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

AC 2010-1563: USING THE TETRIS GAME TO TEACH COMPUTINGYung-Hsiang Lu, Purdue University Yung-Hsiang Lu is an associate professor in the School of Electrical and Computer Engineering. In 2008, he was one of the three recipients of Purdue "Class of 1922 Helping Student Learn Award." In 2004, he obtained the National Science Foundation Career Award. He obtained the Ph.D. degree from the Department of Electrical Engineering at Stanford University. This study is supported in part by NSF CNS 0722212 "CPATH EAE: Extending a Bottom-Up Education Model to Support Concurrency from the First Year." Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily

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

Stanford) might learn from “techies”(NPR’s nickname for engineering and technical people)?Techies tend to be computer gurus, becoming more helpful to fuzzies as our societybecomes more dependent on computer technology. In addition to computer assistance,there are also a number of other technical concepts that may be helpful, such asthermodynamic principles involved in economic situations, an understanding of therelative sizes of numbers, and some basic concepts, fundamental to those of anengineering discipline, which can be applied to everyday life. Fuzzies could alsobenefit from having familiarity with the popular concept of the Singularity (includingthe controversy that surrounds it) and with Billy V. Koen’s “Method.” The followingpages outline

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Mark Breitenberg, Art Center College of Design

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-834: ENGINEERING FOR NON-ENGINEERS: LEARNING FROM"NATURE'S DESIGNS"AnnMarie Thomas, University of Saint Thomas AnnMarie Polsenberg Thomas is an Assistant Professor of Mechanical Engineering at the University of St. Thomas. She holds a Ph.D and an M.S. in Mechanical Engineering from Caltech, and an S.B. in Ocean Engineering from MIT. From 2004-2006 she was a faculty member at the Art Center College of Design teaching engineering courses that she developed for non-engineers.Mark Breitenberg, Art Center College of Design Mark Breitenberg is the Dean of Undergraduate Education at Art Center College of Design. He holds a Ph.D in Literature and Critical Theory and a Master’s in English

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

Computer Use by ChildrenAs the problem scenario is presented, the instructor assigns students to small groups of 3 to 5individuals. Over a six-week period, these cooperative groups engage in a cycle of planning,self-directed study, collaborative analysis and debate, self-reflection, and cooperative decision-making and writing. In essence, these learning groups collaboratively select and apply thetechnology assessment process and analytical methods they discovered earlier in the class to theexigencies of this issue. Eventually, the results of their analytical work enable them to proposefour policy options. Accompanying each is a future scenario that might result if these policieswere adopted

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

, science and engineering; 2) learning a specific subject intechnology, for example, basic concepts in control systems; and 3) experiencing theprocess of designing, constructing and improving a technological system, for example,robotics. Students’ performance in the course and their very positive reflections on thisexperience indicate that individuals having a background in exact sciences are frequentlyinterested in learning technological concepts and are capable of handling relativelychallenging technological tasks in a short time. Based on our experience, it is suggestedto adapt the following guidelines in designing programs aimed at fostering technologicalliteracy: linking what is learned in the class to participants’ daily lives or

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

educators to try out web-basedresources to which they might not otherwise have convenient access. Moving toward 6,000registered members, the user community has grown dramatically since its inception in September2003. On peak days, the site receives close to 1,200 unique visits. Assessment of PRISM’seffectiveness has been reported elsewhere.1,2At its core, PRISM’s mission is to help teachers embrace digital learning tools as extensions oftheir own dynamic presence in the classroom. The objective is to move beyond mere surfaceappeal in order to integrate computer-mediated resources into traditional STEM curricula. Tothis end, we provide two complementary services: (1) A library of over 2,300 online teaching resources (e.g. simulations, scientific

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Robert J. Gustafson; Bruce Trott, Ohio State University

Tagged Divisions

Technological Literacy Constituent Committee

education. However, no satisfactorymeans to address this insight area was established. Therefore it has not been integrated into thegeneral education requirements. This paper reports on subsequent work by the College ofEngineering resulting in two minors that address technological literacy. The College has chosento work from the basic description and general learning objectives developed by a recent reportsof the National Academy of Engineering and National Standards for Technological Literacy. Inorder to offer the most value in a minor and meet learning objectives in the most effectivefashion, the conclusion was reached that it is best to view the potential audience for minors intwo groups. The first group being those that will likely be working

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

concepts is essential toimprove the technological literacy of our country. The remainder of the paper describes animplementation of this type of class.MethodLEGO and LEGO MINDSTORMS have been used by many to teach engineering concepts.Turbak and Berg4 have developed a “Robotic Design Studio,” to introduce Engineering toLiberal Arts Students. Nickels and Giolma5, use LEGO MINDSTORMS to teach non-engineersabout science and technology. Several use MINDSTORMS to teach engineering to engineeringfreshmen and to integrate engineers of different disciplines6,7,8,9. Garcia and Patterson-McNeill10use MINDSTORMS to teach software development. LEGO is conducive to a constructionist11approach to learning. This approach has been used extensively in computer

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

a well established technological literacy course at HopeCollege, and summary of 12 technological literacy course formats, student learning styles, andassessment and evaluation tools, taken from a 2005 NSF-sponsored faculty workshop onteaching technological literacy. Taken collectively, these pieces identify the current situation for,and future challenges to, achievement of widespread assessment for technological literacyundergraduate instruction.I. Assessment of Technological Literacy: A National Academies Perspective.(Greg Pearson National Academy of Engineering) The idea that all Americans, and U.S. school children in particular, should knowsomething about the nature, history, and role of technology1 is not new. Over the last

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

Electrical Digital Information AgeKrupczak Mechanical Mechanical,Electrical itemsMechtel Electrical Electrical, computer eng’g; digital communicationLittman/ Physics/ Civil Civil infrastructure BillingtonBalmer ----- (multiple course & fac.)Ollis Chemical Photophysics and Photochemistry in many devices*Course last taught in 2000. Theme is text title.Learning Objectives Within the context of engineering education, student learning objectives areimportant as they provide the basis for outcome-based

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Deborah Mechtel, U.S. Naval Academy; Andrew McCue, U.S. Naval Academy; Keith Kintzley, U.S. Naval Academy; Robert Voigt, U.S. Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

Systems Engineering. The major topicsconsist of the principles of energy conversion, ship stability and operability, and theory ofweapons systems, respectively.The courses are taught by officers with at least a Masters degree in Electrical Engineeringand civilians with PhDs in Electrical Engineering. A civilian and an officer are co-coordinators of the course. They are responsible for implementing the topic areas chosenby the Electrical and Computer Engineering Department Curriculum Committee via asyllabus, textbook choice and learning objectives. In cases where an appropriatetextbook isn't available, the instructors write the required course material. In addition,laboratory or “practical exercises” have been developed by course instructors for

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

William Suchan, United States Military Academy; Susan Schwartz, United States Military Academy; Edward Sobiesk, United States Military Academy

Tagged Divisions

Technological Literacy Constituent Committee

Point Average. While all of the benefits of doing this are beyondthe scope of this paper, we have found that it truly enhances the learning for all of the students.ConclusionTo its credit, our school’s administration realized in 2001 that it needed to add an IT literacy goalthat was well beyond the typical freshman-level computer course. To its greater credit, it alsorealized that a course to fulfill this goal did not exist. The course described above has evolvedover the past six years as a means to provide non-engineers the IT literacy they need to ensureprofessional success.Bibliography1. Educating Future Army Officers for a Changing World, Office of the Dean, United States Military Academy,2002.2. Sobiesk, E. and Suchan, W. “Starting in the

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

majors enrolled in“Science and Technology of Everyday Life” in Fall 1998 to determine what types of informationthey would like to learn regarding science and technology. The survey data were supplementedby short essays by the students and data from focus groups. The responses indicated a desire forpractical information and skills needed to live in a technological society. Particularly, studentswanted the ability to understand what is wrong when technology breaks down and technicalknowledge to inform their role as technology consumers. Specific topics of interest included theautomobile, the computer, and common household technology.11III. First-year engineering involvement in K-12 schoolsThere has long been interaction between engineering faculty

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

through personal experience. So-calledincidental learning occurs through contact with consumer goods (e.g., computers,electronic goods, tools, self-assembly products); in do-it-yourself projects, where one is Page 11.1443.5designing a solution to a specific problem; and by information gleaned from variousmedia, including television, radio, movies, books, magazines, newspapers, and,increasingly, the Internet.Technological literacy also can be encouraged more formally in schools, where it istaught either as a discrete subject or integrated into other academic areas, such as science,mathematics, or social studies/history. In K-12 education, the principal

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

intent was toprovide the opportunity for students who did not intend to major in one of the engineeringdisciplines available at the university (bioengineering, computer, electrical, industrial, andmechanical) to learn about engineering and, thus, increase their technological literacy. Three Page 15.32.2initiatives were considered: (1) institute a BA degree in General Engineering, (2) develop andoffer “Introduction to Engineering for Non-Engineers” courses, and (3) create a Minor inGeneral Engineering. After review of the available resources, the Minor was pursued.Benchmarking with similar minors at other universities was conducted. Included

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

Young University have been researchingthe effects of technology on society and the family. Despite its importance, this topic has beenlargely ignored2. However, a discussion with an average American illustrates that manyexperience frustration with their everyday technology. They feel “technologically illiterate.”The potential problems associated with technological illiteracy reach farther than feelings offrustration. Technology has direct social, economic, and moral implications for our society3,4,5.Technology in everyday life has become a hands-on learning experience dependent on user-friendly technology. The permeation of technology into our lives is presenting more and morechallenges along with benefits4. With technology pouring in at an

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Christina White, Columbia University; Kristin Wood, University of Texas, Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

Technological Literacy Constituent Committee

BSME from Louisiana State University in 1982, and his MSME in 1985 and Ph.D. in 1989, both from Purdue University. He teaches courses in mechanical engineering design and geometric modeling for design. Dr. Crawford's research interests include development of computational representations and tools to support engineering design, geometric modeling, and manufacturing applications of solid freeform fabrication techniques. Since 1992, Dr. Crawford has been involved in the development of design technology training institutes for K-12 teachers. Recent institutes have focused on robotics and automation using LEGO(r) MINDSTORMS(r) NXT. Contact rhc@mail.utexas.edu

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

. Page 15.30.4Figure 1: Life, design, and productivity supporting any contentBackground Technology is a topic of relevance to everyone. We all use techniques and toolsto sustain life. We can imagine examples ranging from food production, gathering,preservation, preparation, eating (which has all use tools and techniques), to finallydisposal of human waste. Our existence in a modern society is inexorably tied to the usetechniques, processes and tools. Learning about techniques and tools makes everyonemore capable. Hence, the discipline of Technology Education endeavors to imparttechnological literacy. Technology is a study of techniques, tools and common concepts (DeVore, 1980,p.4). This study does include computers, the many parts

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

, Page 12.660.2and interested in, careers in engineering is a crucial objective for the profession and one thatdepends on sufficient numbers of young people—and their parents—understanding theprofession and what it does.I personally support wholeheartedly the movement to increase the technological literacy of ourcitizenry and I applaud those who have made efforts to advance that cause. In fact, I havedeveloped and directed engineering and computer science summer camp programs for middleschool students, I frequently make presentations at schools and career fairs, and I have taughtcourses in the history of science and technology to college students from non-technical majors. Inote these things about myself only because in what follows I may cast

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

the entrepreneurial spirit of earlier pioneers in flight, and use their knowledge of aerospace engineering to design the first “space resort.”2) Scratch Game Development, Middle School: Through the creation of Scratch games, students will learn important mathematical and computational skills, while also gaining a deeper understanding of the process of computer programming and game design. This project includes computer programming, computer animation, multimedia technologies and technical writing. Students will use Scratch to create interactive stories, animations and games that focus on STEM content and concepts and will share those creations on the Internet.3) Bio-acoustics, Middle School: Students will explore how sound is

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

physics principles.Once those principles are understood, the technologies we use everyday become understandable Page 15.408.4and predictable. Many of the technologies discussed in Engr 5 are ones about which studentsnaturally wonder. We deconstruct technologies (including batteries, radios, television, portableaudio players, microwave ovens, and computers) and show students the science behind thesetechnologies. In this way, we use real objects to discuss physical concepts. In Engr 5, wedemystify high technologies and, thereby, help the student understand the physical principlesunderlying the high technology artifacts.The conceptual perspective in

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

ethical responsibility; andunderstanding the impact of engineering solutions within a contemporary and societalcontext. Furthermore, IUPUI, like many universities, explicitly recognizes theimportance of critical thinking as a component of undergraduate education by identifyingit among the university’s Principles of Undergraduate Learning (PULs). However, theability to think critically and independently is cited by employers as one of the greatestdeficiencies in recent engineering graduates [1, 2]. We may believe we are fosteringcritical thinking skills in our engineering and technology curricula – but are ourundergraduates developing those skills as we intend?Background and Motivation“Critical thinking” is the ability to analyze carefully and

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

of collaborative effortThe end-of-semester student questionnaire results appear in Table 1. Page 12.54.5 Proceedings of the 2007 American Society of Engineering Education Conference and Exposition Copyright @ 2007 American Society of Engineering EducationTable 1Student Survey Form and Results Summary:Did the lab component enhance achievement of course learning objectives ?________________________________________________________________________This brief survey explores the degree to which the addition of a ‘hands-on” laboratorycomponent to your course, “Spanish for Engineers: Language, Culture, Technology”, hasenhanced the

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University; John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

students with different learning styles may receivesomeof these approaches more easily than others, the multi-dimensionality of technologyliteracy instruction opens a broad door to exploring the psychology of how students learninformation presented in different contexts Theme: Design as inquiry and learning Design is an activity driven by societal ,governmental, and corporate needs. The history of artifact and system design tells usabout how we have responded to characteristic institutional needs, for example:communication, transportation, and mechanical power. Thus design may present a “userfriendly” entryway for general undergraduates to understand technology and the impact ithas had on their lives. Theme: Learning how to design

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

their learning experienceas and how to promote students' learning who show giftedness in the Engineering and Technology areas.Senay Purzer, Purdue University Senay Purzer is an Assistant Professor in the School of Engineering Education at Purdue University. She is also the Co-Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE). She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement.Monica Cardella, Purdue University

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

AC 2008-1344: TECHNOLOGICAL LITERACY AS A SCIENCE GE COURSE INCALIFORNIA’S UC, CSU AND CCC SYSTEMSVince Bertsch, Santa Rosa Junior College Professor, Dept of Engineering and Physics Santa Rosa Junior College, Santa Rosa, CA Vince Bertsch teaches and develops curriculum for a wide spectrum of freshman and sophomore level engineering and physics courses including Electric Circuits and Devices, Engineering Graphics and Design, Mechanics, Electricity and Magnetism, Properties of Materials, Intro to Engineering, and Computer Programming. He has done engineering work for Versatron, Empire Magnetics and Lawrence Livermore National Laboratory

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Mary Kasarda, Virginia Polytechnic Institute and State University; Brenda Brand, Virginia Polytechnic Institute and State University; Michael Collver, Montgomery County Public Schools; Gabriel Goldman, Virginia Polytechnic Institute and State University

Tagged Divisions

Technological Literacy Constituent Committee

efficacy: mastery experiences, vicarious experiences, social persuasion, and stressreduction. In this manner, high-school students achieve a level of familiarity and literacy inengineering and other STEM topics, such as design and manufacturing, in the context ofrobotics. VT engineering capstone design students working with the high-school students aretaught mentoring and leadership skills in order to effectively interact and promote self-efficacywith the high-school students. Through their experiences of mentoring, the VT students alsoachieve an additional level of their own self-efficacy with technical subjects, and anunderstanding of how to facilitate STEM learning and literacy in others. This paper discussesthe structure of the partnership

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Barbara Oakley, Oakland University; Lorenzo Smith, Oakland University; Yin-ping (Daniel) Chang, Oakland University

Tagged Divisions

Technological Literacy Constituent Committee

Partnership, Valeo Automotive, Interlaken Corporation, and BorgWarner Corporation. Dr. Smith’s research interests include experimental, computational, and analytical analysis within the context of the field of solid mechanics. Much of his recent research is in the area sheet metal forming mechanics.Yin-ping (Daniel) Chang, Oakland University Yin-ping (Daniel) Chang received his B.S. and M.S. degrees from Department of Mechanical Engineering, National Sun-Yat-San University, Taiwan. He worked for Mitsubishi Motor Corporation (MMC), primarily focused on engine/transmission design; Electric Vehicle/Hybrid Electric Vehicle (EV/HEV) development; and Noise, Vibration, and Harshness (NVH) studies

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

University Chris got his PhD, M.S. and B.S. at Stanford University. He is a Professor of Mechanical Engineering at Tufts University and Director of the Center for Engineering Outreach. His research interests include: particle-laden flows, telerobotics and controls, slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, and in elementary school engineering education. He has a strong commitment to teaching and was awarded the Carnegie Professor of the Year in Massachusetts in 1998. He has worked with LEGO to develop ROBOLAB, a robotic approach to learning science and math.David Henry Feldman, Tufts University

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Susan Voss, Smith College; Borjana Mikic, Smith College

Tagged Divisions

Technological Literacy Constituent Committee

, including: popular food items, pens, paper plates, gloves, books, iPOD®s, calculators, digital cameras. To emphasize that technology is more than electronics, the team also identified nearby doors, windows, carpet and pillars. The most popular part of the display was a skit in which the team described programming a computer by asking the audience to issue instructions to make a peanut butter sandwich. Approximately 20 people stopped at the station, and eight people responded to three questions: (1) 100% (8 of 8) said yes to “Does technology seem fun to you now?”; (2) 75% (6 of 8) said yes to “Did you learn something from this project?”; and (3) 62.5% (5 of 8) said yes to “ Does technology seem less intimidating to you?(7