Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill, Hope College; Daniel J. Langholz

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

possible to accomplish in a engineering and technological literacy course for non-engineers.Requirements for Visual Representation MethodIn survey courses of modern technology for non-engineer, the methods and conventions usedmust be consistent across a broad spectrum of common technologies including automobiles,structures such as bridges, and electronics. Some general requirements needed for visual aids Page 24.418.5used in technological and engineering literacy courses are listed in Table 1. The primary use of 4these visual aids is to help to convey how the technology works. An overall goal is to

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; George Roskovich, Florida Atlantic University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of a larger program at Florida Atlantic University that targetsmultiple topics and concepts in engineering, computer science, physics, and mathematics. The method was employed over the course of a semester for a class titled “Control Systems1”. A small scale assessment was applied to gauge the students’ receptiveness to the techniques.Although the project is in the preliminary stages, the feedback has been positive. Currently,further efforts are being made to assess students throughout the course of the semester,comparing their overall success with their opinion of the techniques highlighted in the project. Page 24.172.2 1. Introduction

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Page 24.356.1 c American Society for Engineering Education, 2014 Defining engineering and technological literacies within the framework of liberal education: implications for the curriculumAbstractThis paper develops a discussion begun in earlier papers between 2010 and 2012 by members of theTechnological Literacy Division of ASEE. Technological literacy is a muddled concept for which reasonmembers of the Technological Literacy Division led by John Krupczak have found it necessary to distinguishbetween two literacies- engineering and technological [1]. Accompanying this work, Mani Mina and others havealso established a framework for the design and implementation of minor courses for the development

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

purpose of engineering education.This question is irrelevant to engineering practice over the short term since engineering is what itis, and definitions don’t directly affect GDP or employment. Yet for engineering educators thedefinitions of engineering do matter since they inform what we should do. Definitions also pointout potential conceptual imprecisions; if we do not interpret a definition the same way then thereis a potential for miscommunication and subsidiary ideas may themselves be imprecise.Mitcham and Schatzberg point out 1 that definitions are fundamental to philosophy, and ourphilosophy, whether explicit or not, determines how we educate 2. More practically, definitionsserve as objectives, helping to determine the ultimate aims of

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

framework of liberal education: implications for the curriculum.IntroductionIn a previous papers it has been argued (a) that a liberal education that takes no account ofengineering and technological literacy cannot, by definition, be liberal [1], and (b) that programsof engineering and technological literacy can be designed to bridge the academic –vocationaldivide that is inherent in reports such as that undertaken for the National Governors Association(NGA) by Sparks and Waits [2-3]. One of the trans-disciplinary frameworks that was brieflydiscussed was Whitehead’s three stage theory of rhythm in learning. The purpose of this paper isto consider the design of the first stage, the stage of romance.Whiteheads theory of learning, and

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Ames Iowa 50011 mmina@iastate.eduAbstractRecently,  there  have  been  valuable,  creative,  and  systematic  attempts  for  to  identify,  define,  and  work  on  a  philosophical  basis  and  foundation  of  engineering.    Researchers  in  the  area  believe  that  the  foundational  philosophy  (or  philosophies)  of  engineering  should  not  necessarily  be  the  same  as  the   1-­‐2  philosophies  for  sciences .  In  this  important  endeavor  to  search  for  and  identify  the  philosophical  basis  for  engineering  and  engineering  education,  a  fundamental  premise  exists.    The  assumption  is  that  having  a  better

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette; Thalia Anagnos, San Jose State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

“specialists” working together to obtain significantimpact towards defined education and outreach goals.Large-scale research centers face the challenge of integrating the EOT operation into the generalframework of the research enterprise rather than running an ancillary EOT project to fulfill acontractual agreement specified by the funding agency. One model is to concentrate education Page 24.843.2programs on the research potential of the graduate students and post-doctoral scholars working atthe facility. This model emphasizes the production of new knowledge related to the ongoingresearch conducted at the sites. As illustrated in Figure 1, the

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University; Jason K Durfee P.E. P.E., Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

that could be used to promote technological literacy.IntroductionThis story begins in 1999 when engineers and technologists were concentrating their efforts onaverting catastrophic failures on January 1, 2000. This event was widely referred to as “Y2K.”Computers in the 1900s typically used just two numbers to represent the year due to the limitedamount and high cost of memory. The dilemma became, when the new century begins would thesoftware consider the year to be 1900 or 2000. As a result, scientists, engineers, programmers, Page 24.1337.2and technicians gave significant attention to the problem. Newspapers, radio, and television