Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

dealingwith real world technological issues.For the past 20 years the principal author has taught a course, ―The Environment,‖ to non-engineering and non-science majors as a science core requirement. In Fall 2007 a section of thiscourse was taught using the traditional lecture method. In the other sections of the course,methods for improving the technological literacy of these students were developed. Four bestpractices were selected from these methods and taught to an experimental group in summer2010. The best practices are: (1) learning from three hands on and minds on labs, (2) use ofcharts and equations, (3) making students familiar with the top 20 bench mark numbers used inthe industry, and (4) acquiring knowledge about the commercial

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Bartholomew; Geoff Wright, Brigham Young University; Ron Terry, Brigham Young University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

increasingly popular in recentyears; backward design is a method of design that begins with the end in mind.2 The  main  principles  of  this  process  call  for  curriculum  developers  to  first  determine  what  students  should  know  and  be  able  to  do  at  the  completion  of  a  unit.    Great success has been found inthe backward design movement, and teachers are finding opportunities for implementation ofbackward design in their classrooms.3-5In 2002, the International Technology and Engineering Educators Association (ITEEA) updatedtheir earlier published book: Standards for Technological Literacy: Content for the Study ofTechnology (STL).1 This document helped to set forth the expectations, benchmarks, standards,and learning outcomes

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Engineering EducationAnnual Conference (2010) http://soa.asee.org/paper/conference/paper-view.cfm?id=246665 ibid.6 Bransford, John D., Brown, Ann L., and Cocking, Rodney R., ed., “How People Learn. Brain, Mind, Experience,and School”, National Academy Press, 20007 Willingham, Daniel T, “Why Don’t Students Like School?”, Jossey-Bass, 20098 ibid. Page 22.839.7

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-science majorsincorporates perspectives more akin to engineering than traditional physical science courses.These recent efforts at motivating the learning of physics by understanding modern technologystand in distinct contrast to earlier classic works such as Physics for the Inquiring Mind 59 andPhysics for Poets 60, which avoided technological applications and emphasized philosophicalquestions and natural phenomena.These developments illustrate that demand and interest exist among the non-engineeringundergraduate population for courses on technological issues. It also demonstrates thatengineering faculty can develop and teach courses on technological topics to non-engineeringstudents. The successful courses taught by engineers span the entire

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

AC 2011-1979: IMPROVING TECHNOLOGY LITERACY CRITERIA DE-VELOPMENTSteven R Walk, Old Dominion University Steven Robert Walk, PE, is an Assistant Professor of Electrical Engineering Technology in the Frank Batten College of Engineering and Technology at Old Dominion University. He is founder and Director of the Laboratory for Technology Forecasting. His research interests include energy conversion systems, technology and innovation management, and technological forecasting and social change. He is owner and founder of Technology Intelligence, a management consulting company in Norfolk, Virginia. Mr. Walk earned BSEET and MSEE degrees at the University of Pittsburgh, where he was a University Scholar

Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Assessment And Instruction, 2002 Proceedings of the American Society for Engineering Education 2002 Annual Conference, June 16-19, 2002, Montréal, Quebec, Canada. 13. Starns, G., and M. Hagge, “Quantifying Learning Through The Use Of Mind Maps And Concept Maps,” ,” Proceedings of the American Society for Engineering Education 2009 Annual Conference, June 17-19, Page 22.138.18 2009, Austin, TX. 1714. Lohani, V., and R. Castles, “A Paradigm For Comprehensive Concept Map Based Modeling Of Student Knowledge,” ,” Proceedings of the American Society for Engineering