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

recognize critical thinking as part of the work they do in every class.It is not so much that the teaching or assignments need to be radically overhauled, butthat the existing assignments need more dimensions to communicate the PULs and whatthey mean. This is not just a marketing plan, but a unified and clear message that definescritical thinking for the entire school of Engineering and Technology at IUPUI.Objectives and MethodologyWe have undertaken a project to increase both student and faculty awareness of criticalthinking as presented in the subject matter of Engineering and Technology programs.Our ultimate objective is to develop materials and an easy-to-use dispersal/collectionmechanism to strengthen critical thinking, as well as communicate

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College

Tagged Divisions

Technological Literacy Constituent Committee

several successful Engineering Technology programs and a TechnologyEducation program within our department. In 2007, faculty these programs workedtogether to provide engineering education professional development experiences fornearly 400 teachers; who in turn have taught thousands of K-12 students. This wasfacilitated with the assistance of a $1.7 million grant, and visiting faculty from severalleading design centers in England. This conceptual framework is partially a result of thefindings of that project. Within our Technology Education program, this is ourframework for preparing technology teachers. These teachers promote technologicalliteracy and engineering. The four elements of the framework are 1) Design, 2) Living, 3) Productivity

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Robert J. Gustafson; Bruce Trott, Ohio State University

Tagged Divisions

Technological Literacy Constituent Committee

minors.ENG 181 (3) Introduction to Engineering I -- Visualization and sketches, introduction tospreadsheets and CAD, working drawings, experimental design and data analysis, problemsolving approaches, hands-on lab, reporting, and production dissection. Prereq or concur: Math150 or higherENG 183 (3) Introduction to Engineering II -- Team building, design/build project; projectmanagement, introduction to MATLAB, written and oral reports, preparation of visual aids,hands-on lab and reporting. Prereq: ENG 181 or H191.ENG 201 (5) Technological Studies I: Analyzing Our World -- An introduction to technologyconcepts for students without extensive math or science backgrounds. Technical and practicalaspects of several technology areas will be explored

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Ryan M. Gerdes, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

Engineering for nonengineering students. We explore the meaning of “impact ofengineering,” from a technological literacy standpoint through a discussion of the material,focus, and emphasis of the lectures, classroom discussions, and projects of the course. Attentionis given to the process of creating the class: identifying material to cover, possible textbooks,available resources, and ideas for student projects. The paper also provides various valid options(with examples) for creating syllabi, class material, class discussion topics (including invitedlecturers), and the use of Internet resources. Of particular importance is how, and if, the class isto be differentiated from, or complementary to, similar classes offered in liberal arts, history

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Douglass Klein, Union College; Robert Balmer, Union College

Tagged Divisions

Technological Literacy Constituent Committee

the student’s education include the breadth to be able to communicate acrossSnow’s academic cultures.III. A mandate for technological literacy in higher education The first thing most people think of on the subject of technology literacy is bringingstudents in non-technical fields up to some minimum level of technical understanding. In 1994,the International Technology Education Association (ITEA) launched its Technology for AllAmericans Project (TfAAP9) as an organization to seek ways to advance student attainment oftechnological literacy. They began by defining technological literacy broadly as follows. Technological literacy is the ability to use, manage, assess, and understand technology. It involves knowledge

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Kathleen Harter, Community College of Philadelphia

Tagged Divisions

Technological Literacy Constituent Committee

. Use of nanostructured devices for tracking versus privacy issues and a hypotheticalcase study of a solar panel company (which uses nanotechnology in its manufacturing process)moving into a town provide opportunities to explore the societal impacts of nanotechnology.6PedagogyThe pedagogy employed for all the modules is active and cooperative and includes some if notall of these techniques in each module: group work, project based learning, role plays, paneldiscussions and guest speakers. The use of interactive, team-based activities in the course aredrawn from many of the “best-practices” identified in educational literature that have beenshown to increase student understanding and retention of materials as well as improve studentpersistence

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

AC 2007-1069: DEVELOPING AN ENERGY LITERACY SCALEJan DeWaters, Clarkson University Jan DeWaters, PE is currently pursuing a PhD degree in Environmental Science and Engineering at Clarkson University, with a focus on energy and environmental education. She has several years of experience as the curriculum coordinator for Clarkson's Project-Based Learning Partnership Program and is director of the Partners in Engineering Program that provides mentoring and engineering activities for eighth grade girls.Susan Powers, Clarkson University Susan E. Powers, PhD, PE is a Professor of Civil and Environmental Engineering and Associate Dean in Engineering for Research and Graduate studies at Clarkson

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

Technological Literacy Constituent Committee

the MSTprogram are coordinated by the Department of Technological Studies. The Department ofTechnological Studies provides all of the T&E courses and has five full time professors and~6 adjunct professors. Educational requirements and advising for the MST students arecoordinated by the School of Education.Four works set important context for the Department of Technological Studies curriculumand the design of the MST program: (i) Benchmarks for Science Literacy (“Project 2061”),(ii) Technological Literacy Counts, (iii) Standards for Technological Literacy (STL) and (iv)Technically speaking- why all Americans need to know more about technology.2-5 Thesedocuments discuss the important role of teacher preparation in meeting educational goals

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

to continue to learn throughout their careers. With experience, graduates should grow Page 15.1195.2professionally from the level of a junior team member to that of a leader with responsibility forthe broad scope of a technological project. Their job duties should progress from dealing withspecific problems as part of a broader project to managing the entire project where the personmust deal with social and economic as well as purely technical issues.While the initial job function may have the graduate performing basic tasks such as calculationsand analyses where someone else makes critical judgments based on these calculations, or

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

product or system, identify major functional components and trace the flow and/or conservation of energy, material and information.3. Employ systematic data collection methods to collect accurate measurements in a laboratory setting.4. Apply the fundamental principles of the scientific method and the engineering design process to the development and implementation of lab experiments and small design projects.5. Apply computer tools, standard report formats, and oral reporting methods to compile, graphically represent, and deliver experiment data and results as well as to document a design or construction process.6. Construct small design projects by applying basic scientific principles and engineering design processes.7. Compare and

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

participants to reflect on their learning.In compliance with these principles, we consider extending the course in the future toalso include additional technological subjects as well as project-based learning in thecourse.Bibliography1. Barlex, D. (Ed.) (2009). Design and technology for the next generation, Whitchurch, UK: Cliffeco Communications.2. Hacker, M. & Burghardt, D. (2008). Technology education: Learning by design, Boston, MA: Pearson Prentice Hall.3. Mitcham, C. (1994). Thinking through technology, Chicago: University of Chicago Press.4. De Vries, M.J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers, Dordrecht: Springer.5. Bertalanffy, L.V. (1968). General system theory

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

courses, andthe remaining recommendations are simply guidelines appropriate to teaching to a non-technical audience. Thus, with only a slight stretch, we may claim that TechnologicalLiteracy is merely “Engineering Design Literacy” for the general university audience !Table IV Successful Strategies for Technological Literacy Courses ( Re-ordered )23,25________________________________________________________________________ Page 11.1228.7 Synonymous with Design: 1. Teach design and the engineering design process. Have students designand construct projects themselves, hands-on” 2. Build on your strengths as an engineer and

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

results achieved in the Minor in EngineeringStudies Program at Iowa State. The project goal is to develop the concepts and resources tosupport model minors which can be adopted efficiently and widely within American highereducation. To facilitate adoption by other institutions, flexibility is a key objective of theintended guidelines. Since the appropriateness of using the name engineering in the context of aminor is subject to debate, the specific name of minor should be part of that flexibility. Thesedegrees do not focus on teaching specific engineering technical content but on teaching studentshow to think like an engineer. The minor aims to develop the broad understanding and practicaltechnological competence outlined by the National Academy

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

influenced the area he or she chose to research. Onestudent, a business major, decided to research currency and the impacts of this technologicalpractice. Another student, with coursework interests in water resources, chose to explorehistorical and current water technologies and how these technologies influenced societaldevelopment.The research paper was a semester long project intended to allow students to delve deeper into aparticular subject area of technology that interested them and would drive their interest for theentire semester. The general requirements were to select a broad subject area that related totechnology, cover the historical aspects of the technology, and address the impacts of thistechnology. All paper topics had to be approved

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

develop Educational Standards andBenchmarks to define what K-12 students need to know and be able to do about this kind oftechnology. In 1993, the American Association for the Advancement of Science (AAAS)published, Project 2061: Benchmarks for Science Literacy [6] and in 1996 the National ScienceEducation Standards were published by the National Academies Press [7], both of whichcontained a section devoted to technology. In 2000 the International Technology EducationAssociation (ITEA) published Standards for Technological Literacy: Content for the Study ofTechnology [8] with the intent of encouraging educational curricula that would providetechnological literacy to K-12 studentsIn Tech Tally, NAE identified three major components, or cognitive

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Gregory Zieren, Austin Peay State University; John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

community about technology. Again, case studies can demonstrate howpeople have been effective in controlling or even stopping a technological project ordevelopment that seemed to the technological determinist to be unstoppable. Also, the coursecan give examples where societal concerns hindered development of a desirable technology.To adapt the course to focus on technological literacy, topics for in-depth discussion should beselected to focus on specific aspects of technological literacy. One option is for the overviewsection to be extended to reach the present, and then certain topics would be singled out for moreattention. The technology of pesticides, notably DDT, could be used as a case study of aninitially accepted technological development

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

students are very analytically capable, theMES students are much better skilled in verbal and reading and writing skills. Our first attemptsin these classes show very successful results. Which means the idea that the MES student wouldbe able to work, communicate and team up with the engineers is valid.In addition, in our ES260 (where there are no engineering students) the students from business,economics, architecture, and design colleges are interested to work with engineering students intheir projects. This has been the most interesting and unexpected result of our implementation.Students in the minor program would like to work with engineering students, on engineeringprojects, and also would like to see some back of the envelope engineering

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

effort by recognizing that“Innovative courses are not easily transportable or transferable. When new faculty are asked totake on these courses, they are more likely to create their own than to pick up on the coursecreated by the pioneers” (Steen, 1999, p. 5). Instead of seeking to create a series of coursesdesigned to be exported to other faculty institutions, our approach focuses on enhancingsubstantive interdisciplinary interaction among faculty and tapping into faculty professional andscholarly interests—areas in which the New Liberal Arts projects often succeeded (Steen, 1999,p. 5).Specifying the Knowledge and Abilities Required to Achieve TL OutcomesThinking about course designs requires specifying the things that a person who has

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

Approach to the Relationship of STS and “Technological Literacy” Its [sic] not so important to pick the right name, as to not pick the wrong name. --Rajaneesh Narula, “A Short Guide to Baby Names,” The Astounding Importance of Triviality Accessed September 30, 2005 I have a reputation as a pain in the ass when starting a project. . . .I think naming projects is critical to their continued success. --Andy Lester, “On the Importance of Names

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

the engineeringcourses for non-engineers include Project-Based Introduction to Engineering at theUniversity of New Haven4, Technology 21 at the University of Denver,5 Materials: TheFoundations of Society and Technology at Washington State University,6 and HowThings Work at North Carolina State University.7 More complete summaries of recentlydeveloped courses for non-engineers can be found in Byars,8 and Krupczak and Ollis.9Science and Technology of Everyday Life at Hope College.The work reported here is based on the results of teaching the “Science and Technologyof Everyday Life,” at Hope College. This course is intended for students from non-technical majors and includes students from business, history, fine arts, and pre-serviceeducation

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Richard Devon, Pennsylvania State University; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

. a. How it works b. For whom it works c. Its deployment: market value or other measure of value d. Its competition e. The trends f. The tradeoffs: strongest and weakest features (what the critics say) g. List references 3. The topic may be on technologies such as high intensity white LED lights, or microbial disposal of toxic waste, or on a major project (system), such as the Three Gorges or (saving) Venice. It could also focus on a failure like the Columbia Shuttle, or the New Orleans levees. See helpful links below. 4. Note: Some generic technology families like explosives, or nanotechnology, may appear to have no competition. They do.Comments

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

W. Bernard Carlson, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

machines in the Soviet Union.These examples are drawn from a larger project, Technology in World History [TWH], aseven-volume reference work which I edited for Oxford University Press.1But isn't technological change only about economic change? In the course of teaching the history of technology for twenty years, I have noticedthat students generally associate technological change with economic change—newproducts and processes are expected to enrich individuals, give companies a competitiveadvantage, and allow nations to prosper. Students are also aware that nations pursuetechnological innovation in order to gain a military advantage. But for the most part,students do not give much thought to how people use technology to achieve political

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Mary Rose, Ball State University; Jim Flowers, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

., developing a user survey or a cross-effect matrix.Both units of the course conclude by requiring students to integrate their growing understandingsof their respective content and skills into an extensive synthesis project. For the unit intechnology use, an inquiry approach is adopted to enable students to hone their data gatheringand analysis skills. In this approach, students individually plan, implement, analyze and report anoriginal usability test of a technological product, process, or system. For an overview of thisproject see Flowers [11].During the technology assessment unit, the dominant pedagogy is best described as problem-based learning (PBL). PBL is a student-driven inquiry strategy where a central problem serves asboth a content

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

. Page 15.324.8Table 5. The commonalities among science, technology, and mathematics Societal Impact Process Modeling throughScience Inquiry Scientific Models KnowledgeTechnology Design Technological Models ToolsMathematics Problem-Solving Mathematical Models Analysis The one theme that resulted of this study, systems and models, was also identified as acommon theme across science, technology and mathematics in the Project 2061: Benchmarks forScience Literacy by AAAS.5 There are four common

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

projects in Haiti and Mali. These innovative projects included students from the department of Modern and Classical Languages, the communication studies department and the engineering program for an interdisciplinary year-long effort.Elise Amel, University of Saint Thomas Professor Amel, Ph.D., is trained as an industrial/organizational psychologist. Her most recent research, however, is in the area of conservation psychology, understanding people’s reciprocal relationship to the rest of the natural world. Her expertise includes survey development, psychometrics (reliability, validity, utility), data analysis, as well as environmental and feminist issues in psychology. She is

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

playguitar. Moving later to Paris, he published both studies and original compositions. The modern classical guitar was the design of Antonio de Torres (1817-1892)whose “guitars have more volume and projection, with a larger, deeper body.”Improvement in internal bracing, and the larger body, enhanced the instrument’s tone andvolume. The twentieth century saw the guitar became again a major classical instrument,due to the efforts of Andres Segovia. In parallel, the guitar and other instruments wereseen often in Cubist style paintings. The classical and avante garde camps both espousedthe instrument as its popularity rebounded. Page 13.1191.6

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-2037: INVESTIGATION OF THE SUCCESSFUL EFFORT TO CHANGEEDUCATIONAL CURRICULUM FRAMEWORKS IN MASSACHUSETTS TOINCLUDE ENGINEERING AND TECHNOLOGYNataliia Perova, Tufts University Nataliia got her M.S. in Mathematics, Science, Technology and Engineering education from Tufts University in 2008 and M.S. in Electrical Engineering in 2005 from Tufts University and B.S. in Electrical Engineering from Suffolk University. Nataliia is currently a research assistant at Harvard Graduate School of Education where she is involved in the research project on mathematics education. She is also doing research on using engineering approaches to teach science to college students.Chris Rogers, Tufts

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 and technology, each ofthese items is relevant and worthy of discussion. A prospective major should recognize thebroad scope of technology (i.e., technology is not just information technology). They shouldrecognize the importance of technology in our lives and how many important technologicalmarvels are so commonplace as to be ignored. While recognizing the benefits of technology, thestudents also need to recognize the downside to technology and the risks inherent intechnological developments. Failure to recognize that there are negative as well as positiveconsequences and that a poorly chosen or managed technological project may promise benefits

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

audiences typically emphasizeuse of engineering design methods of problem solving21. Engineering design is a common themeof introduction to engineering courses for first-year undergraduates as represented by someintroduction to engineering textbooks23-25.A strength of focusing on engineering design for either K-12 students, beginning engineeringstudents, or the general public, is that the design process emphasizes the central aspect ofengineering and technology which is the creation of physical objects of some type to solveproblems or provide for specific needs. Carrying out design projects allows students to be activeand engaged. Design activity can utilize a variety of materials from simple to sophisticated. Thepresentation of the basics of

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Thomas Howell, San Jose State University; Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

Technological Literacy Constituent Committee

made… Scientific literacy is the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity. (pp. 132–33)This definition of scientific literacy encompasses technology. In this area, the colleges ofengineering are uniquely poised to provide this type of literacy education to students from otherdisciplines. The Green Report-- Engineering Education for a Changing World5, released inOctober 1994 as a joint project report by the Engineering Deans Council and CorporateRoundtable of the American Society for Engineering Education (ASEE), challenged the deansof the colleges of