Washington, District of Columbia
April 6, 2018
April 6, 2018
April 7, 2018
Diversity
8
10.18260/1-2--29466
https://peer.asee.org/29466
393
Dr. Carle joined RIT in 1996 and is an associate professor in the Manufacturing and Mechanical Engineering Technology (MMET) Department in CAST. Her research interests include critical thinking, STEM education, and program assessment. Beth serves as an ABET program evaluator.
Dr. Jennifer Schneider is the Eugene H. Fram chair in Applied Critical Thinking in Academic Affairs and a professor in the Civil Engineering Technology, Environmental Management & Safety within the College of Applied Science & Technology at RIT. She is responsible for leading the university wide effort to infuse applied critical thinking across the RIT student experience. In addition, she leads the RIT Collaboratory for Resiliency & Recovery, supporting the data to decision pipeline in emergency response and recovery, a local volunteer HAZMAT commander, and has been recognized for her work in situational awareness and decision-making.
Dr. Michael E. Long is a Research Analyst at the Rochester Institute of Technology. Prior to the current position he was a research scientist specializing in agent-based modeling of complex systems and taught statistics in the College of Science. He also has diverse technical and managerial experience in product development and manufacturing, holds 19 patents, and was an international consultant in Yield Management.
Many universities have efforts related to infusing the teaching and learning of critical thinking, particularly for engineering, technology and computing related majors. This paper describes an applied critical thinking initiative at the Rochester Institute of Technology (RIT) and its implementation within engineering technology. The Mechanical, Manufacturing, and Electrical Mechanical Engineering Technology (MMET) students practice critical thinking skills in general education courses, academic program courses, and experiential learning experiences such as co-operative education. Since employers are seeking critical thinking skills, this paper discusses the assessment of that competency through experiential learning opportunities for students. Mapping and analysis of the progression of the competency through academic program, student, and employer data showed a developmental path through ‘problem solving’ and ‘design’ related opportunities in many forms for students to demonstrate applied critical thinking skills.
Carle, B., & Schneider, J., & LONG, M. E. (2018, April), Mapping the development of applied critical thinking skills in engineering technology majors Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. 10.18260/1-2--29466
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