Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Shayna Stanton, Student; Michael Bailey, Brigham Young University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-1316: WHOSE JOB IS IT? TECHNOLOGICAL LITERACY IN SOCIETYShayna Stanton, Student Shayna is an undergraduate student at Brigham Young University earning her degree in Facilities Management from the College of Engineering and Technology. She has worked as a research assistant studying the effects of technology on society. She spent 18 months in France as a service missionary and some time in West Africa participating in humanitarian efforts. After graduation, Shayna plans to pursue a graduate degree in Urban Planning for developing countries.Michael Bailey, Brigham Young University Page

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

AC 2010-1942: A FUNCTIONAL K-12 CONCEPTUAL FRAMEWORK FORTEACHING TECHNOLOGICAL LITERACYSteve Macho, Buffalo State College Steve Macho completed a BS at St Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. Steve is a Minnesota farm boy who has been involved in technology his entire life. He worked at the Los Alamos National Laboratory, New Mexico Highlands University, and is currently an Assistant Professor of Technology Education for at Buffalo State College. He became a member of the Oxford Roundtable in 2008 and plans to present another paper there in 2010

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

: 1. Develop inquiry skills which support technological decision-making and policy development, including planning, collecting, analyzing, interpreting, and presenting empirical data. 2. Analyze product usability and perform usability research. 3. Develop proficiencies in planning, implementing, and reporting a technology assessment. 4. Identify and forecast the risks and impacts of technological decisions upon society and the environment. 5. Make informed, sound decisions regarding technology based upon empirical evidence and sustainability principles.Essentially, the course is organized around two themes with approximately six weeks of the 16-week course dedicated to a

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

on student learning is shown by the pre-test/ post-test results and Page 13.811.7examples of student work. Students scored higher on post-tests than pre-test indicating theirunderstanding of unit content. In addition, the project director has numerous and varied examplesof student work that demonstrates students’ understanding and application of the EngineeringDesign Process. This work supports teacher perceptions that the students did learn skills such asusing the Engineering Design Process, thinking skills, problem solving, planning skills, use ofmaterials, vocabulary, and sketching ideas. Numerous examples of student use of these skillswere

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

 Connect after school program with the entire PreK-workforce talent pipeline  Provide opportunities for industry and higher education mentoring and role models  Include flexibility, variety, scalability and connectivity among various grade levels  Deliver an inquiry-based, technology-rich program with a capstone projectAdditionally, the partners agreed on the following:  Modules must intrigue youngsters by engaging them in inquiry  Modules must guarantee student success by building in both reinforcement for students weak in skills and further explorations for students wanting to go on  Plan for modules to run 6 to 8 weeks, and expect 2 to 3 meetings per week of approximately 45 minutes each (16-20 hours of total

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

). Issues discussed include gender, context with Bloom’s taxonomy of learning and Gardner’s multiple modes of learning. Students typically design several lesson plans that include STEM components, possibly in cross- Page 15.1194.6 curricular modes with non-STEM content.Upper level T&E courses are also taken routinely by MST students, primarily by technologyspecialization majors. These courses include Architecture & Civil Engineering, MechanicalSystems Design, Mechanics & Materials Laboratory, Facilities Design, ManufacturingSystems, Prototyping and Environmental/Biotechnology Systems.In New Jersey, MST majors can also qualify for

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

’ standards discuss the importance of a problem-solving process even though theterminologies are used differently. First, the science education standards use the term ‘inquiry’defined as “Asking questions, planning and conducting investigations, using appropriate toolsand techniques to gather data, thinking critically and logically about relationships betweenevidence and explanations, constructing and analyzing alternative explanations, and Page 15.324.4communicating scientific arguments.”4 A similar problem-solving process is found in the technological standard, namely the‘design’ process. The design process is defined in the technological

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

answerquestions about student learning outcomes in a non-intrusive, systematic manner. The processrequires instructors to define learning objectives for each course, devise a rubric that measuresthese objectives, use the rubric to grade student work, record the data, and note needed changesfor future course offerings.” Page 15.408.6For continuing certification in General Education, a department’s GE courses are reviewedduring the normal program planning cycle. There is a section in a department’s programplanning self-study that addresses GE. In this section, the department must include acomprehensive evaluation of the course that may include a focus on

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

. Page 15.1184.1© American Society for Engineering Education, 2010 Teaching Process for Technological Literacy: The Case of Nanotechnology and Global Open Source PedagogyAbstractIn this paper we propose approaching the concern addressed by the technology literacymovement by using process design rather than product design. Rather than requiring people toknow an impossible amount about technology, we suggest that we can teach process forunderstanding and making decisions about any technology. This process can be applied to newproblems and new contexts that emerge from the continuous innovation and transformation oftechnology markets. Such a process offers a strategy for planning for and abiding the

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

manufacturing that is totallydependant on manual labor will be moving countries with lower labor cost. Consequently, themain part of the non-engineering US workforce (especially those who will not have engineeringor technological trainings) will have to have fundamental understanding of technology, the usageof technology and issues related to technology.In addition fundamental understanding of technology is becoming necessary for many managers,directors, CEOs, as well as policy makers. However, most such key decision makers do not haveengineering degrees. At the same time such individuals are defining policies, companydirections, and future planning for technologically related or technologically affected disciplines

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

how it fit into your hand orhands along with how it actually felt like it wanted to do its job. Students need to be exposed to,and made aware of, how a technology works before they can move on to actually recreatingthem.The third phase, which is planned but not yet implemented, involves the actual student recreationof ancient and other historical artifacts. This would include making stone tools, different types ofarmor, compound bows along with arrows, pioneer objects, and a host of other artifacts from rawmaterials. This process could then be expanded to replicate technologies that are of a more recentnature over time. The challenge is how to fit these projects into a lecture based course. Without a

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology

Tagged Divisions

Technological Literacy Constituent Committee

students.Responses in this cluster are very strong (see Table 2). Note that nearly all respondents agreedthat the structured environment of Moodle improves their planning process. As for the last item,comments hinted that the lack of sharing might stem from the scarcity of computer resources. Inother words – as one teacher said: “it may be selfish on my part, but the more people who knowabout this, the harder it will be for me to book the computer lab.”Opportunities for Authentic Assessment – CMSs – such as Moodle – help teachers to use awider range of assessment techniques to measure student learning. For example, instead oftesting for discrete skills, teachers are able to monitor concept learning within a morecontextualized process. In this segment

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak

Tagged Divisions

Technological Literacy Constituent Committee

for non-engineers and developed four models to serve as potentialtemplates or standard course models. A framework was established for specific course outlinesconsistent with the content areas established by the NAE in Tech Tally of: technology andsociety, design, products and systems, and technology core concepts and the ITEA technologytopic areas. To satisfy the diverse requirements of curriculum committees on varied campuses,the framework offers faculty flexibility in planning courses within each proposed model whilestill accomplishing the goals of the standards.IntroductionIn Technically Speaking1 and Tech Tally 2, The National Academy of Engineering emphasizedthe need for all Americans to understand and appreciate our technological

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

ago as an idea has taken on a life of its own. The concept ofbringing old technologies to life and allowing students to touch and examine them has added anew dimension to their learning experience. As the years passed new collections were added.And this trend is expected to continue.Future plans include adding more collections with additional artifacts obtained either throughdonation or recreation. Artifacts for the new collections are currently being made using the toolsand techniques from the past, just as engineers from generations ago did. Donations for other newcollections are also being accepted with the items being added to the collections as well. It is clearthat the project is by no means complete, but rather just in its beginning

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

technology that define this course.This student’s passion for this subject matter within her technological literacy educationinfluenced her classmates and her future in a positive manner. During the class she wouldsuggest assignments involving sanitation, drinking water and irrigation, and her interest andknowledge of the subject matter influenced several class discussions that drew in relatedtechnological areas of city planning, flood retention, and agriculture. Her interests influencedtwo other students to pursue topics related to water resources for their final papers. As of thiswriting, this student intends to pursue a career in the law, focusing on laws related to the waterresources and the technologies that she learned in this class. Her story

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

. Reliablequantitative forecasting methods have been developed that project the growth, diffusion, andperformance of technology in time, including projecting technology substitutions, saturationlevels, and performance improvements. These forecasts can be applied at any stage of atechnology lifecycle to better predict future technology performance, assess the impact oftechnological change, and improve technology planning and investment. Knowledge of suchmeans to understand and project paths of technology and innovation would constitute importantcontent in a technology literacy program.Often what is published as a technology forecast is simply scenario planning, usually made byextrapolating current trends into the future, with perhaps some subjective insight

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

thosetechniques through repetition of contrived problems designed to have a “right” answer, isnot giving our students enough opportunity to hone their skills as independent, criticalthinkers.Whatever the reason for the results, it is clear that our Engineering and Technologystudents do not believe that their education enhances their ability to think critically andanalytically to the same extent as do other IUPUI students. Engineering and Technologyfaculty, however, believe that we are providing skills in this area consistent with theguidelines of ABET and with our Principles of Undergraduate Learning. In short, wehave a gap between what the faculty thinks it has taught the students and what thestudents think they have learned. We plan to narrow this gap

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

received news that the Engr 12 course hadbeen approved for transferability to the UC and CSU systems. The next hurdle would be the UCGeneral Education Review Committee whose official decisions would be sent in April of ’08.The Engineering & Physics Department at SRJC would continue the planning for offering theEngr 12 class in the Fall of 2008.In the middle of January ’08, the author received unofficial feedback through the college’sarticulation officer that the UC GE committee had performed an initial screening of the Engr 12submission. The feedback was not good. The committee will be rejecting Engr 12 for inclusionas a science GE for the UC and CSU system.The SRJC Engr 12 course outline is included below and is also available at:http

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

that he was a valuable member of theteam. The comment made by the student working toward the minor was: “I am really happy theengineering school offers this. I had a great experience.”Currently (2009-10), there are three students in the capstone design courses who have beenadmitted to the minor in engineering. While the number of students seeking the minor is notlarge, the program is considered an asset to the engineering school. There remains the beliefamong non-engineering students that the rewards of earning a bachelor’s degree in engineeringare not worth the effort involved.2 It is hoped that this alternative will attract those student whodo not plan to spend the effort needed for an engineering degree but who nonetheless areinterested in

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

of 19th and 20th century technology and American inventions and innovations. Theuniversity core requirements include two courses in American history, and the focus ondevelopments in the United States let students to build on this foundation.In the planning stages for the course, the authors discussed and selected specific topics forpresentation. Lecture topics presented by the authors included - Machinery in the First Industrial Revolution, - Resistance to Technology: Luddites, Child Labor, - the Early American Industrial Revolution, - the American System of Machine Tools, - the Brooklyn Bridge, - the Steam Engine: Revolution in Power, - the Steam Engine in Transportation – Railroads, - the Age of Electricity

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

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

pieces are shekels). This is becauseusury, which is the practice of charging excessive interest, was forbidden in the JewishLaw. We know that “excessive interest” was defined as “the hundredth” (one percent?), because it was specifically condemned by the prophet Nehemiah (Nehe.5:10,11),in the Old Testament.4. Engineering ThinkingComputation and scientific thinking may come easily for some students, but manyfreshman-engineering students don’t automatically think like engineers. It takes a fewcourses to undo some habits learned earlier, so that one can help students considerrealistic requirements and constraints, estimate answers rather than blindly acceptingcalculator answers, and plan out a project instead of jumping too quickly to a

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

was designed as an independent unit of instruction. The lesson plan for eachmodule included: title, objective, connection to SCANS (skills, reading, math, science Page 12.12.5objectives), the essential concepts, vocabulary words and terms, background information andknowledge base, real-world connection, activity, materials, and assessment. The modules were:Introduction (to class and LEGO MINDSTORMS), Gearing Principles, Flight Controls,Engineering Graphics, Information Transmission and Storage, Sensors, and Production Systems.Each of these modules used a consistent format. Day 1 (scheduled for 2 hours) had a lecture andsome basic hands-on. Day 2

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

overview of technology and then moving to specific topics such as complexity,industrial design, urban planning, and environmentalism, students discovered the dynamics of Page 14.684.6technology in society that led them to reconsider how technology shapes their lives—beyondmere gadgetry—and specific disciplines.Case studies of military aircraft design projects, the introduction of fluorescent lighting, andhandling of radioactive waste, all found in Bijker and Laws’ Shaping Technology/BuildingSociety, were used to demonstrate the link between engineers and the government, emphasizehow engineering works in practice, and show how engineering can be

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

-traditional, interdisciplinary field • encouraging (and making it possible for) existing faculty to contribute to CT programsCurriculum • ensuring a proper liberal-arts-worthy balance of breadth and depth in CT programs • finding appropriate academic “homes” for CT courses, when they do not neatly fit into existing disciplinary boxes • creating policies for staffing interdisciplinary team-taught courses • integrating CT into the new general education curriculum for all Union students, and recommending homes for CT courses • considering the proper role of CT courses in disciplinary majors and minorsSpace and Facilities • planning for and allocation of space and facilities for CT faculty, research, and academic programs

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

students explained and demonstratedfundamental physics concepts to pre-service teachers were seniors taking Curriculum andMethods for Early Childhood Through Grade 4 II: Mathematics and Science. The pre-serviceteachers then shared these lessons with in-service kindergarten teachers. In addition to theservice they provided the current and future K-12 teachers, the engineering students benefited bylearning to communicate physics concepts to non-engineers by relating those concepts toeveryday experience.22Western Michigan University used a BEE planning grant to develop an engineering-educationcollaboration to create a section of the first-year engineering course Introduction to Engineeringand Technology to be taken by engineering and elementary

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

areaffected by technology. Is a local referendum on issuing bonds for the construction of anew power plant a wise use of taxpayer dollars? Does a plan to locate a new wasteincinerator within several miles of one's home pose serious health risks, as opponents ofthe initiative may claim? How should one react to efforts by local government to placesurveillance cameras in high-crime areas of the city? Technologically literate people maydisagree on the best answers to these and other technology-related questions, but theywill be much better able to discuss them in an informed manner.Technological Literacy in the United StatesPeople come to know something about technology in at least three ways. For many if notmost Americans, the predominant mode is

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

gauging the impact of efforts to enhance technological literacy and to planning future efforts. This is troubling, since substantial federal as well as private monies and expectations are being invested in such things as curriculum, instructional materials, museum exhibits, and television programming that are meant in part or whole to boost understanding of technological issues. With this problem in mind and with funding from the National Science Foundation, the National Academy of Engineering and National Research Council embarked in 2003 on a major study of assessment for technological literacy. The goal of the project was to determine the most viable approach or approaches for assessing technological literacy in

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

offeredby various departments across campus. However, it had been uncommon for anyone buta fully committed engineering major to appear in engineering classes. Few engineeringdepartments offered service courses for non-engineers.Notable exceptions existed to this rule, and recent developments have fostered a morereciprocal relationship between some engineering programs and liberal arts departments.In 1996 the National Science Foundation’s Shaping The Future: New Expectations forUndergraduate Education in Science, Mathematics, Engineering, and Technology called Page 12.1553.2for greater attention for the 80 percent of college students who are not planning

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Guangwei Zhu, Purdue; Cheng-Kok Koh, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

. [3] Jaikumar Vijayan. Will security concerns darken Google’s government cloud? http://www.computerworld.com/, September 17 2009. [4] IDG News Service. Fcc’s national broadband plan: What’s next? http://news.idg.no/cw/art.cfm?id=64A5457F-1A64-67EA-E4A95D435AFC2864, March 16 2010. [5] Committee on Prospering in the Global Economy of the 21st Century. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. http://www.nap.edu/catalog.php?record id=11463, 2007. [6] Elliot Soloway. How the Nintendo Generation Learns. Communications of the ACM, 34(9):23–ff., 1991. [7] Kate Sanders and Lynda Thomas. Checklists for Grading Object