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

ofteninstructive to show independent locations for relevant social groups (young people vs. elderly,Americans vs. Europeans, techno-geeks vs. Luddites, etc.). All technologies proposed andinvestigated by students during the course are mapped on these coordinates for relevant socialgroups, and plans for, or analysis of, their trajectory in these coordinates are discussed. Technological Integration X Nuclear Weapons X Air bags High X Cell phones X Traffic Cameras POLICE STATE TECHNO-UTOPIA

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

and wireless plan for your needs, or even how to download ringtones ontoyour phone.In the end Bucciarelli determines that he has a pretty good understanding of how the telephoneworks in some of these senses, a more limited understanding in others, but is relatively cluelessas to the rest. So who has the complete understanding? “I can claim fairly confidently,” heconcludes, “that there is no single individual alone who knows how all the ingredients thatconstitute a telephone system work together to keep each of our phones functioning.” That is,there is no one who is technologically literate about telephones in any absolute andcomprehensive sense. Yet we all adapt them to our own needs and purposes.Another example of an engineer expressing

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

. Page 15.418.9Figure 2: Engineers and Non-engineers Collaborate in Introduction to Engineering at Rice.The Rice Minor in Engineering Studies ProgramThe unique character of Rice University presents both opportunities and challenges inimplementing technological literacy courses and a minor. Minors are new to Rice, having beenapproved only in the past two years. Thus, although there are presently fewer than five minors,there is an interest in their creation, and each proposal generates significant publicity amongstudents and faculty. Many Rice undergraduates arrive with a solid background in high schoolmathematics and science, many with AP credit—even those who do not plan to major inengineering or science. It is expected that such students will

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

interested in how gender affects career choice. She believes strongly in the scientist-practitioner model, using her academic background to solve practical problems and using her problem solving experiences to enhance her teaching. She has received an award for excellence in service learning. Professor Amel has specific expertise developing assessment plans and dissemination approaches through her work on the UST Bush Foundation Grant. She has completed pedagogical presentations and publications about international education and service learning.Christopher Greene, University of Saint Thomas Dr. Chris Greene comes to the University of St. Thomas following a 20+ year career in industry

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

recruitment for theengineering school (further studies in this area are planned). Moreover,approximately 80% of the students who have elected to take the course are men. Inthis sense, then, the course appears to have strong appeal to the problematicdisengaged male students who are most at risk in the widening gender imbalance thatis occurring on college campuses throughout the country.23 Related types ofengineering outreach courses could also easily be envisioned: Table 3 provides titlesfor a range of “technological literacy” courses that have been taught nationally—many of which are based out of schools of engineering.Table 3: Examples of courses that provide outreach to non-engineering/science students17, 24 Course title