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

environment for developing analytical, systematic and logical thinking. Authors suchas Cash and colleagues4 and Johnson26 propose that to diagnose is an important skill fortroubleshooting. Jonassen and Hung33 explain the process of diagnosis by identifying the fault orproblem that is preventing the system to work: The diagnose of a fault in a system is the analysispart of the troubleshooting process, where the person has to compile the information gathered inprevious steps, to draw a conclusion and in order to make the next action. The diagnosis is thefinal stage of feedback, because the reflection on the information the system gives to thetroubleshooter is used to go a step further.Using feedbackPermanent feedback is an equally important element for

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

visual artifacts in a website. ENGL 2000, however, requiredmore total pages of writing in a greater variety of genres. ENGL 2000 IE 4785 Blog Daily Journal Reflections Excursions Webpage Cultural Analysis Primary Research Daily Assignments Secondary Research Brochure Research Paper Figure 3: The diagram shows the overlap of the class assignments given in ENGL 2000 and IE

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James F. Young P.E., Rice University; Scott VanderStoep, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and use of technology and evaluate trade-offs including a balance of costs and benefits both economic and social.8 Identify technology that appropriately reflects the values and culture of society for which it is intended.9 Give examples of relationships among technologies and connections between technology and other fields of study.Responsibility10 Can identify and analyze professional, ethical, and social responsibilities as related to technology.11 Participates appropriately in decisions about the development and use of technology.12 Demonstrates an interest and ability in life-long learning and self-education about technological issues.Capabilities13 Formulate pertinent questions, of self and others

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

and above along with a total assessment averagescore of 4.69 is very good. It reflects that using storytelling to promote technological literacy ismeeting its objectives and succeeding.The evaluation tool also offered the opportunity for making comments on the way the course was Page 25.1441.8facilitated. A number of relevant comments were received offering further insight into the waythat stories were used to enhance the material covered. Some representative student commentsincluded: 1. Instructor used his experience in engineering to relate real-life stories and examples. 2. Instructor did an excellent job of keeping the class engaged

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

, Technically Speaking, lists the followingcharacteristics of a technologically literate citizen:27Characteristics of a Technologically Literate CitizenKnowledge• Recognizes the pervasiveness of technology in everyday life.• Understands basic engineering concepts and terms, such as systems, constraints, and trade-offs.• Is familiar with the nature and limitations of the engineering design process.• Knows some of the ways technology shapes human history and people shape technology.• Knows that all technologies entail risk, some that can be anticipated and some that cannot.• Appreciates that the development and use of technology involve trade-offs and a balance ofcosts and benefits.• Understands that technology reflects the values and culture of

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

science andtechnology, and see no difference between a scientist and an engineer10,12,18. Existence ofengineer’s image in the film has been acknowledged25, but not studied thoroughly, except for agender-specific focus. While creating a learning environment that educates about engineering and engineers ingeneral, it is also important to leverage and apply the most recent theories of learning. Learningis viewed as an active process where students process, organize and reflect upon their personalideas in the development of knowledge and meaning. Current models of science learningembrace the paradigm of constructivism, where students learn by constructing personalrepresentations of knowledge instead in the idea that knowledge can be transmitted

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

reflect the views of the National ScienceFoundation.Bibliography 1. Technically speaking: Why all Americans need to know more about technology, Greg Pearson and A. Thomas Young, editors, National Academies Press, (2002). 2. E. D. Hirsch and James S. Trefil, Cultural Literacy: What Every American Needs to Know, Random House, (1987). 3. Changing the Conversation: Messages for Improving the Public Understanding of Engineering, Committee on Public Understanding of Engineering Messages, National Academies Press, (2008). 4. Heywood, J., “Engineering Literacy: A Component of Liberal Education” Proceeding of the 2009 American Society for Engineering Education Annual Conference (2009

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

/analysis, reflective journaling, and analysis of classroom effectiveness. The project isintended for teachers of underserved populations (especially low income Hispanics) who are orcould become teaching out-of-field, emergency credentialed, alternatively certified, or in need ofexpanded certifications.Since its beginning, the project’s success has led to three expansions and upward amendments toits funding. The final project now includes a third year (2009-2012), a total participation of 43teachers (including middle school and upper elementary science teachers in schools that feedstudents into the high schools represented by the original group) and a final budget of $440,000.The grant period ends on April 30, 2013 so it is still a work in

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

in fall 2007 to non-science majors as a science corerequirement using the traditional lecture method. An experimental group was taught the abovefour areas in spring 2010 using four indices: (1) learning from three Hands On and Minds Onlabs, (2) using Closer Looks, (3) case studies, and (4) development of critical thinking ability.The four areas were properly balanced and applied in the four indices. The performance of thestudents was evaluated using a series of special assignments reflecting the four indices. Theassignments accounted for 20% of the course grade. The grading formula for the control andexperimental groups are shown in Table 1. Appendices 1, 2, and 3 show examples ofassignments that addressed critical thinking, case study, and

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isabel Huff, Smith College; Glenn W. Ellis, Smith College; Lucy McAuliffe, Smith College; Sonia K. Ellis, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

asynchronous, online group workspace). In the process thecommunity organizes itself into working groups that grow and change in response to the interestsof learners. The workspace preserves the discussions so that the learners can return to them forcomment and reflection. Scardamalia19 provides twelve determinants that define knowledgebuilding discourse, such as exploring real ideas and authentic problems, “rising above” thediscourse to create higher level concepts, taking collective cognitive responsibility and usingauthoritative resources.VI. ConclusionsOverall, there is a need for increased technological literacy and the development of approachesfor supporting learning that are based on the research in the learning sciences. Talk to Meprovides an

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

science professionals.” [10]. It has created itsown system of vested interests. If the continuing attention to the shortage of students for STEMeducation is anything to go by this system is alive and well [11]. Of course it may not be true ofother countries [12(a)].Much the same could be said of the UK where since the 1960‟ there have been a series of reportslamenting the failure of schools to supply an adequate number of students to STEM courses.However, as a British commentator Robin Marris pointed out long ago, a point that has been Page 25.1334.4reiterated by Lowell and Salzman in the US, labor shortages would be reflected in the market