Free ticketed event
Exploration of the role of functional modeling on the development of students’ systems thinking ability led to an understanding that, generally, students develop only a limited ability to understand engineered systems at varying levels of complexity (e.g., functionality of the full system versus the functionality of subsystems of the system). This very limited development of systems thinking led to a new research question: What is the role of engineering literacy on students’ abilities to apply the tools commonly taught in engineering design? If students do not already have a well-established mental model of how engineered systems work and a well-developed mental library of manufactured engineering components, can students effectively apply the engineering design tools commonly espoused by engineering design texts?
In this workshop, the facilitators will engage with the audience to explore this disconnect between engineering design and engineering literacy to identify critical paths for research, engineering design pedagogies that may be appropriate for helping students confront this disconnect, and formative assessment strategies that can help students develop accurate mental models and engineering literacy.
James Madison University
Georgia Institute of Technology
Florida Polytechnic University