July 26, 2021
July 26, 2021
July 19, 2022
Technological and Engineering Literacy/Philosophy of Engineering
Freshman Seminars are part of a new General Education model at [Institution]. Several engineering faculty teach these seminars, and students in the seminars represent all majors offered on campus. Students submit their preferences for the available seminars prior to the start of the semester, and many engineering majors register for one offered by School of Engineering faculty. Although the courses are designed for non-engineers, they tend to attract a significant number of engineers. In order to appeal to all students, there is overlap in teaching some basic engineering to non-engineers, and many opportunities for engineering students to broaden their understanding of engineering and society. Innovations that transcend to everyday use inform non-majors about engineering and technology and can also be used to show engineering majors why their course material is important and how it can be used. While many positive changes have resulted from engineering innovation, society should also carefully weigh the potential for negative consequences. The ability to rationalize and substantiate the motivation and development of innovations needs to be exercised among engineers. It is also important that engineering and non-engineering students alike understand the expectations of engineers and consider the broader impacts of their work in societal issues. This is an accreditation requirement for engineering degree programs.
A series of short essays directs students to analyze selected innovations and technologies for necessity and any social responsibility in their use. They are encouraged to consider the roles of engineers and non-engineers and their activities that impact society. The freshman population is still developing deeper critical thinking skills and understanding how technology can contribute to society and some of the larger impacts of those contributions. This paper describes the mapping of the general education outcomes to the ABET student outcomes and how some freshman engineers are introduced to social responsibility long before their major design experience in their discipline. Included are analysis of student work, course feedback, and reflection on the outcomes of four iterations of the freshman seminars taught by engineering faculty.
Rabb, R. J., & Righter, J., & Washuta, N. J., & Skenes, K. (2021, July), Freshman General Education Outcomes that Reinforce ABET Student Outcomes Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37207
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