IN A STUDY-ABROADLEARNING ENVIRONMENTMr. David Bowles, Louisiana State University David (Boz) Bowles is a Technical Communication Instructor in the Engineering Communication Studio at Louisiana State University. He earned a bachelor’s degree in English and a master’s of fine arts in creative writing from Virginia Commonwealth University.Paige Davis, Louisiana State University Paige Davis has 22 years of experience in the College of Engineering at Louisiana State University. For the past two years, she has directed a study abroad program specifically designed for engineering students. In addition to teaching, she assists with

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Don’t Let the Computer Take Your Job – a Framework for Rethinking Curriculum

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

)approach dominates research but they argue (echoing Newman [1]) that the “theinterconnection among the forces influencing student change highlight the need to considertheoretical conceptions from multiple disciplines in designing studies of college impact” (p.630).Reporting their findings (which applied to the US) they write, One of the most striking features of the full corpus of the post-1990 research we reviewed is the broad scope of the dimensions of student lives that change with exposure to college. Even after adjusting for other forces, and even if the exposure lasts for only a year or two, college changes students to a degree unattributable to normal maturation or other influences outside the academy

Relevance Score: 0.024221182

Addressing the Differences between Intention and Retention in Engineering Classrooms: Possible Ways to Design Classes for Students' Knowledge Retention.

Conference Session: Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1
Collection: 2019 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

askedto reflect about what they know. Then, the students are asked to explain how they could use theidea to explain something of their interest or apply the knowledge to a specific task. When thestudents write and attempt to connect their knowledge/learning to their own interests, their storiesand experiences had far greater value than the instructor’s initial intent. Finally, with the studentsat the center and possessing an awareness of the differences in an instructor’s instruction andstudent’s retention, classes can be designed to make learning an enjoyable experience for bothstudents and instructors.IntroductionIn the present-day classrooms, students have access to multiple sources of information such as webcontent, videos, instructional

Relevance Score: 0.021967713

Thinking Like an Engineer: Responding to the Engineering Blind Spot at Liberal Arts Colleges

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

compelling observations made by James Duderstadt in his 2010essay “Engineering for a Changing World”, collected in Dominico Grasso’s and Melody BrownBurkins’ Holistic Engineering Education: Beyond Technology, we find this: “Today we have asociety profoundly dependent upon technology, profoundly dependent on engineers who producethat technology, and profoundly ignorant of technology” (p.31). Such profound ignorancereveals a profound social need. Writes Duderstadt: “Perhaps the most urgent need of our societyis a deeper understanding and appreciation for technology on the part of all college graduatesrather than only those seeking engineering degrees” (p.21), and also proposes that the study ofengineering or technology be included under the umbrella

Relevance Score: 0.01884407

Teaching, Education, Engineering, and Technological Literacy

Conference Session: The Philosophy of Engineering and Technological Literacy
Collection: 2015 ASEE Annual Conference & Exposition
Authors: John Heywood, Trinity College, Dublin
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

treated communication “only as information Page 26.1493.2transfer” when what was required was a comprehensive development of social interactionskills. He thought that this could be achieved if students were given the opportunity to teachin their courses because “education, like engineering practice, relies on special kinds ofsocial interactions reflecting the specialized knowledge that defines the context”. He arguedthat students should be trained to teach because they also learn when they have to explain to“others using such methods as cooperative learning and peer instruction”.Trevelyan’s position is supported by a review of research on learning-by

Relevance Score: 0.018832322

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

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

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Relevance Score: 0.018400881

Assessment of Gregorc Style Delineators

Conference Session: Curriculum Development in Technological Literacy
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mysore Narayanan, Miami University
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities. c American Society for Engineering Education, 2020 Assessment of Gregorc Style DelineatorsAbstract Anthony F. Gregorc is a phenomenological researcher who is internationally recognizedfor his work in learning styles. In 1969, with the introduction of his Energic Model of Styles,researchers were provided with a valuable tool for helping individuals gain a betterunderstanding of Self and others. This work evolved into the Mind Styles Model in 1984.Gregorc Style Delineator is based upon a psychologically-formulated matrix of four descriptivewords. Gregorc indicates that there are

Relevance Score: 0.018395862

Kindness in Engineering Education

Conference Session: TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Angela R. Bielefeldt, University of Colorado Boulder
Tagged Topics: Diversity
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

compassionand empathy with respect to education (numbers identified in Table 2). A Web of Science search[48] found that the term empathy (or empathetic) was a much more common idea in highereducation and engineering than compassion, which in turn was much more common thankindness. Papers that resulted from the search on kindness and education were generally relatedto PK12 or medical settings (nursing and medical school). The pre-college papers tended tofocus on teaching kids and students to be kind in their behavior toward peers and more broadly.This had a focus on fostering kindness in pupils among an array of prosocial behaviors,sometimes included with social-emotional education. The medical school settings tended tofocus on teaching future

Relevance Score: 0.018064585

Philosophy and Engineering Education; should teachers have a philosophy of Education?

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

Relevance Score: 0.017621437

Do We Control Technology or Does Technology Control Us?

Conference Session: Innovations in Promoting Technological Literacy II
Collection: 2012 ASEE Annual Conference & Exposition
Authors: J. Douglass Klein, Union College
Tagged Divisions: Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

, visually compelling format, and will givethem practice in oral expression. The seminar format of the class means that students will frequently voice their questions, andare expected to prepare for class in small in-person and online groups. In particular, studentswill frequently work in pairs, a format which offers the pedagogical advantages of groups, whileensuring participation of all (both) members.22 In addition to the motivating and creativeaspects, pairwork enables students to explore the questions they bring to class, and to try outtheir arguments on their peers. In addition to a college-wide end-of-term student course evaluation, students course areassessed using a six-point writing rubric. Because of the highly interdisciplinary

Relevance Score: 0.017321283

Teaching Engineering in the General Education Program at the University of Maryland

Conference Session: Engineering Literacy: Champions of Engineering in General Education
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Robert M. Briber, University of Maryland, College Park; Romel D Gomez P.E., University of Maryland, College Park
Tagged Topics: Diversity
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

, microelectronics, electromagnetics, quantum theory and magnetic technology. As the associate chair for undergraduate education, he helped strengthen the ECE curriculum in communications, embedded systems, cyber security, and power. He is the architect of a novel freshman course that introduces fundamental principles of ECE using hands-on pedagogy and a science course for non-STEM majors. Dr. Gomez is also a researcher in the broad areas of micromagnetism and biosensing. He has co-authored over 90 peer-reviewed publications, several book chapters and has three U.S. Patents. He earned his PhD from the University of Maryland, MS from Wayne State in University and BS from the University of the Philippines all in Physics. Among his

Relevance Score: 0.016895493

A Perspective on Students’ Autonomy in Learning and Engaging in an Inquiry-based Learning Environment

Conference Session: Developing Technological Literacy in Students
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University of Science and Technology
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

. The basic trendsin the students inquiry development is captured via use of particular keywords and actions. Aphenomenographic analysis is performed to classify the common themes that appear in thestudent writing over the time points in the semester. These are then further classified into thedifferent sub-stages (Identification, reflection and personalization) of the Deweyan cycle.In the initial weeks most students start with asking why or how a particular code segment works,how something occurs in their circuit when they change things etc. As the time progresses,there is a shift in their inquiries in trying to achieve or make something possible with theresources available. Their procedures following the inquiry become more detailed. They

Relevance Score: 0.016895493

Improvements in Undergraduate Electromagnetism Courses by Designing Experiences of Inquiry and Reflection

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

method at the same time through reflective practice and critical evaluations.It is expected that in every reflection, the student goes through a cycle or series of personalquestions and debates attempting to learn, resolve, and create personal stories. In addition,students reflect on their personal narrative of the meaning, the connection, and the methodologythat they are experiencing [18]. During in-class reflective activities, the student is exposed to theviews of other team members. They are encouraged to think, discuss, share, and write their ownreflections. Then the student needs to critically evaluate his/her choices, and create an informeddecision. This is not a trivial process. In practice, we try to follow students development

Relevance Score: 0.015980508

Developing Self-awareness in Learning Practices: Designing and Implementing a Survival Tool for Freshmen in Engineering

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

facing, they emancipate and make bigger leaps and connection. Typically deep personalization occurs towards the end of the semester. Fig.1: A symbolic representation of Dewey’s Inquiry CycleIt is noteworthy that the student advances in learning and thinking stages [18-24] by goingthrough the inquiry cycle multiple times. In every iteration the student grows and internalizes thecycle, creating new ideas and questions leading back to the process of inquiry. 2. Reflective writing and PhenomenographyPerhaps one of the most important places that reflective practice helps the growth of the studentsis in Freshman Engineering Classes. In our work, the reflections are defined and practiced withvery basic definitions such as the

Relevance Score: 0.015694492

A Critical Thinking Paradigm for Materials and Manufacturing Education

Conference Session: Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sayyad Zahid Qamar, Sultan Qaboos University; Ramanathan Arunachalam, Sultan Qaboos University; Sayyad Basim Qamar, Texas A&M University
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

as: Write a concise report on the xperimenton Cold Working and Hardness Testing. It should include objectives, introduction, apparatus andmaterials, procedural steps, results (tabular and graphical formats), and discussion of results. Inthe last section, discuss the behavior pattern of hardness against percent cold work; justify theresults in comparison with theory; comment on any notable results or deviations; and discuss anysources of error.An assessment exercise addressing RLO-3 is worded as: Write a concise report on theexperiment on Cold Working and Hardness Testing. It should include objectives, introduction,apparatus and materials, procedural steps, results (tabular and graphical formats), and discussionof results. In the last section

Relevance Score: 0.013183245

Whither Engineering and Technological Literacy? Cui Bono 2

Conference Session: Exploration of Broad Issues and Promotion of Engineering and Technological Literacy
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Heywood, Trinity College Dublin
Tagged Topics: Diversity
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

sandwich (cooperative) principle of integrated periods of study and trainingin industry. The most popular was six months in industry followed by six months in collegein each of four successive years [4].A requirement of the NCTA was that all students for their diplomas should have participatedin programs of liberal study. This was reinforced in 1957 by a government edict that extendedthe idea of compulsory liberal studies to all levels of technical education even though muchof it was part time study [5]. By 1962 it was seen that the development of literacy, that is theability to read and write, was essential for the general education of all students. Thus, it wasthat in those colleges the term Liberal Studies came to be substituted by General

Relevance Score: 0.013139902

Why Technological Literacy and for Whom?

Conference Session: Promoting Engineering and Technological Literacy
Collection: 2016 ASEE Annual Conference & Exposition
Authors: John Heywood, Trinity College-Dublin
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

is illustrated by some of the presentations at the 2013 annual conference shown inexhibit 1.Only one of the presentations came from outside the US, in this case, TheUniversity of Buenos Aires. The programme inadvertently highlights one of the dilemmasfacing those who would promote technological literacy namely, that it is all too often taken Application of peer-reviewed journal articles for enhancing technological literacy (Brooks, R.M., Cetin, M., Kavuturu, J and Al-Maghrabi, M-N). Demonstration of electrical principles in the classroom by hydraulic analogues (Graff, R. W and P. R. Leiffer). Waves of engineering: using a mini-wave flume to foster engineering literacy (Lyman-Holt, A. L and L. C Ribichaux). Simulating interest in

Relevance Score: 0.012683064

E 4 E: Engineering for Educators

Conference Session: Innovations in Promoting Technological Literacy I
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Dan G. Dimitriu, San Antonio College; Simona Dana Dimitriu, Pat Neff Middle School - Northside Independent School District (NISD); Thomas Gadsden Jr., Our Lady of the Lake University
Tagged Divisions: Technological and Engineering Literacy/Philosophy of Engineering

AM to Noon. (See Course Outline)STUDENT PRESENTATIONSEach student must choose two subjects from different chapters from the book “How Things Work” and present them in a PowerPoint format to the class at the appropriate time. The presentations will be graded for content and style by the professor and peers on anonymous ballots. The eligible subjects must be selected from the following chapters: 7, 9, 10, 11, 12, 13, 14, 15, and 16. In case there are not enough subjects, the second presentation may be presented by teams of two students.SHOEBOX SCIENCE PROJECTSEach student is required to develop one shoebox science project based on a specific TEK Physics problem from their particular grade level. The shoebox projects will be presented