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

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

initially intimidated by theactivity. Finally, there was a tendency for groups to distribute technology assessment tasksamong themselves to promote production efficiency; this resulted in isolated and narrow thinkingwhile reducing the learning potential of PBL.To address these issues, the researcher and instructor implemented a second quasi-experimental Page 13.1187.8study in the fall of 2001 [19]. In this study, all PBL groups were structured using an adaptationof a jigsaw cooperative learning strategy [20] and learning roles, rather than the previousperformance roles. Specifically in this jigsaw strategy, the instructor devised a two-tier

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

natural constructions differ from manmade designs. Special emphasis will be placed on sustainability. Students will be encourages to apply knowledge gained in this class to their own work in their major field. Learning Objectives: • Identify different methods and materials used by natural systems, and be comfortable doing research to understand these systems. • Use the principles learned in this class to design systems • Compare natural and manmade solutions to related problems • Assess the appropriateness of a biomimetic approach to specific problemsGiven that this may be one of the first and last science/technology classes that thestudent may take, there are some other, less

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

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

AC 2010-2115: ASET 101: SCIENCE, TECHNOLOGY AND PUBLIC POLICY:INCREASING TECHNOLOGICAL LITERACY AMONG COMMUNITYCOLLEGE STUDENTSRandy Libros, Community College of PhiladelphiaKathleen Harter, Community College of Philadelphia Chemistry Deparatment Chair Page 15.195.1© American Society for Engineering Education, 2010 ASET 101: Science, Technology and Public Policy Increasing Technological Literacy Among Community College StudentsIntroductionA new course, Science, Technology and Public Policy (ASET 101), has been initiated atCommunity College of Philadelphia. The course is designed to introduce students to

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

as the responsible staff officer for the Committee on Assessing Technological Literacy, a joint project of the NAE and the National Research Council. He also oversaw an earlier project that resulted in publication of the report, Technically Speaking: Why All Americans Need to Know More About Technology.David Ollis, North Carolina State University David Ollis is Distinguished Professor of Chemical Engineering, North Carolina State University. He has created a device dissection laboratory with NSF support, and used it to instruct new engineering students, collaborate with other departments in design, technology education, and foreign language instruction, and develop a course in

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

deals with, for example, deeper contextuallearning and open-ended design/problem-solving. With deep experiences in all four areas ofSTEM, our K-5 MST graduates have high content knowledge and high skill levels in STEM,resulting in overall higher teacher effectiveness. Perhaps more importantly, MST programgraduates have comfort (low anxiety) in a broad set of subjects and experiences.In this paper we give a detailed description of (i) the K-5 MST program, (ii) a brief overviewof a quantitative characterization of the program and (iii) unique research topics madepossible with our K-5 STEM graduates and their students.Summary:The K-5 MST program at our institution offers a unique opportunity both for increasingteacher effectiveness and K-5 student

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

, knowledge- intensive jobs and the innovative enterprises that lead to discovery and new technology, our economy will suffer and our people will face a lower standard of living. Economic studies conducted even before the information-technology revolution have shown that as much as 85% of measured growth in US income per capita was due to technological change. (p. 1) Keeping pace with this pressing need, the white house has taken upon the Educateto Innovate (WhiteHouse Press release(s) (2009 & 2010) initiative): The AP (1/7) reports that on Wednesday, President Obama launched his $250 million "Educate to Innovate" campaign "to train math and science teachers and help meet 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

studying theeffects of technology on society. Technologies from the past were researched and manufacturedutilizing historical skills, tools, and methods. The students examined the artifacts during theclassroom discussion of the particular technologies, giving them a better understanding of theengineering challenges encountered and how they were overcome. Initial results from the projectindicate improved interest, awareness, and retention of the evolution of technology. Overall, theengineering students have an enhanced understanding of past technological issues that can beutilized to tackle future technological challenges.IntroductionTechnologies envelop our lives today. In fact, people have become so dependent upon them thatthey cannot comprehend

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

Page 11.1443.4understanding is the basis of much of technology, and so it makes sense that atechnologically literate person must know some science. This connection is called out inITEA’s standards. Conversely, technology both embodies and, in some cases, makespossible new scientific knowledge. Thus, someone who is scientifically literate musthave some degree of technological savvy, enough at least to recognize the dependence ofmuch of scientific research on technological tools. This relationship is described insome detail in the two sets of national science education standards.Benefits of Technological LiteracyThere are a number of benefits to technological literacy, both for individuals and thenation as a whole. For instance, someone who is

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

Center for Environmental Education and the Wisconsin Environmental EducationBoard as part of the Wisconsin Environmental Literacy Assessment Project,30, 31 and were guidedin part by studies to define characteristics and measurable benchmarks in environmentalliteracy19 and technological literacy.12Survey development is a stepwise endeavor that relies on the efforts of the primary researchers,an ad hoc panel of energy and education experts, and a host of volunteer educators and students.The basic steps for creating the instrument include: initially defining the objectives/criteria to bemeasured (ultimately resulting in an “instrument development framework”, which is an outlineof specific energy literacy criteria); reviewing related surveys

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 and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Ryan M. Gerdes, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-2456: IMPACT OF ENGINEERING: DESIGNING A CLASS FORTECHNOLOGICAL LITERACY DISCIPLINESMani Mina, Iowa State University Mani Mina is with the department of Electrical and Computer engineering and is the also the director of Minor in Engineering studies (A technological literacy minor) at Iowa State University. He is an active member of IEEE and ASEE. His research interest include applied EM, RF systems, Optical devices, and engineering education at all levels.Ryan M. Gerdes, Iowa State University Ryan M. Gerdes received a B.S. in computer engineering in 2004, and in 2006 both a B.S. and M.S. in electrical engineering, all from Iowa State University. He is currently working towards his

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

calculation. Thestudents show not only interest in the subject but also eagerness to work on some engineeringproject to get a better appreciation engineering. Based on what we are seeing and learning fromthe first round of our classes and the first group of our students, we are modifying the programand are expanding our reach and effectiveness.ConclusionsThe minor in engineering studies is designed, initiated, and implemented by the College ofEngineering to offer business concept classes and provide technological literacy to non-engineering students. This program has started in Spring 2006, and will have the first graduate inSpring 2008. This is one of the early reports on this effort. We believe it had a greater scopeand importance than just our

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

infrastructure (water, electrical power, transportation, communication, etc.).Curriculum Process UpdateThe proposal and review process required for a UC or CSU transferable course is a lengthy one.Proposals are only accepted by the UC in the early Fall for an effective date the following Fallsemester. The local college’s process necessitates further time. Our college curriculumcommittee established a deadline for new courses in mid May. Initial drafts of the course outlinefor Engr 12, How Stuff Works, The Science Behind Things, were reviewed by another memberof the Engineering & Physics Department at Santa Rosa Junior College in early April of 2007.With the retirement of the department’s shared support staff person, it was initially unclear if

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

Page 15.418.1© American Society for Engineering Education, 2010 Development of Engineering-Related Minors for Non-Engineering StudentsAbstractMany Americans lack even a rudimentary understanding of the principles underlying thetechnology essential for daily life. Engineering concepts are pervasive in decision making withinindustry, government, education, and health care, yet most decisions in these sectors are made bypeople with little or no formal engineering education. This research will develop minors to beoffered by engineering units as an approach to developing technological competence in non-engineers. A collaboration between Iowa State University, Ohio State University, Hope College,and Rice University is building on the promising

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

AC 2009-1887: TEACHING EMERGING TECHNOLOGIES USING ASOCIOTECHNOLOGICAL DEVELOPMENT MODELBradley Bishop, United States Naval Academy Bradley E. Bishop is a Professor in Systems Engineering at the United States Naval Academy. He received his B.S. in Electrical Engineering from Michigan State University in 1991, and his M.S. and PhD, both in Electrical Engineering, from the University of Illinois at Urbana-Champaign in 1994 and 1997, respectively. His research focuses on novel robot locomotion, unmanned sea-surface vessels, and disruptive technologies. His teaching interests include mobile robotics, emerging technologies, and engineering research and design

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

efforts are thus far directed largely toward the pre-college K12population. Efforts to address the broad understanding of all types of technology, not justinformation technology, often proceed under different names including: technological literacy,engineering for non-engineers, engineering for everyone, and engineering as a liberal art. The lastmajor initiative to address technology literacy among undergraduates was the Sloan Foundation’sNew Liberal Arts Program. This effort ended nearly two decades ago in the mid nineteen eightiesjust as the Internet was becoming widespread, the audio compact disk was a still a novelty, and thevast array of digital devices which now common place were just appearing in crude form. In lightof these developments

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

will develop an understanding of the role oftroubleshooting, research and development, invention and innovation, and experimentation inproblem solving, are particularly well demonstrated in this program. That is, the high-schoolstudents obtain a level of mastery of technological literacy by designing, manufacturing, andoperating real hardware systems in a supportive community of faculty and well-trained mentorswho are undergraduates in an established engineering program. This program applies the oldadage, “you don’t really understand something until you teach it,” to the experiences of theengineering undergraduate students. The engineering undergraduates obtain an additional levelof self-efficacy on technical subjects through their completion

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

, 2008 A Framework for Developing Courses on Engineering and Technology for Non-EngineersAbstractAll Americans need to better understand the wide variety of technology used everyday. The needfor technological literacy has never been greater at both an individual and national level.Creating a population with a more empowered relationship with technology will require asignificant and widespread initiative in undergraduate education. Courses and materials that areeasily adoptable in diverse and varied institutional environments will facilitate this effort. In tworeports: Technically Speaking: Why All Americans Need to Know More about Technology(2002), and Tech Tally: Approaches to Assessing Technological

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

AC 2007-243: THE UNTAPPED STUDENT GOLDMINEBarbara Oakley, Oakland University Barbara Oakley is an Associate Professor of Engineering at Oakland University in Rochester, Michigan. She received her B.A. in Slavic Languages and Literature, as well as a B.S. in Electrical Engineering, from the University of Washington in Seattle. Her Ph.D. in Systems Engineering from Oakland University was received in 1998. Her technical research involves biomedical applications and electromagnetic compatibility. She is a recipient of the NSF FIE New Faculty Fellow Award, was designated an NSF New Century Scholar, and has received the John D. and Dortha J. Withrow Teaching Award and the Naim and Ferial Kheir

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

AC 2009-1307: INSTRUCTIONAL BENEFITS OF A COURSE MANAGEMENTSYSTEM IN K-12 EDUCATIONPatricia Carlson, Rose-Hulman Institute of Technology Patricia A. Carlson has taught a variety of professional writing courses at Rose-Hulman Institute of Technology and has held ten ASEE Summer Research Fellowships. She is on the editorial board of three professional publications for advanced educational technology and has served as a National Research Council Senior Fellow at the Air Force Human Resources Laboratory. Email: patricia.carlson@rose-hulman.edu Page 14.745.1© American Society for Engineering

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

reflect the view of the sponsor.Guangwei Zhu, Purdue Guangwei Zhu received Bachelor's degree in Automation at Tsinghua University, Beijing. He is currently a Ph.D. candidate and teaching assistant in Electrical and Computer Engineering at Purdue University. He received Magoon's Award in Teaching Excellence in Spring 2009. His research interests include control theory, applied mathematics and object orient design and programming.Cheng-Kok Koh, Purdue University Cheng-Kok Koh received the B.S. degree with first class honors and the M.S. degree, both in computer science, from the National University of Singapore in 1992 and 1996, respectively. He received the Ph. D. degree in computer science from

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological Literacy Constituent Committee

. Ironically, we struggle with many of the same problems today thatwere actually solved in the past. It is the understanding of past technologies and connecting themto current ones, that is important. To address this issue, a junior level interdisciplinary course hasbeen created that explores a historical perspective of the development of technology and itsimpact on society in a global context. Within this framework lies the dilemma of how to make thesubject interesting. Just offering lectures and discussion sessions does not do the subject justice.There had to be a better way to engage and capture the student's interest and curiosity. With thisobjective in mind, a project was initiated to accumulate or recreate technological artifactsfrom the past

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

members work to relate material in different courses to meetingcommon curricular goals. Also, recognition by faculty members that they are already teachingelements of technological literacy to their majors may also encourage them to attempt to teachthese concepts to non-majors as well, either through revamping existing major courses for majorsand non-majors or by creating new courses for non-majors by drawing on elements of existingcourses for majors.IntroductionDegree programs in engineering and in engineering technology are expected to prepare graduatesto play leading roles in the development and management of technology. Graduates should havethe foundation of knowledge necessary both for initial employment in their specific field and forthem

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

for the instructorsthat the course would attract sufficient enrollment. For the program, the course would beoffered as an upper level course for junior and senior students.The course was offered in the fall of 1999. Due to changes in the honors program and in policiesregarding assignment of two instructors to one course, the authors have not been able to date tobuild on the success of this initial effort.Course Focus and ContentWhile the goals of this course could be met by looking at any period in history, the authors choseto focus primarily on the period from the Industrial Revolution to the present, and explored the Page 13.1146.3development

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

Civil Engineering were not included.Preliminary attempts to develop a Civil Engineering module using a truss bridge with LEGOTechnic have been promising. Chemical Engineering modules were demonstrated by KeithLevien at the Robolab workshop held last August.References1) National Research Council, 1999, Transforming undergraduate education in science, mathematics, engineering, and technology, National Academy Press, Washington, DC., pg xii.2) National Research Council, 1999, Transforming undergraduate education in science, mathematics, engineering, and technology, National Academy Press, Washington, DC., pg ix.3) National Research Council, 1999, Transforming undergraduate education in science, mathematics, engineering

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

“The ability to understand, intelligently discuss and appropriately use concepts,procedures and terminology fundamental to the work of (and typically taken for grantedby) professional engineers, scientists, and technicians; and being able to apply this abilityto: (1) critically analyze how technology, culture and environment interact andinfluence one another. (2) accurately explain (in non-technical terms) scientific and mathematicalprinciples which form the bases of important technologies (3) describe and, when appropriate, use the design and research methods ofengineers and technologists (4) continue learning about technologies, and meaningfully participate in theevaluation and improvement of existing

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

technological literacy [3]. These are intended for K-12students. The ITEA is also working to develop program and assessment standards andcurriculum materials for the K-12 audience [4]. The engineering community has respondedenthusiastically to the need to increase the awareness and understanding of engineering as acareer, by initiating a number of programs aimed at the K-12 students. Page 13.1188.2To achieve widespread impact, standard classes must be taught at many institutions around thecountry. To accomplish this, standard models of technological literacy courses must bedeveloped. As a beginning to this process, a workshop was convened at the NAE

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

” February 15, 2004I. Introduction The opening sections of Technically Speaking: Why All Americans Need to Know Moreabout Technology (2002), a joint publication of the National Research Council and the NationalAcademy of Engineering, make it clear that the initiative called “technological literacy” isconcerned with a sophisticated and heterogeneous combination of “knowledge, ways of thinking,and capabilities” and focused on ambitious goals: “To take full advantage of the benefits and torecognize, address, and even avoid some of the pitfalls of technology. . . [to help citizens]become better stewards of technological change”.1 To borrow from the quote that begins this paper, it is unfortunate to see such a promisingconcept saddled with a