Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

create a self-designed degree program in the emerging field of Engineering Education Research via the Graduate School’s interdisciplinary Individual Ph.D. Program. Ryan holds an M.S. in Electrical Engineering from Sungkyunkwan University (SKKU), Republic of Korea, and a B.S. in Engineering Science from Colorado State University, Fort Collins. Ryan’s research interests include: engineering education, ethics, humanitarian engineering, and computer modeling of electric power and renewable energy systems.Elizabeth BurpeeMs. Mee Joo Kim, University of Washington- Seattle Mee Joo Kim is a Ph.D. student in College of Education at University of Washington. She received her M.Ed. in Social Foundations (2009) from the Curry

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Oenardi Lawanto, Utah State University; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

: Issues and Challenges. American Society for Engineering Education. Presentations, five most relevant: TeleRobotics: The Internet, a Physical Sensor 73rd Annual Confer- ence Program, ITEEA 2011. Dr. Kallis, J., Boyles, R. Implementation of Microgravity Experiments in the Classroom 73rd Annual Conference Program, ITEEA 2011 Teaching STEM Concepts with Agile Robotics. Dr. Kallis, J., Boyles, R. 73rd Annual Conference Program, ITEEA 2009. Tremaux’s Algo- rithm with Recursion 73rd Annual Conference Program, ITEEA 2009. ”Normalcy” 2008 Intercollegiate Art Show, Best of Show, California University of PA, April 3rd, 2008. ”Die Verfeinerung von Sustain- ability” Create the Future Design Contest, NASA Tech Briefs and SolidWorks

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Century, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, D.C., National Academies Press (2005). 2. Duderstadt, J. J., Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research, and Education. Ann Arbor, Michigan, University of Michigan Press, (2007). 3. Boyer, E. ,Reinventing Undergraduate Education (The Boyer Commission Report). New York: Carnegie Foundation (2001). 4. Clough, G. W. (Chair), The Engineer of 2020: Visions of Engineering in the New Century. National Academy of Engineering, Washington, D.C., National Academies Press (2004). 5. Council on Competitiveness, Innovate America: Thriving in a

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 active  learning.  We  believe  that  engineering  education  needs  fundamental  modifications  and  new  approaches  to  match  the  needs  of  the  21st  Century.  In  previous  papers  and  presentations,  we  have  discussed  classes  and  curricula  that  are  based  on  the  Deweyan  pragmatic  philosophy  and  argued  that  they  have  tremendous  potential  for  creating  critical  thinkers  and  lifelong  learners  and  therefore  more  adaptable  problem  solvers  than  the  current  crop  of  engineering-­‐education  graduates.    Authors  have  also  identified  the  studio  model  as  the  best  course  structure  for  accommodating  Deweyan  philosophy.    However,  a  shift  to  that  model  requires  a  comprehensive  review