Curriculum-embedded Epistemological Foundations in Nuclear Engineering
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Division
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Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)
- Page Count
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17
- DOI
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10.18260/1-2--47105
- Permanent URL
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https://peer.asee.org/47105
- Download Count
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142
Paper Authors
Haley Williams University of California, Berkeley
Haley Williams is a Ph.D. candidate at the University of California – Berkeley in the Department of Nuclear Engineering. Her research includes studies of speciation and structure in molten fluoride salts. Beyond nuclear, her research interests extend to critical materials recovery and synthesis via molten salts. She is also interested in the values that underlie engineering education, and as a recipient of the Ron Gester Fellowship, she studies how beliefs about the roles and responsibilities of engineers affect the practice of nuclear engineering, drawing from the scholarship of science and technology studies. She also holds the UC Berkeley Chancellor’s Fellowship. Prior to her graduate studies, she received her B.S. in Chemical Engineering from The University of Tulsa and studied molten chloride salts at the National Renewable Energy Laboratory.
Denia Djokic University of Michigan
Abstract
Dialogue on the topic of nuclear energy has a rich history including the transition from military to civilian applications, the legacy of the political entanglements of nuclear waste management, and the varied public perceptions of the risks of radiation . This complex historical context, juxtaposed with the present need for rapid deployment of low-carbon energy systems to combat energy crises in the coming decade, make nuclear energy an interesting case study as an historically entrenched field on the cusp of renewal. Situated at these crossroads, we present an analysis of how engineering has been previously defined by nuclear engineers and how the role and responsibilities of engineers and of the technologies they produce and promote have been taught and perpetuated. This work explores the beliefs about knowledge and the role of the engineer that are embedded in how students train in the field and practice of nuclear engineering. We present here an analysis of embedded value systems in core textbooks typically used in undergraduate and graduate nuclear engineering studies in the US, specifically looking at what is considered essential to being a nuclear engineer. Key themes discussed are engineering as problem solving, the relevance of multidisciplinarity, and the authoritative nature of knowledge. The analysis considers the context in which the textbooks were written and how the embedded worldview found in the textbook shapes the current landscape of nuclear engineering education, research, and practice. We analyze what nuclear engineering students are implicitly taught about their roles and responsibilities via presentation of technical course material. Overall, this case study investigates nuclear engineering for its curricula-embedded epistemological foundations and offers reflections on the relevance of beliefs about knowledge to engineering problem solving.
Williams, H., & Djokic, D. (2024, June), Curriculum-embedded Epistemological Foundations in Nuclear Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47105
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