Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Daniel Engstrom, ITEA/Cal U

Tagged Divisions

Technological Literacy Constituent Committee

focus on the NSF funded project entitled Invention, Innovation & Inquiry(I3). It will highlight how the project was formulated, the materials developed, results of fieldtesting and implementation, and future activities. Special attention will be given to how the I3project emphasizes the integration of science, technology, engineering, and mathematics in eachunit as student follow an engineering design process to solve a technological challenge. The I3program has developed 10 units of instruction that focus on the development of technologicalliteracy traits for students in grades 4-6. Page 13.811.2The study of engineering has increasingly

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

AC 2009-1691: USING MOVIES TO EXPLORE ELEMENTS OFTECHNOLOGICAL LITERACYJohn Blake, Austin Peay State University JOHN W. BLAKE is an Associate Professor in the Department of Engineering Technology at Austin Peay State University, Clarksville, TN. He served as department chair from 1994-2005. He received his B.S., M.S., and Ph.D. in Mechanical Engineering from Northwestern University, and is a registered Professional Engineer in the State of Tennessee. Page 14.1328.1© American Society for Engineering Education, 2009 Using Movies to Explore Elements of Technological LiteracyAbstractTo reach the goal

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological Literacy Constituent Committee

correcting eachother” […].17Each study has its own characteristic way of thinking, and each subjectmakes its own contribution to our understanding, hence the importance of the skill ofthinking. It is the argument for including engineering as a subject in the curriculum ofgeneral education.Necessarily “man,” who is at the centre of this aim has to be viewed in all hisrelationships. […] “What is true of man in general would also be true of any portionof reality however minute. If we wished to know a single material object-for example,Westminster Abbey-to know it thoroughly, we should have to make it the focus ofuniversal science. For the science of architecture would speak only of its artisticform, engineering of its stresses and strains, geology of

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Gregory Zieren, Austin Peay State University; John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-2140: TEACHING ASPECTS OF TECHNOLOGICAL LITERACY FROMA HISTORICAL PERSPECTIVEGregory Zieren, Austin Peay State University GREGORY R. ZIEREN is a Professor of History at Austin Peay State University. He earned his Ph.D. in History from the University of Delaware in 1982. His interests include economic history and the history of technology.John Blake, Austin Peay State University JOHN W. BLAKE is an Associate Professor in the Department of Engineering Technology at Austin Peay State University, Clarksville, TN. He served as department chair from 1994-2005. He received his B.S., M.S., and Ph.D. in Mechanical Engineering from Northwestern University, and is a registered Professional

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

-solving team experience that exposes them to thechallenges and rewards experienced by practicing engineers.22,23 Teams of three students design,construct, and program a small autonomous robot to engage in a competition at the end of thesemester. The engineering challenge for each team is to devise a game strategy and to design andbuild the mechanics and software to implement their strategy within the rules of the game andthe available materials. The humanities faculty at Rice has praised the course for its content,breadth, and accessibility. It became the most popular course at Rice with enrollment having tobe determined by lottery. Figure 2 shows students working in the class

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

W. Bernard Carlson, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

,social or religious goals. I suspect that these student assumptions reflect the dualismprevalent in modern thought that separates the material world from the world of ideas;technology is about “stuff” and “stuff” is dealt with by markets and business whilepolitics, society, and religion are the realm of beliefs, ideas, and abstractions, all of whichare ethereal and not affected by material considerations. Given that students tend to find it easy to think about technological and economicchange and are less familiar with the interplay of technology and political power orreligious beliefs, the examples offered here focus on themes relating first to religion andthen politics. While there are other ways that people use technology to shape

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

2006-575: ENGINEERING FOR EVERYONE: CHARGING STUDENTS WITH THETASK OF DESIGNING CREATIVE SOLUTIONS TO THE PROBLEM OFTECHNOLOGY LITERACYBorjana Mikic, Smith College Borjana Mikic is an Associate Professor in the Picker Engineering Program at Smith College. She teaches courses in Strength of Materials, Failure Analysis, Skeletal Biomechanics, and Introduction to Engineering. Her research focuses on skeletal biomechanics.Susan Voss, Smith College Susan Voss is an Assistant Professor in the Picker Engineering Program at Smith College. She teaches courses in the areas of Circuits, Signals and Systems, DSP, Neuroengineering, and Introduction to Engineering. Her research focuses on bioengineering of the

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of St. Thomas; Karl Mueller, University of St. Thomas

Tagged Divisions

Technological Literacy Constituent Committee

2006-655: A SOLAR-POWERED DECORATIVE WATER FOUNTAIN HANDS-ONBUILD TO EXPOSE ENGINEERING CONCEPTS TO NON-MAJORSCamille George, University of St. Thomas Camille George is an assistant professor in mechanical engineering at the University of St. Thomas in St. Paul, MN. She teaches thermodynamics, heat transfer, fluid mechanics, and a fuel cell technology class. She is interested in technology literacy, engineering ethics and the internationalization of the engineering program. She has been instrumental in adding a humanitarian service-oriented engineering project option to the senior design curriculum and also in exploring ways of adding engineering content into classes for non-science and

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

. Use of nanostructured devices for tracking versus privacy issues and a hypotheticalcase study of a solar panel company (which uses nanotechnology in its manufacturing process)moving into a town provide opportunities to explore the societal impacts of nanotechnology.6PedagogyThe pedagogy employed for all the modules is active and cooperative and includes some if notall of these techniques in each module: group work, project based learning, role plays, paneldiscussions and guest speakers. The use of interactive, team-based activities in the course aredrawn from many of the “best-practices” identified in educational literature that have beenshown to increase student understanding and retention of materials as well as improve studentpersistence

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of Saint Thomas; Christopher Greene, University of Saint Thomas

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-1178: "LESSONS WITH LUNCH" USING A COMMON TECHNOLOGYWITH A GLOBAL IMPACT TO ADDRESS TECHNOLOGY AND DATALITERACYCamille George, University of St. Thomas Professor George, Ph.D., is an Assistant Professor in mechanical engineering at the University of St. Thomas. She teaches the core course in thermodynamics and maintains a strong interest in technology literacy and educating the general public. Professor George has prepared several innovative courses including a course specifically about fuel cells that mixed senior engineering students with students from other disciplines and adult learners (non-engineers). Professor George has also spearheaded several international service-learning

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

, 2003.5 Linsey, J., Talley, A., White, C. K., Jensen, D., and Wood, K. L., “From Tootsie Rolls to Broken Bones: An Innovative Approach for Active Learning in Mechanics of Materials,” ASEE Journal of Advances in Engineering Education (AEE), 2009, Vol. 1, No. 3, pp. 1-23.6 Jensen, D.L., and Wood, K.L., 2000, “Incorporating Learning Styles to Enhance Mechanical Engineering Curricula by Restructuring Courses, Increasing Hands-on Activities, & Improving Team Dynamics,” Proceedings of the 2000 ASME International Mechanical Engineering Congress and Expo., November 5-10, Orlando, Florida.7 Jensen, D., Feland, J., Bowe, M., Self, B., “A 6-Hats Based Team Formation Strategy: Development and

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

comfortable with applying mathematical concepts. The labs include: (i) Statistics of Olympics, (ii) Bungee Barbie (or Ken), (iii) Estimating/ calculating heights of local buildings and (iv) Assessing product reliability.(3) Structures & Mechanisms: Structural and mechanical devices give some of the more ancient examples of human technology in action, and continues to be important in our modern world. In this course students study mathematical aspects of materials properties (“materials science”) and how these properties effect the design of both structures and mechanisms. Basic machines are also covered. The design process is introduced as an academic subject and experienced through several labs and design/build projects

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

these courses have Statics as aprerequisite. (B) Advanced EngineeringThese courses are all third- or fourth-year engineering or computer science courses. Thesecourses were also selected to include courses from each department in the engineering school.At this time, there are sixteen courses approved as advanced engineering courses for students inthe minor. The prerequisites for several of these courses can be satisfied by courses from theengineering fundamentals list. For example, Computer-Aided Engineering is an advancedengineering course for which the prerequisite is Solid Mechanics. Other courses on the list haveprerequisites that many non-engineering students might already have fulfilled, e.g. Introductionto Materials Science requires

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

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

gauging the impact of efforts to enhance technological literacy and to planning future efforts. This is troubling, since substantial federal as well as private monies and expectations are being invested in such things as curriculum, instructional materials, museum exhibits, and television programming that are meant in part or whole to boost understanding of technological issues. With this problem in mind and with funding from the National Science Foundation, the National Academy of Engineering and National Research Council embarked in 2003 on a major study of assessment for technological literacy. The goal of the project was to determine the most viable approach or approaches for assessing technological literacy in

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 considers objects from our daily environment and focuses on their principles ofoperation, histories, and relationships to one another. Physics 105 is concerned primarilywith mechanical and thermal objects, while Physics 106 emphasizes objects involvingelectromagnetism, light, special materials, and nuclear energy. They may be taken ineither order. The course was designed for non-scientists and built around everyday objects.The course became exceptionally popular. For more than a decade, 500 students took thecourse each semester, however enrollment is now capped at 200 students. The impact ofthe course How Things Work has been widespread. At the University of Virginia, manynon-science students who would otherwise have no exposure to

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

-defined functions with specific capabilities which areutilized in differing specific circuit applications. The mechanical engineering field of machine Page 15.1324.7design is based on use of functional components such as gears, cams, and bearings, each ofwhich provide a specific function in a particular class of technological products.33 Similarly, thediverse products of civil engineering utilize the functional design elements characteristic of civilinfrastructure.34 The chemical engineering concepts of unit operations and unit processes serveas functional elements for creating material transformation processes.35Basic Principles of Functional

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

function Energy Sub function Materials InformationFigure 3: Illustration of a hypothetical device subfunction structure.Integration into an Introduction to Engineering CourseAn Introduction to Engineering course is taught at Hope College as part of an ABETaccredited BS Engineering degree. Most of those enrolled are first year students who arestrongly considering pursing an engineering major. The introduction to engineeringcourse is a prerequisite course for solid mechanics and electronics which all engineeringstudents take in the second year. Since most

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

voice,reproduction of sound, electronic music,acoustical properties of auditoriums, and otherselected topics. Annual Enroll: 137Physics 104 How Things WorkThis course is based on the course for non-sciencemajors, which has been taught at the University ofVirginia by Lou Bloomfield. Although this is aprimarily a non-mathematical physics course, Iexpect you to have math understanding at thehigh school level. Explanations will be mainlywith words and pictures; only simplemathematical relations will be used to aid in thedescription of the basics of mechanical, electrical,and optical devices. The lectures will concentrateon covering the major topics and providinginsight into the material. Annual Enroll: 471PHYS111 Physics in the Modern WorldA survey

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

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

should be readily accessible tointerested non-engineers, if, like any other field, the nuances of intricate analysis remain remote.Engineers of all types should be able to use these key themes or perspectives as a tool to explaintechnology, to the non-engineering public.Background: Describing Engineering and Technology to a General Audience.Some materials already exist to explain engineering and technology to a general audience. Threemajor approaches are common. One approach focuses on underlying scientific principles utilizedin a particular technological device or component. A second genre of materials looks attechnology and aims to explain how it works using general terms, graphics, images and visualaids. A third approach directs attention to

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

, and4) Foundational Technical Concepts (FTCs). These elements are based upon decades ofbest practices from all over the world. The Design Element relies heavily upon theBritish successes in the past 25 years. Design is not only a summary experience forstudents but also pedagogy for practitioners. Design is an active mode of learning and aproper way to become literate in the tools and processes that promote productive life.The Life/Living Element becomes the students’ mechanism for personalizing the learningexperiences. All technological content is delivered relative to the learners’ existence;hence it is all relevant. The Productivity Element explores how to determine if a process,tool, or system produces desired results. Productivity is known

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

prepared to navigate our highly technological world has beenadvocated by many individuals and groups for years Nevertheless, the issue oftechnology literacy is virtually invisible on the national agenda 1.” As a following activity, NSF last year sponsored an expert workshop3 to assemblecurrent technological literacy faculty, with NSF and NAE observers, to identify anddiscuss academic issues arising if increased undergraduate instruction in technologicalliteracy is to be achieved on US campuses. The dozen or so practitioners of technicalliteracy instruction were drawn from electrical engineering, chemical engineering,mechanical engineering, and physics. Such broadspread and apparently arbitrary priorbackground suggests strongly that there is

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

ability to apply creativity in the design of systems, components, or processes .… f. an ability to identify, analyze and solve technical problems21This dimension is likely to receive the most thorough coverage in any program’s curriculum. Amajor thrust in any curriculum is the analysis, design, and application of specific elements oftechnology. For example, a mechanical engineering student studies subjects related to thecreation of machines – the mechanics of forces and torques, the resulting stresses and strains andtheir effects on materials, and the relationship between heat and mechanical energy. They arerequired to build from basic courses in mathematics and science through more focusedengineering science courses to courses where they

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-2245: ENGINEERS AND TECHNOLOGICAL LITERACYByron Newberry, Baylor University Byron Newberry is Associate Professor of Mechanical Engineering at Baylor University, where he teaches courses in engineering design, engineering materials and mechanics, and engineering ethics. In addition, he teaches courses in the history and philosophy of science, ancient and modern, as an affiliate faculty member of the Baylor Great Texts Program. Dr. Newberry’s current research is primarily on the topics of engineering ethics, the philosophy of engineering, and social issues in engineering and technology. He has published numerous articles on these topics and has given numerous presentations at

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

successful courses taught by engineers span the entire spectrum of institution typeand student demographics. They represent diverse campus environments including large stateuniversities [45-48,51], small private colleges [29,37], technically oriented institutions [49,50],highly selective schools [26,27,40,43], comprehensive universities [28,44], schools servingworking adults [16], and two year institutions [63,64]. The background of the instructorsrepresent the major engineering disciplines including chemical [48], civil [26-28,44], electrical[34,36,40], materials [45,46,61] and mechanical engineers [24,29,31,37]. However, a commonfeature of nearly all successful technology courses is the need to satisfy some component of thecollege or university

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

such, these courseare examples of liberal education for students in complementary majors.IntroductionIn the 1990s, we developed an extensive “device dissection “ laboratory experience forentering engineering students1. The laboratory originated from a series of light-drivendevices (bar code scanner, compact disc (CD) player, facsimile machine (FAX), digitaland video cameras, photocopy machine, optical fiber communications, and ultravioletwater purifier) derived from the author’s research interests in light-activatedsemiconductors. Graduate students in a 1992 version of Photochemical Engineeringwrote the initial lab instructional drafts. Subsequently, these devices were supplementedwith others including those common to the mechanical

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

Technology in World Civilization course (Loendorf7, 2004)was designed to broaden the students perspective of past technologies and how they werediscovered and used. The main objectives of the course were to: (a) promote awareness oftechnological development, and (b) provide a rudimentary understanding of the social, political,economic, and cultural impact.The course content explores innovations and inventions associated with ancient as well as retrotechnologies in the fields of agriculture, weapons, time measurement, industrialization,transportation, communication, and the environment (Loendorf7, 2004). These encompass everyaspect of engineering and engineering technology including mechanical, electrical, industrial,civil, and environmental. By

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

-based education.This approach works well to perform experiments that are time-consuming, as the process can be“sped-up” to allow multiple observations. However, learning is greatly improved with “hands-on” activities. LEGO MINDSTORMS provides an excellent tool to combine both computer-based education and hands-on learning12.This effort was part of an adaptation and implementation grant and therefore had three mainsources of material for adaptation. The first was two texts: one written by Dr. Wang13 whichcontains exercises demonstrating engineering concepts; the other text was an introductory LEGOMINDSTORMS text written by Mario Ferrari14. The course also incorporated some of thetraining methods using the multimedia curriculum created by Robin

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