Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

different audiences of both non-experts and professionals. Future engineeringprofessionals must develop stronger technical communication skills. By integrating asophomore-level, project-based, technical communications course, and reinforcing theknowledge and skills throughout the engineering curriculum, faculty can work toward the goal ofproducing engineers who are prepared to meet current challenges in their disciplines, and whocan communicate effectively to a variety of audiences.References[1] J. Donald, S. Lachapelle, T. Sasso, G. Gonzales-Morales, K. Augusto, and J. McIsaac, “On the place of the humanitiesand social sciences in the engineering curriculum: A Canadian perspective,” Glob. J. Eng. Educ., vol. 19, no. 1, pp. 6–18,2017.[2] R

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

some assumptions. Identifies context(s) when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).By necessity the rubrics are written such that they can be applied to the broad range of topics thatfall under the FYS umbrella. Particularly relevant to the premise of the FYS Bridge course arethe rubrics that address establishing the background, exploring ambiguity, questioningassumptions, and identifying context, but applied to challenges in engineering, technology, andscience in society. With this in mind, the authors have selected tentatively the following topicsand readings for the course:The questions that science, engineering, and the humanities can answer… and those theycan’t. Selected

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Doyle, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Arnold Neville Pears, Royal Institute of Technology (KTH); Niall Seery, Athlone Institute of Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

disposition towardsengineering as technological activity clearly emerges as important.Offering this perspective as an ontology-based curriculum, this paper seeks to foreground anunderstanding of engineering as technological activity, dependant on existing (though evolving)frameworks of discipline specific declarative knowledge. It is important to note that this line ofargument is not intended to disenfranchise engineering education, but rather to empowerengineering educators, students and practicing engineers with a means of articulating theintricacies of learning in their profession.Technology education: epistemological underpinningsSince the inception of technology education as a school subject in the late 1970’s and early1980’s, the subject area

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 in  critical  thinking,  in  mathematical  reasoning  and  analysis,  a  firm  grounding  in  scientific  and  engineering  methodologies  and  knowledge  to  address  the  complex,  multidisciplinary,  and  multidimensional  problems  that  humanity  faces  now  and  will  in  the  future.  Of  course,  educators  in  all  fields  are  actively  trying  to  change  and  be  more  effective.  However,  most  engineering  schools  have  not  gone  through  fundamental  changes  since  1970’s.    Although  engineering  is  fundamentally  pragmatic,  hands-­‐on,  and  project  and  application  driven,  engineering  education  has  been  drifting  away  from  that  approach  since  1970-­‐80s.      By  the  end  of  1980’s  most  major

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

require to be proficient intechnological literacy? That is a central issue of this discussion.As a matter of policy in the 1980’s governments seem to have taken the view that it is amatter of the economic good that students should study technology in schools [15], and by1992 a World Council of Associations for Technology Education had been founded. Theconference proceedings associated with the founding of this organization, had the title“Technological Literacy, Competence and Innovation in Human Resource Development”[16].Yet, in this extensive report there are only two papers that mention technological literacy[17; 18]. Both authors are American; one, Michael Dyrenfurth is a member of ASEE. Hisdefinition was,“Technological literacy is a concept

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Garner, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Institute of Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

., Bennett, L. D. IV, & Strobel, J. (2012). Engineering in the K-12 STEM standards ofthe 50 U.S. states: An analysis of presence and extent. Journal of Engineering Education,101(3), 539-564. doi: 10.1109/TAES.1980.308907Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEMengagement activities with positive STEM dispositions in secondary school students. Journal ofScience Education and Technology, 24(6), 898-909. doi: 10.1007/s10956-015-9572-6Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, andmathematics (STEM) project-based learning (PBL) affects high, middle, and low achieversdifferently: The impact of student factors on achievement. International Journal of Science

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Oscar Antonio Perez, University of Texas at El Paso; Hugo Gomez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Erik Lopez; Deena Mustin, UTEP Academic Technologies ; Robin Munoz, Academic Technologies; Jackeline Munoz; Sarah Huizar, UTEP Academic Technologies Learning Environments; Crystal Fernandez-Pena, Carnegie Mellon University; Celena Arreola; Tetyana Zhyvotovska, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

same span of time. Much of the interdisciplinary collaboration between majors hashad a significant impact on such. Majors that wouldn’t normal collaborate such as graphic design andelectrical/computer engineering have shown to have had some of the most impressive outcomes in terms ofend design and function. Below are a few photos of the exhibits as they have progressed from year to year toget a conceptual idea of the final product(s), so the reader will have context in which to understand theassessment pieces.Figure 1. Photo of the project in 2011Figure 2. Photo of the project in 2013Figure 3. Photo of the project in 2014Figure 4. Photo of the project in 2016Figure 5. Photo of audience iPad control system (early design phases in Xcode

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

would a coherent road map for engineering education emerge, but theindividuals themselves would find themselves as thought leaders down the path towardlarger, global understanding of both current and future directions, as well as failures inengineering education.References 1. American Society of Engineering Education, ‘Transforming the Undergraduate Engineering Experience’, May 9-10, 2013, Arlington, VA. 2. Phase, I. I. (2005). Educating the Engineer of 2020:: Adapting Engineering Education to the New Century. National Academies Press. 3. Hundley, S., Fox, P., Brown, L. G., Jacobs, A., Didion, C., Sayre, D. R., & Hoyer, H. J. (2012). Attributes of a Global Engineer: Field-Informed Perspectives

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Osvaldo Clua, University of Buenos Aires; Maria Feldgen, University of Buenos Aires

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

E-slide-anot Chat 50.0% E-reader Non ICT Students Twitter Sims 0.0% ICT Students Wikipedia Video Google e-mail O Unis Facebook Online Reading Blogs C S D S Anim Figure 4 ICT Elements used when StudyingAs expected, Backup is an

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; John Krupczak, Hope College; James F. Young, Rice University, Electrical & Computer Engineering; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

,        and capabilities. Like literacy in other areas, the goal of technological literacy is to providepeople with tools to participate intelligently and thoughtfully in the world around them. Post-Secondary Technological Literacy Classes and Curriculum Compiling information about technological literacy classes (TLCs) for liberal arts majorsat fifteen institutions was intended to provide resources to faculty interested in developingcourses3. The paper briefly traced the history of TLCs through 1959 through the 1990’s anddeveloped a working definition of technological literacy of The ability to understand, intelligently discuss and appropriately use concepts, procedures and terminology fundamental to work of (and typically

Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

). American Society for Engineering Education. 3. Hanford, Bethany, “Engineering for Everyone,” American Society for Engineering Education, PRISM, December 2004. American Society for Engineering Education. 4. Nocito-Gobel J., S. Daniels, M. Collura, B. Aliane, “Project-Based Introduction to Engineering – A University Core Course,” Proceedings of the 2004 American Society for Engineering Education Annual Conference (2004). American Society for Engineering Education. 5. E. Garmire, Dartmouth College, Private Communication, (2009). 6. Hudson, C., “Innovations in teaching, learning and assessment,” IEE Intern. Symp. on Engineering 7. Malave, C., Belhot, R. V., Figueiredo, R. S. “New questions about learning styles

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

John W. Blake P.E., Austin Peay State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

byquestions that will serve to help students see the point(s) of the assignment. The questionsshould also provide an incentive for students to read the assignments. With this format, theseassignments may take the place of stories told in lecture, freeing time for other work in theclassroom. They will also provide a way to include this material in subject area courses likethermodynamics where there is limited time in the classroom for material of this sort. The onlineenvironment should provide better options for assessment.Including these items as part of the course material will serve to add technological andengineering literacy (TEL) content to subject area classes for majors.As the immediate focus of this work, stories have been and are being

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

://www.westga.edu/~distance/ojdla/summer102/gaytan102.htm8. Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development 7(3): 6–10.9. Heinich, R., M. Molenda, J. D. Russell and S. E. Smaldino. (2003). Instructional media and technologies for learning. Upper Saddle River, NJ: Prentice Hall.10. Hijazi, S., Crowley, M., Smith, M. L., & Shaffer, C. (2006). Maximizing learning by teaching blended courses. Proceedings of the ASCUE Conference, 2006.11. Holmberg, B (1987) Growth and structure of distance education. Routledge.12. Johnson, J. L. (2003) Distance education: the complete guide to design, delivery and improvement. NY

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Grunert, Virginia Tech; Stephanie G. Adams, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Iapproach things.” Rowena saw the actions of engineers as expanding beyond “math andproblems you solve,” acknowledging that the course exposed her to “more opportunities than Ithought in engineering.” However, Marley’s description of engineering was simple: “Build it in away that won’t negatively impact that community.” This is not an indictment against engineers,but a simple expectation of what engineers do, or what they ought to do. Normative ideals of engineers and engineering include the “ought-to”s of the practice. Intheir descriptions of what engineers are, and their previous encounters with engineers andengineering, students had a specific normative vision as to what engineers ought to be and do.Milburn said, “They [Engineers] have a

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

integrate what they had learnton the course. In ordered to foster ability in design a section on graphical communication wasincluded early in the course (second exercise). The exercises are shown in the exhibit 2 for thepurpose of clarification. Clearly there have been many developments since it was designed thatwould have to be incorporated in a revised course, as for example - 3D printing. The course didnot include practice and experience with electronic circuitry as for example “breadboards”. Page 24.375.8 7Mini Project Purpose(s) – Materials and Method

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor

Tagged Divisions

Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

clearly distinguish between images of "engineers" and"scientists"). The paper also assesses specific character and professional attributes, stereotypes(profession-, ethnicity or gender-based) and attributes known to facilitate viewer's identificationwith on-screen characters, of engineering professionals portrayed in selected films. In particular,the key research question of “How are engineer(s) and their work portrayed in the feature films?”was broken down to more detailed sub-questions: • What types of engineering work are represented? How is creative component of that work shown? How successful (or unsuccessful) are the outcomes? • Is the distinction between science and technology, and scientist and engineers depicted? • Are

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

is that their curricularhave to meet the requirements of many audiences. The difficulty of developing a communityof scholarship that meets the needs of all these audiences is illustrated by extreme examplesof the questions that the public need to answer in deciding what action they ought to take inresponse to such happenings as the GM and Volkswagen automobile scandals. Anengineering view of technological literacy is inadequate for the task it is expected to do. Aninterdisciplinary approach is clearly necessary.References[1] Krupczak, J., Blake, J. W., Disney, K. A., Hilgarth, C. O., Libros, R., Mina, M and S. R. Walk (2102).Defining technological literacy, Proceedings Annual Conference of the American Society for EngineeringEducation. Paper

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Oenardi Lawanto, Utah State University; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

method, taken from the Russian tool system, not onlyoffers education but attributes as a philosophical key to all industrial education [3]. BothWoodward and Runkle were preparing engineers to enter the occupational demands that needhands on experience combined with intense theory.Charles Richards claimed that America presumes “our place as a nation practically at the time ofthe industrial revolution” [18]. One lacking feature, during this time, is that America had noartistic traditions except for those of other countries and the United States (U.S.) needed todevelop their own artistic tradition. The arts and crafts movement entered the U.S. by Englandin the early 1880’s and demonstrated in the schools of Philadelphia [19]. The arts and

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

memberships.” The boundaries being drawn here are quite clear:politics do not belong in the IEEE, and LGBTQ individuals are ontologically political. It isinteresting that the latter two posters assumed the proposer(s) of the new language were LGBTQ(must be outsiders!), when in fact there was an organized response from the few out LGBTQIEEE members to alter the proposed wording before adoption of the proposed changes, as theproposed language was not truly inclusive of the LGBTQ community.Sexual orientation is private/doesn’t belong in the workplace: A slightly different (thoughrelated) boundary was drawn between professional and private spheres when frequentcommenter Luke Burgess (relation to Barry Burgess unknown) suggested that sexual

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr., Hope College; John Heywood, Trinity College Dublin; Carl O. Hilgarth, Shawnee State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

BackgroundSome background on the educational system in the United Kingdom is needed to appreciate thecontext for the examination. In England, Wales and Northern Ireland following an Education Actof 1944 a tripartite selective system of secondary schooling was developed which began to bereplaced by a system of comprehensive schools in the 1980’s. Selection to these types of schoolswas by means of an aptitude test at age eleven (known as the 11+). The schools that made up thetripartite system were: secondary modern, most of which educated children to the then schoolleaving age of 15; secondary technical which in addition to the basic curriculum offeredtechnical subjects up to and beyond the school leaving age; and grammar schools that offered anacademic

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

AnnualConference, American Society for Engineering Education. paper AC 2012-4696. Table 1. Page 24.356.16 15Notes and references.[1] Krupczak, J., Blake, J. W., Disney, K. A., Hilgarth, C. O. Libros, R., Mina, M., and S. R. Walk (2012) Defining Technological Literacy. Proceedings Annual Conference American Society for Engineering Education. Paper AC 2012-5100.[2] (a) Mina, M (2007). Minor in engineering studies. Teaching engineering concepts to non-engineering students-work progress. Proceedings of the Frontiers in

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

first year students or onesat a more advanced level, and who also would like to take advantage of the fact that thinking ofthe sort around which we constructed this course is, thankfully, a low-budget enterprise, we hopethat they would have fun as well.ReferencesAikenhead, G. S. and A. G. Ryan. 1992. “The Development of a New Instrument: ‘Views onScience-Technology-Society (VOSTS)’. Science Education 76: 477-491.Bucciarelli, L.L. and D. Drew. 2015. “Liberal Studies in Engineering: A Design Plan.”Engineering Studies 7(2-3), 103-122.Carberry, A.R., H.S. Lee, and M. W. Ohland. January 2010. “Measuring engineering designself-efficacy.” Journal of Engineering Education 99(1): 71-79.Christ, C. T. 2010. “What is Happening in Liberal Education?” In

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lina Trigg, William Mason High School; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

problems and that the learner can recall the solution methodused in the previous problem (Reed,1992).” ( Jonassen, 1997, p. 71). This is beneficial to astudent in the beginning as solving fundamental problems on a foreign topic needs practice.Eventually, if the student pursues further study and enters the profession, the student willencounter ill-defined problems (complex problems). Jonassen (1997) found that “ill-structuredproblems [to] require that learners assemble a large amount of relevant, problem-relatedinformation from memory (Voss & Post, 1989). Learners cannot retrieve the appropriate rulesfrom the chapter(s) being studied. Ill-structured problems engage a broader range of conceptualknowledge about the problem domain” (Jonassen, 1997

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

traditional curriculum and its numbered course. In this case,the SPOC (Small Private On-Line Course) was blended: the text of the course was madeavailable (accumulatively) in parts at the time of each of eleven video presentations (Skype),which were presented a few days in advance of a seminar/discussion (Skype).The course, its origins, aims and presentation are described, and its limitations and potentialconsidered in the light of current discussions on the integration of engineering and liberaleducation, and developments in the role of technological and engineering literacy.Abstract 225 words.Key words. Blended, Humanities, SPOC, Transdisiplinary.Transdisciplinarity and InterdisciplinarityIn the 1960’s a number of novel degree structures emerged in

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill, Hope College; Daniel J. Langholz

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

critiques of technology,” Inquiry, vol. 39, no. 1, pp. 45–70, 1996. [4] A. Akera, “Constructing a representation for an ecology of knowledge: Methodological advances in the integra- tion of knowledge and its various contexts,” Social Studies of Science, vol. 37, no. 3, pp. 413–441, 2007. [5] N. Rescher, Dialectics: A Controversy-Oriented Approach to the Theory of Knowledge. State University of New York Press, 1977. [6] W. V. Quine, Elementary Logic. Harvard University Press, 2001. [7] I. Kant, Logic. Dover books on Western philosophy, Dover, 1988. [8] L. March, “The logic of design and the question of value,” The Architecture of Form, 1976. [9] C. S. Peirce, “Deduction, Induction, and Hypothesis,” Popular Science Monthly, vol. 13, pp. 470

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Richard A. Sun CFA, Mississippi Coding Academies; Randy Lynn

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

].[7] Code.org State Facts, “Support K-12 Computer Science Education in Mississippi,” Available: https://code.org/advocacy/state-facts/MS.pdf. [Accessed: 2-Feb-2019].[8] MS Department of Employment Security. ‘MDES Wage Estimates - All Occupations’ 2018. [Online]. Available at https://www.mdes.ms.gov/media/68937/mpwia.pdf. [Accessed : 28- Dec-2018].[9] S. Lee, J. Ivy, and A. Stamps, “Providing Equitable Access to Computing Education in Mississippi,” Providing Equitable Access to Computing Education in Mississippi. 4th international conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology, Minneapolis, MN, Feb 2019.[10] Programming Bootcamps Compared, [Online]. Available: https

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

window (Team 8) Page 23.604.6The primary focus of this study is each team’s Project Executive Summary submittedelectronically. This assignment asked teams to write a maximum 2-page, single space summaryin which they were to address the following questions in a narrative form:  How is your project specifically related to nanotechnology? Why is your project important for learners?  How did you incorporate the [network]’s team in your solution?  What problem are you solving? What is your solution? Briefly describe the grade level target you are targeting, the engineering activity, the science

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

forwhich data was reported. The study ultimately found that engineering students’ writing skillsimproved throughout the duration of the course and improved more if students are explicitlytaught spelling and grammar rules.A number of conference papers have also looked at student writing, such as Trotz et al.’s 2010paper,[14] which employed the CLAQWA assessment tool (see Flateby and Fehr above) to reporton a study of civil and environmental engineering student group reports at the University ofSouth Florida. They reported scores for two senior level classes across all 16 elements (issues allrelated to basic and rhetorical literacy) of the CLAQWA tool. They reported higher scores thanFlateby and Fehr, with mean values between 2.6 and 3.7 (out of 5

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technologicalliteracy is not a “knowledge(s)” but a “competence” as the term is commonly used. It followsthat technological literacy is not a discipline but a way of understanding the technologicalworld in which we live in order for us to control it.A technologically competent public requires of any serious failure, to know if its cause can becontributed to any person or persons. If a public enquiry is held into an event, the publicneeds to know that the person in charge of the enquiry can be trusted: but, they also need toaccept that the specification, that is the question asked of that person, will provide theanswers they need, that attempts will be made apportion blame, and that where rectification isrequired that it will be expedited and done properly