Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-2079: TEACHING PROCESS FOR TECHNOLOGICAL LITERACY: THECASE OF NANOTECHNOLOGY AND GLOBAL OPEN SOURCE PEDAGOGYRichard Doyle, Penn State University Professor of English and Science, Technology, and Society at Penn State University, Richard Doyle specializes in the rhetoric of emerging science and technology. He is an award winning teacher and he has published numerous books and articles.Richard Devon, Pennsylvania State University Professor of Engineering Design, Engineering Design Program, SEDTAPP, Penn State University. Devon has written widely on design ethics and on design education with a focus on communication technologies

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

of program outcomes (criterion 3) aredifferent for engineering (EAC) and engineering technology (TAC), both lists include topics thatdirectly relate to developing technological literacy in students. Issues such as design withinconstraints, social and ethical issues, and globalization are included on both lists and relate totechnological literacy.This paper will examine both the TAC of ABET and EAC of ABET lists and will highlight areasrelated directly to technological literacy. The paper will explore the concept of technologicalliteracy as a framework for addressing these topics throughout the curriculum and in a specificschool’s or department’s lists of program learning outcomes. This framework has the potentialto be very useful as faculty

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; W. Bernard Carlson, University of Virginia; Sarah Pfatteicher, University of Wisconsin - Madison; Bruce Seely, Michigan Technological University; Douglass Klein, Union College; Ronald Miller, Colorado School of Mines

Tagged Divisions

Technological Literacy Constituent Committee

Science Foundation (NSF) sponsored and the NAE hosted a workshopaimed at developing successful models for technological literacy courses at the college level. Theapproach advocated in this paper arose in one of the breakout groups at that workshop.The name “Technology in Context” captures the central idea behind the approach: courses thatcombine specific engineering or scientific knowledge with an understanding of the historical,social, and ethical context in which the technology is arises and is implemented. Three keyfeatures define the approach: 1. Start with existing courses and modify them so that they explicitly pursue TL outcomes and help students develop TL traits. This aspect leverages existing faculty expertise and

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

Engineering - Technological Careers: What to Expect in Today's Environment - Getting to that Career: Surviving a Technological Major in College - Technological Problem-Solving - Overview of the History of Technology - Ethics and TechnologyAt the end of this course, students should have met the following learning outcomes: - have an understanding of engineering, engineering technology, and areas of technology, - be able to solve basic technical problems using tools covered in this course, along with being aware of the limitations of the results, and - through a discussion of topics from the history of technology and of issues in technological practice, students are exposed to the product development

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-2245: ENGINEERS AND TECHNOLOGICAL LITERACYByron Newberry, Baylor University Byron Newberry is Associate Professor of Mechanical Engineering at Baylor University, where he teaches courses in engineering design, engineering materials and mechanics, and engineering ethics. In addition, he teaches courses in the history and philosophy of science, ancient and modern, as an affiliate faculty member of the Baylor Great Texts Program. Dr. Newberry’s current research is primarily on the topics of engineering ethics, the philosophy of engineering, and social issues in engineering and technology. He has published numerous articles on these topics and has given numerous presentations at

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Elaine Cooney, Indiana University-Purdue University-Indianapolis; Karen Alfrey; Steve Owens, Indiana University - Purdue University-Indianapolis

Tagged Divisions

Technological Literacy Constituent Committee

ethical responsibility; andunderstanding the impact of engineering solutions within a contemporary and societalcontext. Furthermore, IUPUI, like many universities, explicitly recognizes theimportance of critical thinking as a component of undergraduate education by identifyingit among the university’s Principles of Undergraduate Learning (PULs). However, theability to think critically and independently is cited by employers as one of the greatestdeficiencies in recent engineering graduates [1, 2]. We may believe we are fosteringcritical thinking skills in our engineering and technology curricula – but are ourundergraduates developing those skills as we intend?Background and Motivation“Critical thinking” is the ability to analyze carefully and

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Kelli Huser, Iowa State University; Thomas Kelly, Iowa State University; Mani Mina, Iowa State University; Seth Ballou, Iowa State University; Joseph Crispin, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

through relevant research. Each of these approaches has its benefits. Focusing on the historical design and evolutionof certain kinds of technology allows students to develop an understanding and appreciation ofthe origins of technology and fundamentally asks how technology works and why it developed in Page 15.1350.2the way it did. Technological philosophy courses encourage students to question technology, itsmoral and ethical purposes, and how technology fits within society. Both approaches haveproven valuable in the field of technological literacy.Course OverviewThis course is innovative in both the content and the curriculum design

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

credits for each student. There are three introductory classes (ES)courses: ES 260, Introduction to Engineering: From Thoughts to Things; ES 265, Survey of theImpacts of Engineering Activities; and ES 270, Survey of How Things Work. Each studentshould also take 6 credits (2 classes) in approve course list of junior and senior level classes.These classes are offered by different faculty and are all related to understanding technology,technological development, and social, ethical, and environmental aspects of technology. Therest of the credits to make at least 21 credits can be filled approved class list including 2nd, 3rd,4th, and graduate level classes. Each engineering department is offering classes in their field forsuch requirements. Our

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

William Suchan, United States Military Academy; Susan Schwartz, United States Military Academy; Edward Sobiesk, United States Military Academy

Tagged Divisions

Technological Literacy Constituent Committee

constructing their web portals, explicitattention is paid by both the students and the instructor to the variety of permission types that arerequired in the completion of the project. Examples of these permission types includepermission given on the web site from which the media was obtained, permission successfullygranted via correspondence, open source license agreements, use of non-copyrighted materials,and use of materials personally owned (or optimally, created) by the student. The overall effectis to create a strong awareness in the students that electronic intellectual property is generallyowned by someone, and to give students confidence that they can still ethically succeed in thisenvironment.One final aspect of the introductory module is a

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

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Barbara Oakley, Oakland University; Lorenzo Smith, Oakland University; Yin-ping (Daniel) Chang, Oakland University

Tagged Divisions

Technological Literacy Constituent Committee

response to such criticisms, as well assimilar criticisms about engineers from the workplace, ABET, the accrediting agencyfor schools of engineering and technology in the United States, has attempted tobroaden the training engineering students receive.14, 15 Consequently, accreditingcriteria now specify that engineering studies must have training involving a numberof areas, including professional and ethical responsibility; an ability to communicate Page 12.1478.2effectively; an understanding of the impact of engineering solutions in a global,economic, environmental, and societal context; a recognition of the need for, and anability to engage in life-long

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Vince Bertsch, Santa Rosa Junior College

Tagged Divisions

Technological Literacy Constituent Committee

systems.Topics and ScopeCentral topics and themes include but are not limited to: Page 13.1185.5I. The scientific method and the engineering design processII. Ethical frameworks of science and engineeringIII. Conservation of energy and materialsIV. Cost-benefit analysis and the risks and safety of technological products and systemsV. The history and evolution of science and technologyVI. Scientific versus technical writingThe central themes will be explored through a series of (7-30) casestudies. The case studies will build in complexity over the course of thesemester and will span the broad numbered categories listed below.Specific lettered examples listed are

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Deborah Mechtel, U.S. Naval Academy; Andrew McCue, U.S. Naval Academy; Keith Kintzley, U.S. Naval Academy; Robert Voigt, U.S. Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

leadership, ethics and law where some ofthese topics are addressed. Page 13.266.7The assessment process for both courses is evolving. The Electrical and ComputerEngineering process for ABET accredited courses is currently being modified to betterassess students outcomes for department courses intended to increase technologicalliteracy but not produce practicing engineers.Both courses are well received by the students. Students have commented that the coursematerial is worthwhile and pertinent and that they feel better prepared and more confidentto undertake their future profession in an increasingly technologically based military.When they encounter a

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

process, its terminology, methods, and limitations, and how it ismanaged.Knowledge of issues arising in engineering practice is seen as an appropriate outcome. Thiswould include ethics and the conflicts that can occur between engineering decisions and businessdecisions. Related topics might include intellectual property, and the issue of what can belearned from engineering failures and why they can occur. Page 15.418.4Some capability relating to technical content is also anticipated. In most institutions some of thecourses in the minor probably will be introductory courses in particular engineering disciplines.Clearly some level of specific

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of Saint Thomas; Christopher Greene, University of Saint Thomas

Tagged Divisions

Technological Literacy Constituent Committee

teachers.IntroductionEducators are increasingly aware of the importance of introducing contemporary and globalissues in undergraduate curriculum. Liberal arts programs usually consider contemporary issuesfrom many angles: social, political, ethical, organizational and personal. However, liberal artscourses rarely consider how engineering accomplishments affect society. One can argue that theaverage engineering major knows more about the humanities than the average humanities majorknows about engineering. However, in our technology-driven society, everyone needs to knowmore about engineering, especially its limitations.1 Many engineering advances have had an Page

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

R. William Graff, LeTourneau University; Paul Leiffer, LeTouneau University; Martin Batts, Le Tourneau University; Maria J. Leiffer, LeTouneau University

Tagged Divisions

Technological Literacy Constituent Committee

engineering education in order to make a “whole person” of the graduate.Engineering faculty largely agree that engineering students (and faculty) can learn agreat deal from liberal arts faculty and their publications, particularly in the valuablearea of “soft skills.” Through our interactions on campus and the ABET 2000 Criteriawe have certainly seen that engineers benefit from interaction with arts/humanitiesfaculty and the materials they develop. Examples include dealing with team membersand clients, interpersonal communications, understanding one’s abilities and growthareas, communicating concepts to a wide audience, understanding ethical theories,wrestling with ambiguity in those situations which are not clearly black and white, andunderstanding

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

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Bradley Bishop, United States Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

USNA, studentsare introduced to the fundamental methods and tools for ongoing evaluation of new, potentiallydisruptive technologies. Students use the tools of socio-technological analysis to carry outprojection (determining what is possible, based on currently understood science), prediction(analyzing what is likely to be achievable under the limitations of current understanding, existingcapabilities, and the economic, political and social realities of the day) and valuation(determining what is valuable, based on risk and reward, ethics, etc.).The described course has as its main outcome a skill set that supports life-long learning andfosters an understanding of the factors that affect and effect technological change. Students whotake the

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

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Mark Breitenberg, Art Center College of Design

Tagged Divisions

Technological Literacy Constituent Committee

). New courses such as “Robotics,” “Nanotechnology,” “The Futureof Science and Technology” (including an ethics component), and a variety of courses insustainable technology and ecology have all opened up new ways of thinking aboutdesign and its applications. But the course that best exemplifies all of our educationalaims in the new science curriculum is “Nature’s Design,” the focus of this paper.Using biology as a method to teach design, engineering and/or architecture is anincreasing trend. In 2005, a paper2 written by Dennis Dollens, architect and educator atthe Universitat Internacional de Catalunya, looked at examples of incorporatingbiomimetic concepts and theory into the teaching of architecture and industrial design. Itshould be noted

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yoojung Chae, Purdue University; Senay Purzer, Purdue University; Monica Cardella, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

engineering education should promoteengineering habits of mind. The concept of ‘design’ from the first principle is discussed as one ofthe commonalities among science, technology and mathematics. The second principle points outthe importance of incorporating the STM knowledge and skills, which will support the designprocess. The engineering habits of mind, such as attention to ethical consideration, also relate toour finding in regards to the impact of engineering on people and society. The term, technological literacy, that has been used in both technology and engineering 6fields . It includes three dimensions: a) Knowledge (extensive vs. limited), b) Ways of thinkingand acting (highly developed vs. poorly developed), and c) Capabilities

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Timothy Simpson, Pennsylvania State University; Vince Bertsch, Santa Rosa Junior College; Kate Disney, Mission College; Elsa Garmire, Dartmouth College; Barbara Oakley, Oakland University; Mary Rose, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

Underpinnings in that topic area based on Disciplines of engineering and technology the 3 cognitive dimensions Ethics of Tech Literacy defined by NAE in Technically Speaking. Figure 1. Proposed Framework: The Tech Lit Course Evaluation MatrixThe rows of the matrix in Figure 1

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Technological Literacy Constituent Committee

/Why America Needs a Refresher Course on Energy. In National Environmental Education & Training Foundation: Washington, DC, 2002.7. NOWCAST, U.S. Public in the Dark on Climate Change Issues. American Meterological Society 2005, June 2005, 775.8. Riecken, G.; Yavas, U., Energy Conservation Awareness. Ball State Business Review 1979, 9, (2), 2.9. Ritchie, C. A.; Steinbrink, J. E., Knowledge, Attitude, and the Energy Ethic. Social Education 1984, 48, (2), 149-52.10. Barrow, L. H.; Morrisey, J. T., Energy Literacy of Ninth-Grade Students: A Comparison Between Maine and New Brunswick. Journal of Environmental Education 1989, 20, 22-25.11. Farhar, B. C., Energy and the Environment: the public view. Renewable Energy Report

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological Literacy Constituent Committee

done by Heywood and Montagu Pollock in the radio astronomysection of a course in physics for arts (humanities) students.34 Case studies are oftenused in the teaching of engineering ethics and carefully chosen ones can be used toillustrate the role of science in design. In respect of the former the well-documentedfailure of the Challenger Space Shuttle disaster that exploded and killed its crew isstill in use even though the event occurred more than twenty years ago. It shows quiteclearly the need to understand how other people think through illustrations of thethinking of managers and engineers as they tried to determine if the shuttle should belaunched. It also deals with the problems in the relationships between professionals(engineers) and