Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate Disney, Mission College

Tagged Divisions

Technological Literacy Constituent Committee

relationship with technology. The non-engineering studentsenrolled in a general education engineering course have been found to identify relevance as animportant characteristic of course topics and materials. This is consistent with the sense ofimmediacy or application that is characteristic of adult learners.20Non-engineering students are interested in developing an understanding of technologicalprinciples. However, mathematical explanations are not generally effective with this group.Explanations of the underlying principles should make use of verbal descriptions, graphics, and Page 15.957.3other visual aids. This is consistent with the methods used

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

topics. Retrieved January 11, 2008, from http://jcflowers1.iweb.bsu.edu/rlo/taactivities.htm14. Rose, M.A. (2004). Comparing productive online dialogue in two group styles: Cooperative and collaborative. The American Journal of Distance Education, 18(2), 73-88.15. Rose, M.A. (2002). Cognitive dialogue, interaction patterns, and perceptions of graduate students in an online conferencing environment under collaborative and cooperative structures. Unpublished doctoral dissertation. Indiana University, Bloomington, Indiana. Retrieved January 11, 2008, from http://arose.iweb.bsu.edu/vita/MARose.pdf16. Henri, F. (1992). Computer conferencing and content analysis. In Anthony R. Kaye (Ed.), Collaborative learning through computer

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

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

AC 2009-1564: TWO MINORS IN TECHNOLOGICAL LITERACY FORNONENGINEERSRobert Gustafson, Ohio State University Director, Engineering Education Innovation Center Honda Professor for Engineering Education College of Engineering Ohio State UniversityBruce Trott, Ohio State University Lecturer College of Engineering Ohio State University Page 14.1286.1© American Society for Engineering Education, 2009 Two Minors in Technological Literacy for Non-EngineersAbstractUniversity-wide review of General Education at Ohio State University brought forth the need fortechnological literacy as an insight area within general

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

developed andimproved over time. A technologically literate person has learned to recognize the importance oftechnology in our lives, our collective ability to direct or restrict technological change, and theimportance of economic, social, legal, and public policy considerations.One thrust in technological literacy education has been to teach this subject to people who arenot pursuing majors in engineering and technology. This has unique challenges, including thechallenge of overcoming the sense of intimidation that seems to come with engineering courses.The topics being taught here are not only important for non-majors. Student pursuing degrees inengineering and engineering technology also need to develop technological literacy. While theirmajor

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

focused on efforts to develop greater technological literacy in thegeneral population. Significant efforts have been made at all levels of education, including theefforts by the International Technological Education Association (ITEA) to develop standardsand materials for teaching this subject at the K-12 level.4 From the perspective of faculty incolleges and universities, discussion of this topic has focused on courses aimed primarily atpeople who are not majoring in engineering or engineering technology.The attributes given for each dimension describe a technologically literate member of the generalpopulation. This same list could be used to describe the desired outcomes for people earningdegrees in engineering or engineering technology

Conference Session

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

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

Technological Literacy Constituent Committee

Page 15.1194.11 math anxiety” K-5 majors at TCNJ would also exhibit low levels of STEM literacy then such a population would be interesting simply as a direct comparison to TCNJ MST graduates. For example, TCNJ School of Education students in general have relatively high Scholastic Aptitude Test (SAT) scores. So, one would like to determine any influences of existing aptitudes/experiences on technological literacy. (4) Unrelated to the MST program, certainly K-12 (i.e. 6-12) technology education graduates from numerous schools would serve as an obvious choice for baseline populations for the 9-12 teacher population since their curriculum overlaps NAEP’s framework. (5) Perhaps it is too

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

productpurchases and dietary choices. At the same time, most people have very few direct, hands-onconnections to technology, except as finished consumer goods. This lack of engagement isresponsible, at least in part, for societal shortfalls in technological proficiency.In 2008, through support from the State General Assembly and Department of Education, sevenorganizations and institutions were awarded funding to develop an afterschool program designedto spark student interest in science, technology, engineering and math (STEM). The afterschoolsetting was targeted with the goal of creating opportunities for middle and high school studentsto build STEM skills through fun, hands-on activities in a relaxed atmosphere. The partners,which include our University

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

include engineering or technology. As noted byBugliarello, these topics need to be need to be included in a modern quadrivium.2While the topics currently included in the university core are important for an educated person,they are not sufficient. The very function of modern human society depends on technology andthe engineering expertise necessary to develop and manage that technology. While the questionsof how things work can be answered based on knowledge of physical science, this alone is notsufficient to explain how things can be made to work and how things come into being. Thestudy of science alone does not explain how things are designed and made, whether those thingsare individual devices, or the systems necessary for their manufacture

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

2006-1282: FIRST-YEAR ENGINEERING PROGRAMS AND TECHNOLOGICALLITERACYMatthew Ohland, Clemson University Matthew W. Ohland is an Associate Professor in Clemson University’s General Engineering program and is the President of Tau Beta Pi, the national engineering honor society. He received his Ph.D. in Civil Engineering with a minor in Education from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. His research is primarily in freshman programs and educational assessment. Page 11.644.1© American Society for

Conference Session

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

Collection

2010 Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Kathleen Harter, Community College of Philadelphia

Tagged Divisions

Technological Literacy Constituent Committee

fall into three categories: There are four program courses that are requiredof all ASET students; there are courses that meet the College’s general education requirements;and, there are a number of technology-specific courses that are organized into what the Collegerefers to as proficiency certificates. Currently we are offering, or will shortly be offering,proficiency certificates in Biotechnology, Nanotechnology and Process Technology.As student demand and workforce needs evolve, we can add or remove proficiency certificateswithout the need to develop a whole new curriculum. All courses that support the certificates arecredit courses and count towards a student’s graduation in the ASET curriculum. Students alsohave the option of pursuing the

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Timothy Simpson, Pennsylvania State University; Vince Bertsch, Santa Rosa Junior College; Kate Disney, Mission College; Elsa Garmire, Dartmouth College; Barbara Oakley, Oakland University; Mary Rose, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

general education graduation requirement and to be adapted to instructorinterests or other aspects of local institutional conditions [65,66].To help define the research issues regarding the broad understanding of technology by allundergraduates, a workshop on the technological literacy of undergraduates was sponsored bythe NSF Division of Undergraduate Education and convened at the NAE in April 2005. The 42participants included individuals who had successfully implemented courses on technologicalliteracy for undergraduates as well as representatives from other engineering and non-engineering disciplines. The most important recommendation from the group at the workshopwas: “There is a need for a best practice collection of easily adopted materials

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

AC 2010-805: DESIGNING INTERDISCIPLINARY CURRICULUM & TEACHING:INVESTIGATING INNOVATION & OUR ENGINEERED WORLDAustin Talley, University of Texas, Austin Austin Talley is a graduate student in the Mechanical Engineering Department at the University of Texas at Austin, a Cockrell Fellow, and a licensed Professional Engineer. His research focus is in design methodology with Universal Design and engineering education. He has received his B.S. from Texas A&M University and M.S.E. from The University of Texas at Austin. Contact: Austin@talleyweb.comChristina White, Columbia University Christina White is a doctoral candidate in Curriculum & Teaching at Teachers College, Columbia

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

provide little practical understanding of our complex human-built technologicalinfrastructure. Non-engineers who complete a university natural science distribution requirementare hardly prepared to lead the world’s largest economy through its present turmoil and to makeinformed decisions about topics such as supporting the automotive industry, developing fossilfuel alternatives, or appropriate regulation of nanotechnology.Minors can provide an efficient and credible way for non-engineering majors to obtain apractical and meaningful degree of technological literacy. These minors will not be intended todevelop design-level engineering knowledge, but rather are based on the general competenciesadvocated by the National Academy of Engineering in such

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Douglass Klein, Union College; Robert Balmer, Union College

Tagged Divisions

Technological Literacy Constituent Committee

BS and MS degrees in Mechanical Engineering and a BS degree in Engineering Mathematics from the University of Michigan, and an ScD degree in Mechanical Engineering from the University of Virginia. He is the author of over 60 articles on a variety of theoretical and experimental engineering topics, and published an Engineering Thermodynamics textbook in 1990. His current research includes engineering education pedagogical research, the study of electrostatic energy generation in moving dielectric materials, and general applications of non-equilibrium thermodynamics. Page 11.893.1

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Technological Literacy Constituent Committee

have been conducted over the years to assess energy-related knowledge andawareness among American school students and the general public,2-9 and the results have beenlargely mixed. While a few encouraging consumer studies suggest a moderate degree ofknowledge among consumers about specific topics such as energy use and local implementationof new energy supply systemse.g.,8 and a handful of specific studies designed to measure theimpact of energy-related curricula on student knowledge have shown positive results,e.g., 4 by farthe majority of data indicate a lack of general energy-related knowledge and awareness.3, 6, 7, 10, 11For example, the National Environmental Education & Training Foundation (NEETF) found in a2001 survey that, while

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

participation through an exciting “edge of the seat” roboticscompetition. This program capitalizes on the excitement of FIRST; however, pedagogically, ittargets students’ competence and self-efficacy beliefs. In most school systems, FIRST is a clubactivity which is active during the six-week build season and into the subsequent regional and/ornational competitions. However, MCPS has established a two-semester course, Robotics, aroundthis activity.Structure of the MCPS/VT collaborativeThe overall collaborative built around the FIRST program involves students and faculty fromMCPS’s four high schools, VT undergraduate and graduate students from engineering andrelated fields, and faculty from VT Science Education and the VT Department of

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 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

designed general education courses to attract students fromoutside their discipline. Such courses serve the dual purpose of introducing studentsto a subject they might otherwise never learn about, as well as generating credit hoursfor the department. Along these lines, a set of general education courses based on thebook How Things Work, by physics professor Louis Bloomfield, have proven to beextremely popular nationwide. Although Bloomfield’s book uses popular devicessuch as refrigerators, automobile engines, flashlights, and microwave ovens to teachthe concepts of physics, Oakland University has successfully experimented with usingthe book as a primary vehicle to teach basic concepts involving engineering. Eitherapproach, of course, results in an

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

liked thevariety of faculty and variety of topics. Faculty liked to see the students learning the basics oftheir subject matter. The modules are posted on the web at http://www.wichita.edu/techlit.One of the key difficulties of this class was enrollment. The original intent was to have the classcounted as part of the “general education” requirements. Due to university policies this is notcurrently possible. Students are not to willing to enroll in a class without receiving credit towardtheir degrees.Another difficulty with this class is the engineering material presented. The engineeringdisciplines presented in this class were tailored to the disciplines offered at Wichita State. Otherengineering disciplines such as Chemical Engineering and

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

, it is time to reconsider technological literacy among undergraduates. Whileactivity by engineering educators has not been widespread, a number of individuals have workedsteadily on aspects of the topic and have accumulated encouraging results. This work will reviewrepresentative technological literacy courses taught in recent years. The review will emphasizelessons learned from successful technological literacy courses. Also presented will be similaritiesand differences in learning objectives and student outcomes, assessment tools and techniques,strategies for establishing technological literacy courses, and factors affecting implementation indifferent types of institutions including community colleges.Background A workshop on the

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

accomplishment of ourinstitution’s IT literacy goal, which states that “Graduates understand and apply informationtechnology concepts to acquire, manage, communicate and defend information, solve problems,and adapt to technological change.”1 The course accomplishes this by emphasizing both thetheory and the practice of information technology. From a theoretical perspective, it is criticalthat our students understand the general concepts involved with acquiring, communicating,managing, and defending information. From a more pragmatic viewpoint, though, we strive toalso produce students who have the skills necessary to apply various IT tools in finding practicalsolutions to diverse problems in often unpredictable problem domains. Ideally, we want

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

technology. As Pearson points out, the engineering professionhas traditionally seen itself as misunderstood or undervalued, which has spurred engineeringprofessional organizations to undertake a variety of efforts throughout the years to publicizeengineering and technology.3 Of course, the ultimate success of such efforts is debatable sinceperiodic polls seem to consistently reveal a lack of understanding of those topics by the public.Nonetheless, the profession has devoted resources to the cause. In fact, engineers have a morenarrowly self-interested motivation to continue such efforts than just the hope of achieving anygeneral technological literacy. Filling the educational pipeline with young people prepared for

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Bradley Bishop, United States Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

. Page 14.1132.1© American Society for Engineering Education, 2009 Teaching Emerging Technologies Using a Socio-Technological Development Model Weapons and Systems Engineering United States Naval AcademyIntroductionThe Systems Engineering department at the United States Naval Academy (USNA) offers anABET-accredited degree program that focuses on feedback control and mechatronics, includingaspects of mechanical and electrical systems design. Several years ago, an effort was beguntoward developing an engineering management elective track to supplement the existingspecialization courses in robotics, control theory, information systems and embedded

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-1015: THE SOCIAL, ECONOMIC, AND POLITICAL IMPACT OFTECHNOLOGY: AN HISTORICAL PERSPECTIVEWilliam Loendorf, Eastern Washington University William R. Loendorf is currently an Associate Professor of Engineering & Design at Eastern Washington University. He obtained his B.Sc. in Engineering Science at the University of Wisconsin - Parkside, M.S. in Electrical Engineering at Colorado State University, M.B.A. at the Lake Forest Graduate School of Management, and Ph.D. in Engineering Management at Walden University. He holds a Professional Engineer license and has 30 years of industrial experience as an Engineer or Engineering Manager at General Motors, Cadnetix, and Motorola. His

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-973: INTEGRATING HISTORICAL TECHNOLOGIES AND THEIRIMPACT ON SOCIETY INTO TODAY'S ENGINEERING CURRICULUMWilliam Loendorf, Eastern Washington University William R. Loendorf is currently an Associate Professor of Engineering & Design at Eastern Washington University. He obtained his B.Sc. in Engineering Science at the University of Wisconsin - Parkside, M.S. in Electrical Engineering at Colorado State University, M.B.A. at the Lake Forest Graduate School of Management, and Ph.D. in Engineering Management at Walden University. He holds a Professional Engineer license and has 30 years of industrial experience as an Engineer or Engineering Manager at General Motors, Cadnetix, and

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

important topics, they are alsoentertaining, and the students enjoy the movies.In a course promoting technological literacy, movies can be both educational and entertaining forstudents. The paper will discuss the selection and current use of these movies in the author’scourse, along with options to make better use of these resources and to use this element of thecourse to attract potential students.IntroductionThere is growing recognition of the need for people to be better informed about technology.This has led to a technological literacy movement centered in the engineering educationcommunity. As described in a National Academy of Engineering publication, TechnicallySpeaking: Why All Americans Need to Know More About Technology, technological

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

literacy amongwomen. The open curriculum of the college presents a challenge in this regard, in that the onlycommon graduation requirement for each student is that she takes a writing intensive course inher first year. The introduction to engineering course, Engineering for Everyone, is designed tobe accessible to all students, regardless of background, yet it also provides the framework forthose students who choose to major in engineering. Historically, 5-10% of the entering first yearclass of Smith students enrolls in EGR100, thus, by it very nature, the course itself improves thetechnological literacy of a subset of the student population.Learning Objectives of the CourseThe educational objectives of the EGR100 course are for a student: (1