Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-973: INTEGRATING HISTORICAL TECHNOLOGIES AND THEIRIMPACT ON SOCIETY INTO TODAY'S ENGINEERING CURRICULUMWilliam Loendorf, Eastern Washington University William R. Loendorf is currently an Associate Professor of Engineering & Design at Eastern Washington University. He obtained his B.Sc. in Engineering Science at the University of Wisconsin - Parkside, M.S. in Electrical Engineering at Colorado State University, M.B.A. at the Lake Forest Graduate School of Management, and Ph.D. in Engineering Management at Walden University. He holds a Professional Engineer license and has 30 years of industrial experience as an Engineer or Engineering Manager at General Motors, Cadnetix, and

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

and supports them through the process of developing a successful collaboration.Motivation and Inspiration as Central IssuesAlthough Technically Speaking (2002) and many other publications excel at making the case forTL in terms of its importance for democracy, citizenship, and the general welfare of society, theysay little that would inspire most faculty to create courses that achieve TL outcomes. Thesepublications are directed more to administrators and policy-makers than they are to faculty orstudents. Thus, they do little or nothing to motivate students to incorporate one or more TLcourses into a curriculum that often seems over-filled with requirements already. Integrating TLcourses into the existing system of requirements should

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Christina White, Columbia University; Kristin Wood, University of Texas, Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

Technological Literacy Constituent Committee

than relying on self-formed teams.The cumulative research data incorporates the reflections about curriculum and teachingfrom the students and instructors; an array of pedagogical practices; recognition of variedlearning and teaching styles; and multiple literacies practices 1,2,3,4,5,6,7. We haveemployed both quantitative and qualitative approaches to understand these data. Thismixed-methods analysis offers insights into effective approaches to teaching engineeringconcepts to non-engineering majors. The course provides a foundation for developingother engineering courses for non-engineers. Our research demonstrates tools thatengineering educators and other scholars can apply in designing their own curricula oninnovation and serves as a model

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

the process of integration of Engineering and Technology in cthe urriculumframeworks.Data CollectionParticipants were contacted via e-mail with a request to schedule an interview. Interview timesvaried, ranging from 30 to 60 minutes. Variations were primarily a result of some participantsgiving brief answers, focused primarily on their direct involvement with the process, and someparticipants giving more detailed explanations providing a broader overview of the standardsdevelopment and inclusion in the curriculum frameworks. Due to their work schedules, two outof five participants preferred to have an interview via phone. The other three participants agreedto meet at their work places. Interviews were audiotaped and subsequently transcribed

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

brought forth the need fortechnological literacy as an insight area within general education. However, to date nosatisfactory solutions to address this insight area have been established. Therefore notechnological literacy element has been implemented in the University’s general education. InDecember of 2006, within the College of Engineering the Core Curriculum and College ServicesCommittee and College Committee on Academic Affairs agreed to establish a joint six-membertask force to consider what the College of Engineering could offer for non-engineering studentsin terms of one or more minors, with particular focus on the area of technological literacy. Thetask force members consulted several of the colleges with potential student interest

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

science-technology-engineering-math (“STEM”) K-5 major was defined and implemented, where the teachercandidates receive a deep level of content knowledge in all four STEM components, as wellas education tools for “integrated-STEM”. 1 The program is referred to as theMath/Science/Technology, or MST, program, even though all four elements of STEM arerepresented in the program. [That is, a more accurate name would have been the “STEM” K-5 program.]An obvious potential benefit of the MST program is numerical in nature; an effectivetechnologically literate K-5 teacher should impact the willingness to “think and learntechnologically” for thousands of young students, and hundreds of colleagues. Another largepotential benefit is pedagogical in nature and

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

a more traditional approach toward critiquing andproviding feedback on student report writing, but also advocates grading with an eyetoward where students fall on a hierarchical cognitive model. Switzer [9] appliescognitive-hierarchical ideas to the development of a full curriculum, but also includes anindividual reflective writing exercise designed to help students develop critical thinkingat higher cognitive levels. This exercise, designed for a sophomore-levelThermodynamics class, uses a series of questions to direct students to reflect on theirunderstanding of the material and their performance on the first quiz. It guides studentsto think about the materials they had used so far in the class to prepare for the first quiz,and gives them

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Kara Harris, College of Technology - Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-688: RECRUITMENT IN ENGINEERING/TECHNOLOGY TEACHEREDUCATION: FACTORS THAT INFLUENCE FEMALESKara Harris, College of Technology - Purdue University Page 13.1029.1© American Society for Engineering Education, 2008 Recruitment and Retention in Engineering/Technology Teacher Education: Factors that Influence Females It is not breaking news that there is an under representation of females in Science,Technology, Engineering, and Mathematic (STEM) disciplines nationwide (NationalAcademy of Engineering, 2004). In fact, studies indicate that enrollment (both male andfemale) in Engineering/Technology Teacher Education (ETTE) programs have been on adownward spiral

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

thenecessary data entry could be completed in time for the division level curriculum reviewmeeting. At the first pass through the division level review, the scientists on the committeevoiced enthusiastic support for the concept of an engineering focused GE science course.Suggestions were made to add more information about the structure and role of the lab materialto the course, broader information within Topics and Scope, a wider spectrum of representativetextbooks, and to add physics as an alternate discipline. This last suggestion was deemedinappropriate by the outline author because a physicist would lack the necessary exposure to theengineering design process that is an integral part of the course. An individual faculty memberhad expressed concern

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

Education. 1, (1), 21 – 32. Kelly, D. T and J. Heywood (1996) Alternative approaches to K – 12 School technology illustrated by an experimental course in technical investigations. Proceedings Frontiers in Education Conference (IEEE/ASEE) pp 388 – 393.40. See for example the argument in Culver, R. S and J. Hackos (1982) Perry’s model of intellectual development. Engineering Education, 73, (2), 221 – 226. For models of curriculum integration see Fogarty, R (1993). Integrating the Curriculum. IRI/Skylight Publ. Pallatine , Il27 Turner, B. T (1958) High altitude passenger flying with special reference to air treatment. Journal of the Junior Institution of Engineers 68, 21928 Heywood, J. Turner, B. T., Lee, L. S., Monk. J.D., Moon, J

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

prepare them to develop curriculum development in physics,engineering and math with the goal of increasing interest in STEM disciplines as well thedevelopment of curriculum that integrates science, technology and engineering topics with math,reading and writing.15In-service teacher development extends the reach of engineering colleges into classroomsengineering faculty and students do not visit directly. Michigan Tech offered an introduction toengineering workshop for in-service teachers that allowed them to participate in engineering Page 11.644.3explorations in civil, environmental, chemical, computer, electrical, mechanical, materials,geological

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

implications of those technologies for theworld? This paper addresses the concept of technological literacy for 21st centuryundergraduates and proposes an agenda for a new liberal arts curriculum which we call“Converging Technologies” which emphasizes both “technology” and “literacy.”I. Introduction It is high time to address and bridge the historical gulf between engineering and theliberal arts in higher education. Both engineering and liberal arts educators should not merelyview this as an interesting sideline, but rather as an educational imperative in order to introducestudents to the new interdisciplinary ideas that are changing the landscape of global society, andto “minimize the threat of terminal incompetence.”1 How long can we produce

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

, although specific expectations for majors willoften exceed expectations for non-majors. A graduate of an engineering technology orengineering degree program would have knowledge and capabilities required for practice in theirfield that would go far beyond expectations for a non-major. These aspects are directly related tothe curriculum in any degree program. Aspects related to broader questions and concerns, suchas the impact of technology on society, are not closely linked to the traditional elements of thecurriculum. These aspects of technological literacy are, however, at least as important to ourgraduates as they mature and move into positions of leadership as they are to non-majors.Accreditation Criteria – Program OutcomesThe need to prepare

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Roy McGrann, State University of New York, Binghamton

Tagged Divisions

Technological Literacy Constituent Committee

in non-engineering fields togain an introduction to the engineering design and analysis process. In this paper, a descriptionof the requirements for the minor at Binghamton University is presented. Some discussion of therationale for the components of the curriculum is given. Next, a description of the experiencesand a few comments by the first students who completed the minor are presented. In conclusion,a discussion of challenges to the establishment of the program and how they were dealt with arepresented.Description of the Requirements for the Minor in General EngineeringThe minor in general engineering was proposed by faculty in the Engineering Design Division(Freshman Engineering Program) in the 2007-08 academic year. The original

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Daniel Engstrom, ITEA/Cal U

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-641: INVENTION, INNOVATION AND INQUIRY - ENGINEERINGDESIGN FOR CHILDRENDaniel Engstrom, ITEA/Cal U Dr. Engstrom is an associate professor and principal investigator for Invention, Innovation, and Inquiry. He has written national curriculum that integrates science, mathematics, and engineering with technology education. He currently works in teacher preparation in technology education at Cal U Page 13.811.1© American Society for Engineering Education, 2008 Invention, Innovation and Inquiry - Engineering Design for ChildrenAbstractThis preservation will

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

in thecommon context of existence in our society and culture. Many of the common floor-standing machines that were common to a public school “shop” class are not common tothe existence of the citizens whose taxes pay for it. The wood shop is an excellent formof self expression like pottery or painting, and should perhaps be folded into the crafts Page 15.30.5portion of the Arts curriculum. Collaboration among Art and Technology teachers couldPage 15.30.6participants were encouraged to incorporate those instructional strategies within theirclassrooms. British educators embraced design as a pedagogical foundation forengineering and technology education

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

while it has become increasingly complex for those who produce and maintain technology. It is also pervasive and an integral part of growing up and being educated. As such the need for programs in technological literacy is diminished 5. The use of information technology in the workplace and the need to prepare students for careers that use information technology has long been the cornerstone of policies for the use of TL in raising productivity. This seems indisputable, but the market is a much stronger driver than policy in achieving this. Where policy can help is in reducing the digital divide that leave students from low income backgrounds stranded in low income jobs.5 It is also helpful in

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

concept of teaching technological literacythroughout the curriculum. Page 15.1193.2IntroductionFirst year courses are an integral part of many engineering and engineering technology degreeprograms. These courses serve to introduce newly declared majors to careers in engineering andtechnology. A student taking such a course should come away with a foundation of knowledgeabout engineering and technology, about the different engineering disciplines, the work involved,and career prospects to be able to make an informed decision on whether they should pursuesuch a degree or not and what discipline would be the best match to their talents and

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

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

PowerPoint slidescontaining pictures and other forms of graphics can promote an atmosphere of active learning(University of Minnesota's Center for Teaching and Learning16, 2009). When used properly,PowerPoint is a beneficial learning tool. Unfortunately, PowerPoint is often overused andmisused, with too many slides offering too much detail and text.Initially this course was lecture and discussion based. However, describing a technology tosomeone that has never seen or experienced it is a difficult task. This is especially true for manyretro and ancient technologies. In order to overcome this dilemma, a variety of pictures andgraphic images depicting aspects of technology have been integrated into the lectures. By using anumber of pictures in

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

integrative, interdisciplinary field. As the description from theUniversity of Alberta illustrates, STS is fairly new, an “emerging field of academic study.” Thedefinition used by MIT captures a central aspect of the identity of STS: it has emerged to addressa distinctive set of historical circumstances that MIT characterizes as “an unprecedented andmomentous integration of science, technology, and society.” This sense of responsiveness to thehistorical moment is shared by most researchers and educators in the field of STS. The MITdescription also emphasizes the relevance of STS to the contemporary world, asserting that STSis “crucial to understanding major events of our time (war and conflict, the economy, health, theenvironment) and to addressing

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

as officer and committee member within the Technology & Society Division of that organization. He is also a member of the Institute of Electrical and Electronics Engineers (IEEE) and is a committee member within the IEEE Society for Social Implications of Technology. He is also an active member of the American Society for Engineering Education (ASEE), the Society for Philosophy and Technology (SPT), and the Society for History of Technology (SHOT). Dr. Newberry is a registered Professional Engineer in Texas, and spends his summers working as an aircraft structural engineer at L3 Communications, Integrated Systems, an aerospace company located in Waco, TX. He earned a B.S. in

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

7 8 0 0settings encountered in ourtechnological societyUnderstand guides tocultural and engineering sites; 8 4 2 1understand cultural and historicimportance of artifacts in Hispanicworld: Roman aqueducts, cathedrals,castles, paintings, and basicprinciples of architectureInteract in a more formal setting such as presentation 5 9 1 0of an engineering project________________________________________________________________________These results demonstrate that students believed the integration of a laboratory

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

. Notable results include: creation of approximately 30 new courses, creation ofone new converging technologies major and four converging technologies minors,integration of converging technologies material into numerous existing courses,appointment of a converging technologies director and designation of a building to beremodeled as a Center for Converging Technologies, establishment of an externalconverging technologies advisory board. This program has received the support of thecollege Board of Trustees and is now considered one of the pillars of excellence of UnionCollege. “How Things Work, Physics 105 and 106,” Louis Bloomfield, University of Virginia7,8 This course for non-science majors introduces physics and science in everydaylife

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Lawrence Whitman, Wichita State University; James Steck, Wichita State University; David Koert, Wichita State University; Larry Paarmann, Wichita State University

Tagged Divisions

Technological Literacy Constituent Committee

diminishing skills in math and many of the sciences. As technology is becomingpervasive in many US classrooms, the skills and knowledge necessary to utilize this technologyis being provided to students. However, there is little effort to build a broad base ofunderstanding and appreciation of engineering principles that lies behind much of our technologytoday. This paper presents a class which was developed to provide an exciting, hands-on methodto explore engineering concepts using LEGO MINDSTORMS. The class was targeted towardthose students who would not normally choose an engineering or technology profession. Theseparticipants learned about engineering in a practical and useful manner using LEGO Robots.This paper will present the class, the modules

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

Michele Dischino, Central Connecticut State University; James DeLaura, Central Connecticut State University; Patrick Foster, Central Connecticut State University; David Sianez, CCSU

Tagged Divisions

Technological Literacy Constituent Committee

productpurchases and dietary choices. At the same time, most people have very few direct, hands-onconnections to technology, except as finished consumer goods. This lack of engagement isresponsible, at least in part, for societal shortfalls in technological proficiency.In 2008, through support from the State General Assembly and Department of Education, sevenorganizations and institutions were awarded funding to develop an afterschool program designedto spark student interest in science, technology, engineering and math (STEM). The afterschoolsetting was targeted with the goal of creating opportunities for middle and high school studentsto build STEM skills through fun, hands-on activities in a relaxed atmosphere. The partners,which include our University

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

-7.10 Bogue, B., & Litzinger, M. E. (2004). Wellness strategies for women engineers: An interdisciplinary course designed to help women engineers succeed. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.11 Chaturvedi, S., Crossman, G., Swart. W., & Betit, J. (2001). Global engineering in an interconnected world: An upper division general education cluster at Old Dominion University. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.12 Herkert, J. R. (1997). STS for engineers: Integrating engineering, humanities, and social sciences. Proceedings of the 1997 American Society for Engineering Education Annual

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Susan Voss, Smith College; Borjana Mikic, Smith College

Tagged Divisions

Technological Literacy Constituent Committee

her relationship totechnology.After analyzing and discussing their findings, students then worked in teams for the second halfof the semester to design an approach to the problem of technology literacy on the Smithcampus, including research into the societal need for such work, particularly at an all women’scollege structured on an open curriculum. The project was launched with a sixty-personbrainstorming session consisting of the thirty students enrolled in EGR100 and thirty studentsoutside of science/math/engineering to generate ideas for the project, as well as to discuss theissue of technology and technology literacy. Teams produced a written and oral proposal andfinal report, as well as a final prototype or story-board of their chosen

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

coursemay serve as a curriculum model for others who seek to build technology assessment skills fornon-engineers.Contextualizing the CourseWith the support and guidance of the graduate program committee within the Department ofIndustry and Technology at Ball State University, the Technology: Use and Assessment coursewas developed in 1999 by Jim Flowers. The rationale for the development of this 3-credit,graduate-level course included two arguments: (1) to provide practicing technology teachers withan opportunity to build their knowledge of usability and technology assessment; and (2) to pilotthe delivery of an online graduate course. Since the fall of 2000, this course has been offered100% online to on- and off-campus students using the Blackboard

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

oversaw NSF-funded work related to making the case for technological literacy (resulting in publication of the 2002 report, Technically Speaking: Why All Americans Need to Know More About Technology) and the NAE/NRC review of technology education content standards developed by the International Technology Education Association. He was staff lead for an internal NAE analysis of engineering ethics issues, a project chaired by NAE member Norm Augustine. He works collaboratively with colleagues within and outside the National Academies on a variety of other projects involving K-12 science, mathematics, technology, and engineering education, and the public understanding of engineering and science. He