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

-engineer. Here we focus on engineering design faculty as those engineers most qualifiedto carryout this effort.Themes of Design and Their Relation to Technological Literacy Instruction The multiple dimensions of technological literacy instruction (historical,economic, technical, and social) relate clearly to the central themes of engineeringdesign. Theme: Design is multidimensional Technology literacy instruction may contain Page 11.1228.3lectures on history and technical content, laboratory work involving device dissection,assembly, or even de novo construction, and complete case studies (technical, economic,social and cultural aspects). As

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

as the responsible staff officer for the Committee on Assessing Technological Literacy, a joint project of the NAE and the National Research Council. He also oversaw an earlier project that resulted in publication of the report, Technically Speaking: Why All Americans Need to Know More About Technology.David Ollis, North Carolina State University David Ollis is Distinguished Professor of Chemical Engineering, North Carolina State University. He has created a device dissection laboratory with NSF support, and used it to instruct new engineering students, collaborate with other departments in design, technology education, and foreign language instruction, and develop a course in

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

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.Karl Mueller, University of St. Thomas Karl Mueller is the laboratory supervisor for the School of Engineering at the University of St. Thomas. He joined the department in 1995 after working for eleven years in the manufacturing sector. Karl works with students to ensure safe operation of machine tools and test equipment, and provides design advice. Page 11.119.1© American

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

studies the wide variety of technology used in everyday life. Modernsociety would not exist without the aid of technology. We depend upon technologicaldevices for communication, food production, transportation, health care and evenentertainment. The course objectives are to develop a familiarity with how varioustechnological devices work and to understand the scientific principles underlying theiroperation. Topics covered include the automobile, radio, television, CD players,microwave ovens, computers, ultrasound, and x-ray imaging. Concepts from basicscience are introduced as they appear in the context of technology. Laboratory projectsinclude construction of simple objects such as radios, electric motors, and a musicalkeyboard. Since its

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

Massachusetts Institute ofTechnology attempts to increase understanding of the human-built world. In this world,science and technology have broken through the walls of industry and of the laboratory tobecome an inextricable and determining element of nature, culture, and history. The STSProgram was founded at MIT in 1976 to address this unprecedented and momentousintegration of science, technology, and society. Faculty and students in the Program addresstwo basic, interrelated questions: how did science and technology evolve as human activities,and what role do they play in the larger civilization? The STS perspective is crucial tounderstanding major events of our time (war and conflict, the economy, health, theenvironment) and to addressing these and