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

2006-620: TEACHING TECHNOLOGICAL LITERACY: AN OPPORTUNITY FORDESIGN FACULTYDavid Ollis, North Carolina State UniversityJohn Krupczak, Hope College John Krupczak is Associate Professor of Engineering at Hope College, and founding chair of the new Technological Literacy Constituent Committee of ASEE Page 11.1228.1© American Society for Engineering Education, 2006 Teaching Technological Literacy: An Opportunity for Design Faculty ?Abstract The National Academy of Engineering, the National Science Foundation, andvarious prominent engineering faculty and administrators have

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

issue involved the oversightand administration of the program. The general oversight of the minor was delegated to theUndergraduate Studies Committee of the Watson School of Engineering. This committeereviews the requirements for the minor, is responsible for approval of any changes, and updatesthe list of approved courses.Two specific administrative duties are required for the program. The first is the review andapproval of the applications for admission to the program, the “Intent Form.” The Director ofthe Engineering Design Division has been designated as the person responsible for the approvalof applicants’ records for admission to the program.The second administrative duty arose following a concern regarding the capstone design project.The

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

possibleresearch topics surrounding the MST population are discussed in detail. Program HistoryFollowing the adoption of New Jersey’s Department of Education (DOE) Core ContentStandards in 1996, the Department of Technological Studies was asked to convene chairsfrom the departments of elementary education, mathematics, biology, chemistry, physics andthe coordinator of “NJ Statewide Systemic Initiative to Improve Math, Science andTechnology Education in K-12” to consider designing a new multidisciplinary major to fulfilla recognized need for more K-5 teachers with strengthened STEM skills. There was concernover the trade-off between disciplinary “depth” and interdisciplinary “breadth.” However,this concern was overcome

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

programs and shouldjustify more faculty lines and funding for the department. It is difficult to attract students andestablish such a service course. Using this course for majors as well as non-majors would ensureenrollment as the course is being established.Another option for consideration is to incorporate elements of technological literacy in coursesthroughout the curriculum. With this approach, it would not be necessary to make room for andstaff a new course. Instead of finding a faculty member who is prepared and willing to take onan entire course on technological literacy, many faculty members must be willing to allot time inexisting course for technological literacy issues. It is likely that these issues are already beingaddressed, albeit

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

bituneven in his assessment of the two sides of the issue, siding with the scientists as the bearers oftruth, but he was certainly correct in noting that there was a failure to communicate. The new generation of liberal arts and engineering faculty are more aware of the blurringof disciplines, especially in the sciences and engineering, and of the increased interest in theimpact of technology on society. As a consequence, faculty are more accepting of newdirections and collaborations. The new awareness is coming from directions as diverse as anNSF study on Converging Technologies6, to the Dalai Lama7, and many points in between.8Whatever undergraduate major a student chooses, and whatever job that student aspires to, theworld demands that

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

cutting edge thinking that both the STScommunity and the advocates of technological literacy have in mind.Much Ado about Nothing? This concern over terminology may well come across as classic “wet blanket” behaviorin the eyes of advocates of technological literacy who have designed exciting courses and feel astrong sense of urgency about moving forward. It is exciting to see the NAE take such an activeinterest in technological literacy, and the overall interest seems to be growing, as witnessed bythe development of the technological literacy constituency committee. Many excellent courseshave been taught under the title “technological literacy,” and the faculty who teach them bringgreat enthusiasm to the effort and generally find that their

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

profession, an understanding of how technological progressoccurs, a recognition of how technological change has both positive and negative effects on theway people live, a sense of both the potentials and the limits of technological progress, and,finally, a vision of things to come. Students who complete the course should be better able tomake informed decisions on technological issues as citizens and in their careers.When offering a technological literacy course for non-majors, one challenge is to attract studentsto the course. The paper will discuss target audiences and ideas on how to make the courseappealing to students. If faculty colleagues in other departments recognize the value oftechnological literacy in their own areas, they may be

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

. Page 15.1184.1© American Society for Engineering Education, 2010 Teaching Process for Technological Literacy: The Case of Nanotechnology and Global Open Source PedagogyAbstractIn this paper we propose approaching the concern addressed by the technology literacymovement by using process design rather than product design. Rather than requiring people toknow an impossible amount about technology, we suggest that we can teach process forunderstanding and making decisions about any technology. This process can be applied to newproblems and new contexts that emerge from the continuous innovation and transformation oftechnology markets. Such a process offers a strategy for planning for and abiding the

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

mentality and simply accept their ignorance because they feel overwhelmed orafraid of the dangers of technology. Conversely, education spawns feelings of safety andsecurity because knowledge empowers the individual. Whose role is it to promote educated,communicative, and innovative users? This research explores the complex issues dealing withsociety’s interaction with technology and provides clarity regarding these issues.Introduction“Knowledge will forever govern ignorance; and a people who mean to be their own governorsmust arm themselves with the power which knowledge gives.” --James Madison1The effect of technology on society as a whole and on individuals is of great concern. For over ayear several faculty and student researchers at Brigham

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

conferencing: The Najaden papers (pp. 117-136). New York: Springer-Verlag.17. Henri, F., & Rigault, C.R. (1996). Collaborative distance learning and computer conferencing. In T.T. Liao (Ed.), Advanced educational technology: Research issues and future potential (pp. 45-76). Berlin: Springer- Verlag.18. McDonald, J. (1998). Interpersonal aspects of group dynamics and development in computer conferencing. Unpublished Dissertation, University of Wisconsin - Madison, Wisconsin.19. Rose, M.A. & Flowers, J. (2003). Assigning learning roles to promote critical discussions during problem-based learning. Paper presented at the 19th Annual Conference on Distance Teaching and Learning, Madison, WI. Retrieved January 11, 2008, from http

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

second, blended (or hybrid) courses receive much attention today because instructors can use “the web for what it does best and class time for it does best” (p. 227).7 However, the third category – technology-enhanced traditional courses – proves to be the most prevalent venue for CMS because integration requires less training on technical tools and less adjustment of current teaching methods. ≠ Adaptation and Utility: Issues influencing faculty adoption include both pragmatic concerns (technical support and campus IT robustness), attitudinal barriers (resistance to change), and motivational incentives (adequate training and recognition).8Our study falls into the last category – a look at how a group of K

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

technological literacy of undergraduates was sponsored by theNational Science Foundation ( Division of Undergraduate Education) and convened atthe National Academy of Engineering on April 18-19, 2005. This workshop sought toidentify and define the current research issues regarding the broad understanding oftechnology by all undergraduates. The workshop format consisted of a dozenpresentations by faculty having individually implemented technological literacy coursesat their home institution. The major features of these courses are summarized below. The technological literacy courses presented establish that the subject can beimplemented successfully across a wide range of undergraduate institutions. The modestnumber of campuses offering such

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak

Tagged Divisions

Technological Literacy Constituent Committee

-Engineers [53] Weiss..................................................Hands-on Projects for Non-Engineers [52]. J. Young .............................................Introduction to Engineering [23]4. Technological Impacts, Assessment, and History Courses.(Critique, Assess, Reflect, and Connect Courses)A fourth category of courses that have been taught for non-engineers address issues such as theimpacts of technology, technology assessment, and history of technology. These coursesemphasize the relation between technology and culture, society, history and also includetechnological policy assessment or analysis. The particular group of courses reviewed wereprimarily developed and taught by engineering faculty so the number of courses was

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

AC 2010-1942: A FUNCTIONAL K-12 CONCEPTUAL FRAMEWORK FORTEACHING TECHNOLOGICAL LITERACYSteve Macho, Buffalo State College Steve Macho completed a BS at St Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. Steve is a Minnesota farm boy who has been involved in technology his entire life. He worked at the Los Alamos National Laboratory, New Mexico Highlands University, and is currently an Assistant Professor of Technology Education for at Buffalo State College. He became a member of the Oxford Roundtable in 2008 and plans to present another paper there in 2010

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

development of a newtechnology, how a new technology can affect the lives of people, and how people make decisionsthat affect, or can stop, technological change. While a course focused on the history oftechnology will not cover all aspects of technological literacy, it can cover many pertinentaspects and can make a significant contribution to the technological literacy of people whoparticipate in such a course.Teaching a Course in the History of TechnologyIn the spring of 1998, one of the authors, a professor of history, was contemplating offering acourse on the history of technology for students in the university’s honors program. The visionfor the course included a team of instructors and guest lectures from faculty members across theuniversity

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

logically information and ideasfrom multiple perspectives. This skill is demonstrated in the ability to • analyze complex issues and make informed decisions; • synthesize information in order to arrive at reasoned conclusions; • evaluate the logic, validity, and relevance of data; • solve challenging problems; and • use knowledge and understanding in order to generate and explore new questions.Here at IUPUI, the disconnect between the amount of critical thinking experience we asengineering and technology faculty believe we are providing to our students, and theamount our students perceive they are receiving, was made very clear by the results of theNational Survey of Student Engagement (NSSE) [3]. On one question, students wereasked to

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

BaseAbstractA “device dissection” laboratory, based initially on light driven devices, was conceivedand realized in the early 1990s as a means of introducing new engineering students to thefield of engineering1. The varieties of summer and semester engineering uses for thisfacility were summarized in an earlier paper2 of related title “A Lab for All Seasons, ALab for All Reasons.” The present paper, “A Lab for All Reasons, A Lab for AllSeasons: Enlarging the Participant Base,” extends utilization of our engineeringlaboratory to non-engineering faculty and to non-engineering students. The first of thesenewer forays involves utilization of the lab as an enrichment adjunct to courses taught inother non-engineering departments, here with examples from

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

thenecessary data entry could be completed in time for the division level curriculum reviewmeeting. At the first pass through the division level review, the scientists on the committeevoiced enthusiastic support for the concept of an engineering focused GE science course.Suggestions were made to add more information about the structure and role of the lab materialto the course, broader information within Topics and Scope, a wider spectrum of representativetextbooks, and to add physics as an alternate discipline. This last suggestion was deemedinappropriate by the outline author because a physicist would lack the necessary exposure to theengineering design process that is an integral part of the course. An individual faculty memberhad expressed concern

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

areaffected by technology. Is a local referendum on issuing bonds for the construction of anew power plant a wise use of taxpayer dollars? Does a plan to locate a new wasteincinerator within several miles of one's home pose serious health risks, as opponents ofthe initiative may claim? How should one react to efforts by local government to placesurveillance cameras in high-crime areas of the city? Technologically literate people maydisagree on the best answers to these and other technology-related questions, but theywill be much better able to discuss them in an informed manner.Technological Literacy in the United StatesPeople come to know something about technology in at least three ways. For many if notmost Americans, the predominant mode is

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; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

were identified:The Technology Survey Course, The Technology Focus orTopics Course, The Technology Creation Course (Design Course), The Technology Critique,Assess, Reflect, or Connect Course. The technology survey courses offer a broad overview of anumber of areas of engineering and technology. The technology or topics or focus course isnarrower in scope and develops one well-defined area. The engineering design course, ortechnology creation, places an emphasis on the engineering design process to developtechnological solutions to problems. The last model to emerge is concerned with assessingtechnological impacts, connecting technological developments to other areas of society, historyand culture, or reflecting on engineering in a broader

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

framework forexplaining technological products and systems. Functional analysis is a method used in systemsengineering and product design. The overall function of a technical system is accomplishedthrough a series of interacting subfunctions attributed to specific components. The systemfunction is to transform specified inputs into expected outputs. Inputs and outputs are treated asflows of either: material, energy, or information. Each of the engineering disciplines uses theprinciples of functional analysis in development of their specific technological domains. Forexample, in broad terms, chemical engineering treats transformation of materials, mechanicalengineering treats transformations of energy, while electronics is concerned with flow

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

recognize the need for and benefits of technological progress.The issues and questions raised by the movie relate to aspects of “thinking and acting” about Page 14.1328.8technology.Students should link the more extreme visions in this movie to more current, and perhaps lessexciting, examples from other course readings. Another text for the course, Great Projects byJames Tobin,20 tells stories of technological projects crucial to the development of the UnitedStates. Projects such as the development of the water supply system for New York City in themid 19th century21 or the Tennessee Valley Authority22 clearly support an optimistic viewpoint.One story

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

School of Engineering and Engineering Technology at LeTourneau University, where he has taught since 1979. He received his B.S.E.E. from the State University of New York at Buffalo and his M.S. and Ph.D. degrees from Drexel University. Prior to joining the faculty at LeTourneau, he was involved in cardiac cell research at the University of Kansas Medical Center. His professional interests include digital signal processing, biomedical engineering, and appropriate technology.Martin Batts, Le Tourneau University Martin Batts is a professor at LeTourneau University, where he has been teaching in the areas of English and Philosophy since 1983. He received his B.S. from Calvin College