Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

development.”1 Providing an explanation and developing an understandingof the basic science and scientific techniques employed in the application of these technologiestouches upon the first part of this definition. Using that background to make and support apersonal decision regarding the use of these technologies would address the third part and whatis probably the most critical part of the definition. It is essential that “ordinary citizens [are able]to make thoughtful decisions on issues that affect, or are affected by, technology.”2 “Science andtechnology are so pervasive in modern society that students increasingly need a sound educationin the core concepts, applications and implications of science” 3 in order to function as citizens ina

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

States such as Lenz9, Martino10, and Bright11,and others around the world, e.g., the very prolific Marchetti (see, for example, Marchetti12),refined forecasting methods and showed that the logistic model was an excellent construct forforecasting technological change with virtually universal application for technology adoption andmany other individual and social human behaviors. Figure 1 illustrates the idealized logisticcurve of technology adoption or diffusion. Figure 2 shows the logistic growth of the supertankerof maritime fleets presented in a popular format developed by Fisher and Pry that renders thelogistic curve linear13. Page 22.840.5

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu; Mehmet Cetin, Temple University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, rich, imagination-fostering environment for learning. The average grade of the controlgroup was 64% while that of the experimental group was 78%, a 22% improvement over thecontrol group. The t-test confirmed statistical improvement, t value of 3.6, at a significantconfidence level with an alpha value of 0.05.IntroductionThe objective of this paper is to show how creativity can be used to enhance the technologicalliteracy of non-science majors by introducing the students to basic scientific and technologicalprinciples in various areas of a course, “Environment.”Creativity involves a new product or a solution with some value. Creativity and creative acts aretherefore studied across several disciplines 1. A creative person can understand what is

Conference Session

Engineering and Technological Literacy: Past and Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; John W. Blake P.E., Austin Peay State University; Kate A. Disney, Mission College; Carl O. Hilgarth, Shawnee State University; Randy Libros, Community College of Philadelphia; Mani Mina, Iowa State University; Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Standards forTechnological Literacy: Content for the Study of Technology.7 The ITEEA standards projectwas a broadly based effort that included more than 150 reviewers from K-12 education, thesciences, and the engineering disciplines. An intent of this effort was to encourage educationalcurricula that would provide technological literacy to K-12 students.The ITEEA 2000 Standards are comprehensive in scope. They are divided into five maincategories that sub-divide into 20 specific standards. The five main categories used to definetechnological understanding include: 1. Understanding the Nature of Technology, 2. Understanding of Technology and Society, 3. Understanding of Design, 4. Abilities for a Technological World, and 5

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Douglass Klein, Union College

Tagged Divisions

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

technology, andgain practice in critical reading, writing and presentation skills.1. Introduction Do we control technology, or does technology control us? Since technology is a humanactivity – indeed the former Director of the National Academy of Engineering, William Wulf,suggests that technology is what defines us as human – the answer seems self-evident: of coursewe control technology.8 But might it be the case that technology is a genie, which once releasedcannot be coerced back into its bottle? 43 How does this change us as humans? These fundamental questions provide the opportunity to engage first-year students from bothengineering and the liberal arts with important issues regarding the direction of technologicalprogress and more

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Simona Dana Dimitriu, Pat Neff Middle School - Northside Independent School District (NISD); Thomas Gadsden Jr., Our Lady of the Lake University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

incorporatedin a Master’s Degree in Education. The program targeted primarily high school Physics teachersbut the concept can be easily expanded to the entire spectrum of Math and Science education forall K-12 grades.Science is the art of obtaining knowledge. Engineering is the art of using knowledge to achieveobjectives and solve problems. If we put them together in the class room early enough we havebetter chances to raise more interested and dedicated students.IntroductionThe American Competitiveness Initiative (ACI) [1] is a federal assistance program intended tohelp America maintain its global competitiveness through targeted investment in research anddevelopment (R&D) and education. K-12 science and math education is part of a largerinitiative

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Mandy C. Phelps, Wichita State University; Karen V. Reynolds, Wichita State University; Barbara S. Chaparro Ph.D.

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

involvement in theprogram. Males had a greater interest in technology and longer involvement (0-3 years) in theprogram resulting in more positive attitudes. Females tended to have more negative opinionsabout technology at both pre- and post-assessment.IntroductionProject Lead the Way (PLTW) is targeted toward educating middle and high school studentsabout engineering and technology to encourage the study of engineering post high schoolgraduation.1 PLTW was established in 1997 to address the shortage of domestic engineers. Thereare currently 4,500 program implementations in every state with more than 18,000 teacherstrained to teach PLTW courses.2 Approximately 70% of students involved in the PLTW programreport intentions of obtaining a college degree

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

called “personaltransferable skills”.The implications of findings for educational policy makers are (1) that policy making should beundertaken from a systems perspective that embraces elementary education at one end of thespectrum and lifelong (permanent) education at the other: (2) that engineering educators togetherwith industrialists should pay much more attention to lifelong education, and therefore incontinuing professional development for engineers in both technical and personal dimensions:(3) that engineering educators should better prepare students with the skills of flexibility andadaptability required to cope with ever changing knowledge, that is “personal transferableskills”.These axioms are reinforced by a recent report from the

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zachary Foltz, Iowa State University; Amanpreet Kaur, Iowa State University; William Henry Tushaus, Iowa State University; Christopher Sears Mikelson, Iowa State University; Brian Vincent Skalak; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

years [1].Atmospheric chemist, Paul Crutzen, first noted this change in 2000 [2]. He realized that we wereno longer in the Holocene but entering the “Anthropocene”: the age of man. During theHolocene, the Earth maintained itself but now, according to the article, “A Safe Operating SpaceFor Humanity”, “human actions have become the main driver of global environmental change.”The hot button phrase of this shift to the Anthropocene that seems to be the cause of mostconcern is “global warming”.Global warming, according to Merriam-Webster’s dictionary, is defined as “an increase in theearth's atmospheric and oceanic temperatures widely predicted to occur due to an increase in thegreenhouse effect resulting especially from pollution”. For millions of

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mariana Tafur, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

”1. Technology skills such as artifact problemsolving are required in the workplace; technicians and other workers need to develop problemsolving strategies such as troubleshooting, more than just knowing how a machine works or howto make stocktaking4. Moreover, learning those technological skills through work is an effectiveand practical strategy5. Workers can learn through authentic problems6,7 and throughcollaborative learning8,9, while are productively engaged in their work.Constructing and developing technological knowledge, skills and habits of mind helps people toconstruct new learning10. The information can be found in one’s experience, in other’sknowledge, even in places such as databases, libraries or codes, but if one knows how

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University

Tagged Divisions

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

people can and do affect its development” (Young, Cole, &Denton22, 2003). Page 25.1441.3This lack of understanding of technologies, both past and present, is directly related to enhancingnot only the student's but society’s technological literacy level. “Technological literacy can bethought of a comprising three interrelated dimensions that help describe the characteristics of atechnologically literate person... (1) knowledge; (2) ways of thinking and acting; and (3)capabilities” (National Academy of Engineering12, 2008). “Technological literacy is the ability touse, manage, assess, and understand technology” (International Technology

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Barbara A. Heifferon, Louisiana State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

teach these coursesand a description of the global aspects of this study-abroad program, as well as preliminaryassessments of the collaborative program.Introduction:In Technically Speaking: Why All Americans Need to Know More about Technology,1 theNational Academy of Engineering (NAE) has established the importance for engineers’understanding to go beyond technical expertise and to include an understanding of howtechnology affects society, as well as how society affects the development of technologies. Inaddition to the importance of technological literacy, the NAE’s Educating the Engineer of 2020,Adapting Engineering Education to the New Century 2 and the American Society of CivilEngineers’ The Vision for Civil Engineering in 2025 3 have

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

be identified. The work will also roughly classify the identified films into genres anddevelop a small database for tracking. A small sample of feature films and correspondingengineering-related themes is shown in Table 120.Table 1: Examples of feature films illustrating key issues pertaining to engineering and engineer’s work Title Director, year Issues for discussionApollo 13 R. Howard, 1995 Teamwork, creativity, aerospace engineeringThe Bridge on the River D. Lean, 1957 Work organization, civil engineering,Kwai leadership

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu; Mehmet Cetin, Temple University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

often demands effective use of and making informed decisions aboutscientific issues. This paper focuses on developing a strategy for providing non-science majorswith a basic level of scientific knowledge for successfully dealing with real world technologicalissues.“The Environment” course was taught in Fall 2007 to non-science majors as a science corerequirement using the traditional lecture method. This was the control group. An experimentalgroup was taught in spring 2010 using four indices: (1) learning from three Hands On and MindsOn labs, (2) using Closer Looks, (3) case studies, and (4) development of critical thinkingabilities. The method of selecting these indices is explained in the paper.The average grade of the control group was 64

Conference Session

Engineering and Technological Literacy: Past and Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

life and the lives of others, and how people collectively make decisions abouttechnology and manage change. This has been mapped in terms of three dimensions –“knowledge, ways of thinking and acting, and capabilities.”1 A person who has developedtechnological literacy is prepared to understand and make informed decisions about technology.Over the past ten years or so, teaching technological literacy has been recognized as an importanttopic.1-3 Faculty members at universities and community colleges have developed courses4 and Page 25.1266.2minors5,6 to help college students develop technological literacy. A review of papers submittedfor

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vazgen Shekoyan, Queensborough Community College, CUNY; Todd Holden, Queensborough Community College, CUNY; Raul Armendariz Ph.D., Queensborough Community College, CUNY; Helio Takai, Brookhaven National Laboratory; Sunil Dehipawala, Queensborough Community College, CUNY; Dimitrios S. Kokkinos Ph.D., Queensborough Community College, CUNY; Regina Sullivan, Queensborough Community College, CUNY; George Tremberger Jr, Queensborough Community College, CUNY; Paul J. Marchese, Queensborough Community College, CUNY; David H. Lieberman, Queensborough Community College, CUNY; Tak Cheung, Queensborough Community College, CUNY

Tagged Divisions

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

Space, and Principles of Physics.Examples in imaging, remote sensing and control, wireless communication, fusion, radioactivedating, and others have been used to convey technological literacy in three cognitive dimensions:(1) knowledge, (2) capabilities, and (3) critical thinking and decision-making, consistent with therecommendation of the National Academy of Engineering (NAE). The astronomy course, whichincludes discussion of NASA priorities and operations, has been found to fulfill the fivetechnological literacy expectations recommended by International Technology EducationAssociation (ITEA); in addition to the usual science literacy requirement. Junior high schoolscience sessions have been conducted with the inclusion of technological

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert A. Heard, Carnegie Mellon University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Previously, a study at Newcastle University had proposed that humanities students avoidtechnology and science courses for the reasons listed below; 1 1. little exposure to scientific content 2. differences in modes of teaching delivery between humanities and science subjects 3. perceptions of the relevance of scientific evidence, or lack of it 4. intimidation by what is considered the inflexible logic, or use of numerical or tabular data in science 5. difficulty of technological concepts Page 25.1268.2 6. institutional obstacles, such as the organization of universities in subject based departments In addition, an attempt was

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technology.The key general themes or characteristics desired for the projects are listed in Table 1. Theprojects should focus on technologies that are important to daily life. The term core technologieswas adopted to describe technological devices and systems that are common because they areparticularly influential in some way. This was seen as important for both the non-engineeringstudents and the engineering students. For the non-engineers it is important to promote anunderstanding of foundational technologies to establish a knowledge base for life long learning.For students who may be continuing on in engineering, establishing a familiarity with influentialtechnologies helps to establish prior knowledge and a context for more detailed advanced

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

unit’s perspective, strengths and resources. By multiple iterations, highest priority items were combined as appropriate andcategorized as Educational Objectives and related Outcomes. This resulted in a set of fourEducational Objectives and seventeen Outcomes. The four Educational Objectives includedemonstrating: 1) knowledge of the technological nature of the physical and natural world, 2)ability to meaningfully engage with big questions of a technological nature, both contemporaryand enduring, 3) characteristics of personal and social responsibility in using and creatingtechnology, and 4) capability to synthesize and advance technological accomplishments acrossgeneral and specialized domains. Three to six Outcomes were related to each

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

dealingwith real world technological issues.For the past 20 years the principal author has taught a course, ―The Environment,‖ to non-engineering and non-science majors as a science core requirement. In Fall 2007 a section of thiscourse was taught using the traditional lecture method. In the other sections of the course,methods for improving the technological literacy of these students were developed. Four bestpractices were selected from these methods and taught to an experimental group in summer2010. The best practices are: (1) learning from three hands on and minds on labs, (2) use ofcharts and equations, (3) making students familiar with the top 20 bench mark numbers used inthe industry, and (4) acquiring knowledge about the commercial

Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and function effectivelyin the future, people must first understand the past and its technologies.This reawakening and understanding of past technologies is directly related to enhancing thestudent's technological literacy level. "Technological literacy can be thought of a comprisingthree interrelated dimensions that help describe the characteristics of a technologically literateperson... (1) knowledge; (2) ways of thinking and acting; and (3) capabilities" (NationalAcademy of Engineering9, 2008). "Technological literacy is the ability to use, manage, assess,and understand technology" (International Technology Educational Association5, 2007). All ofthese definitions point to the knowledge and understanding of technologies."Common elements of

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College; Su Wang, China National Institute for Educational Research

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of thedesign process with an emphasis on the “creative act” and “hands-on” participatory learning. The objectives of the workshop were to: Objective 1 – Determine if teachers understood how to use design as method of instruction, Page 22.427.3 Objective 2 - Determine if teachers needed more education to use this method of instruction, Objective 3 – Determine if teachers had the resources needed to use design as a method of instruction, Objective 4 - Determine if teachers believed the design method could be used to teach creativity

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Bartholomew; Geoff Wright, Brigham Young University; Ron Terry, Brigham Young University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

increasingly popular in recentyears; backward design is a method of design that begins with the end in mind.2 The  main  principles  of  this  process  call  for  curriculum  developers  to  first  determine  what  students  should  know  and  be  able  to  do  at  the  completion  of  a  unit.    Great success has been found inthe backward design movement, and teachers are finding opportunities for implementation ofbackward design in their classrooms.3-5In 2002, the International Technology and Engineering Educators Association (ITEEA) updatedtheir earlier published book: Standards for Technological Literacy: Content for the Study ofTechnology (STL).1 This document helped to set forth the expectations, benchmarks, standards,and learning outcomes

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

exist between a set of facts,data, or ideas. An emphasis in concept mapping is on the depiction or illustration of connectionsand associations. Concept maps are particularly helpful in situations in which relationshipsbetween ideas are not in a simple linear progression. Concept maps rely on the use of the naturaltendency to associate position in space with organizational hierarchy. Figure 1 is an example ofa simple concept map. Concept maps are well-suited to describing technical systems. Concept maps are useful forcreating organization in situations in which a large number of pieces of information initiallyappear at the same level of significance. These are situations where an underlying order is likelyto exist but is not apparent on surface

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

ask questions about risks and benefits when introducedto a new technology, and to participate in discussions and debates about the uses of thattechnology. In addition to these three cognitive dimensions, four content areas were defined: (1)technology and society, (2) design, (3) products and systems, and (4) characteristics, concepts,and connections. Finally, an assessment matrix was proposed that combined the four contentareas (the rows of the matrix) with the three cognitive dimensions (the columns of the matrix),and it is this matrix that spurred the development of the proposed framework.Simultaneously, the International Technology Education Association (ITEA) also developed aset of standards (ITEA 2000) for technological literacy, which

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University; Jason K Durfee P.E. P.E., Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

that could be used to promote technological literacy.IntroductionThis story begins in 1999 when engineers and technologists were concentrating their efforts onaverting catastrophic failures on January 1, 2000. This event was widely referred to as “Y2K.”Computers in the 1900s typically used just two numbers to represent the year due to the limitedamount and high cost of memory. The dilemma became, when the new century begins would thesoftware consider the year to be 1900 or 2000. As a result, scientists, engineers, programmers, Page 24.1337.2and technicians gave significant attention to the problem. Newspapers, radio, and television

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Becky Carroll, Inverness Research, Inc.; Shannon Weiss, David Heil & Associates, Inc.; David R. Heil, David Heil & Associates, Inc.

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, faculty, and exhibit evaluators havebeen involved in the project funded through a grant by the National Science Foundation awardedto the Golden Gate Bridge, Highway and Transportation District (GGBHTD) to build an outdoorexhibition next to the Golden Gate Bridge. When completed, the exhibition will consist of an85-foot long 1:80 precise scale-model of the bridge accompanied by about two dozen exhibitsstrategically placed around the site. Most of these satellite exhibits are already installed. Someare hands-on interactive exhibits, while others are more traditional informational panels. Topicsrange from cultural, such as the history of the bridge and the Art Deco design, to engineering,such as the design of the towers and retrofit for seismic

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Magesh Chandramouli, Purdue University, Calumet (Tech); Gary R. Bertoline, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, the authors have enabled dynamic interaction capabilities within this frameworkthat facilitates ‘re-arranging’ the way in which the information is presented. The application isbeing built using web-friendly technologies such as VRML/X3D and Java/JavaScript tofacilitate online dissemination.Keywords: Engineering literature, Technological literature, Multidimensional Visualization.1. Introduction This study employs desktop Virtual Reality (dVR) based information visualization toorganize and present engineering and technological literature. The visual nature of theinformation presented not only elicits students’ interest but also facilitates better understandingthe literature. Students in engineering and technology schools across the

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

1 Electrical and Computer Engineering, Iowa State University, Ames, IA 50011, USA 2 Sothern Polytechnic State University, Marietta, GA 30060-2896, USAABSTRACT  This  paper  looks  at  what  some  initial  steps  that  teachers  of  traditional,  lecture-­‐based,  one-­‐sided  engineering  classes  can  take  to  transition  to  Deweyan,  inquiry-­‐based  classes.    The  goal  of  this  study  is  to  identify  concrete  step-­‐by-­‐step  actions  needed  for  transitioning  towards  inquiry-­‐based  classes  where  critical  thinking  and  systems-­‐level  approaches  to  problem  solving  are  prominent  elements  of  the

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian P Kirkmeyer, Miami University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

3.45 on a scale of 0-4 (“0” meaning “Strongly Disagree” and “4” meaning“Strongly Agree”). This suggests that combining interesting topics for students with far-reaching and often unusual concept combinations is a winning formula for promoting cross-disciplinary understanding and growth in students‟ critical thinking skills. Page 23.1317.2IntroductionHeavy metal (often simply referred to as “metal”) is a musical genre consisting of a wide varietyof instrumental styles, lyrical themes and cultural phenomena. Generally speaking, all of thesetopics revolve around the presentation of power and intensity.1-3 While a complete description ofthe genre