June 24, 2017
June 24, 2017
June 28, 2017
Technological and Engineering Literacy/Philosophy of Engineering
This paper is a report of the early results for a study of perspectives, views and understanding of the meaning, aims and objectives of technological and engineering literacy. The data is collected from faculty and students of engineering and industrial design. The authors have been delivering technological and engineering literacy classes for more than a decade to non-engineering students in our university, thus necessitating the need to study the perceptions of two stakeholders in this experiment: The college of engineering that delivers the classes, and the department of industrial design that included the classes in their program.
The paper reports and discussed the results of initial studies for better understandings of perspectives, and expectations of engineering and industrial design students, and faculty regarding technological and engineering literacy classes and ideas. The pilot results from freshman engineering students, second year industrial design students, and faculty of engineering and industrial design are presented.
The paper introduces the purpose of the study, the questions that were asked, some interview results with selected members of engineering and design students and faculty. In addition the paper presents the trends and significances of results and how they can relate to the effectiveness of the notions of technological and engineering literacy in the education communities that these ideas meant to affect.
Mina, M. (2017, June), Technological and Engineering Literacy Classes from different perspectives: A pilot study Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28934
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