Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

2006-695: WHAT IS TECHNOLOGICAL LITERACY AND WHY DOES ITMATTER?David Ollis, North Carolina State UniversityGreg Pearson, National Academy of Engineering Greg Pearson is a Program Officer with the National Academy of Engineering in Washington, D.C. In that role, he develops and manages new areas of activity within the NAE Program Office related to technological literacy, public understanding of engineering, and engineering ethics. He currently serves as the responsible staff officer for the NSF-funded study, Assessing Technological Literacy in the United States, and the State Educators’ Symposium on Technological Literacy project, funded by the U.S. Department of Education. He previously

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

character of thespecific technical knowledge required for full participation in a technological society. By Hirsch’s definition, even most engineers would not qualify as technically literate inengineering fields not related to their own. And, as Young, Cole, and Denton recognize in“Improving Technological Literacy” (2002), “Even engineers, who have traditionally beenconsidered experts in technology, may not have the training or experience necessary to thinkabout the social, political, and ethical implications of their work and so may not be Page 11.652.8technologically literate”.9 In sum, the terminology “literacy” is condescending

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University; John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

use what you know todemonstrate principles of engineering and technology. 3. Focus on what engineers actually do 4. Duplicate the manufacturing process, from design through production 5. Use team teaching 6. Encourage open discussion and thoughtful analysis of technology and itsimpacts on culture and the environment. Exploration of topics such as product design,safety and testing, cost-benefit analysis and engineering ethics can help developtechnological literacy and critical thinking skills. Audience specific items for non-technical majors 7. Make the course fun through activities, videos and projects 8. Remember that the first few weeks are crucial, especially for

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of St. Thomas; Karl Mueller, University of St. Thomas

Tagged Divisions

Technological Literacy Constituent Committee

2006-655: A SOLAR-POWERED DECORATIVE WATER FOUNTAIN HANDS-ONBUILD TO EXPOSE ENGINEERING CONCEPTS TO NON-MAJORSCamille George, University of St. Thomas Camille George is an assistant professor in mechanical engineering at the University of St. Thomas in St. Paul, MN. She teaches thermodynamics, heat transfer, fluid mechanics, and a fuel cell technology class. She is interested in technology literacy, engineering ethics and the internationalization of the engineering program. She has been instrumental in adding a humanitarian service-oriented engineering project option to the senior design curriculum and also in exploring ways of adding engineering content into classes for non-science and

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

how our culture is formed by human creativity.Engineering in the Modern World,” Michael Littman and David Billington, PrincetonUniversity19. Among the works of concern to engineering are bridges, railroads, power plants,highways, airports, harbors, automobiles, aircraft, computers, and microchips. Historicalanalysis provides a basis for studying urban problems by focusing on scientific, political,ethical, and aesthetic aspects in the evolution of engineering over the pasts two centuries.The precepts and the papers will focus historically on the social and political issues raisedby these innovations and how they were shaped by society as well as how they helpedshape culture. The class attracts many first and second year students