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

studentinterest and excitement about STEM and improving their technological literacy.Bibliography:1. Technically speaking : why all Americans need to know more about technology / Committee on Technological Literacy ed. National Academy of Engineering Greg Pearson and A. Thomas Young, National Research Council. 2002, Washington, D.C.: National Academy Press.2. Taking Science to School:Learning and Teaching Science in Grades K-8, Richard A. Duschl, Heidi A. Schweingruber, and Andrew W. Shouse, Editors. 2007, National Research Council: Washington, DC.3. How People Learn: Brain, Mind, Experience, and School, Committee on Developments in the Science of Learning, J.D. Bransford, A.L. Brown, and R.R. Cocking, Editors. 2000, National

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

that it is their belief that any engineering topic could be made to meet the secondcriteria, however, the use of this criteria keeps relevance on the mind of the instructorwhen writing lectures and course materials. Below is a listing of some of the main coursetopics, as well as information on how they were presented. 1. Biologically Inspired Products: Students are introduced to products, buildings, and materials which are consciously based on biological systems. This unit is also used to stress the difference between being inspired by nature and in superficially copying the appearance of a natural organism. Janine M Benyus’ Biomimicry5 is recommended as supplemental reading as it gives examples of commercially viable biologically

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

2006-695: WHAT IS TECHNOLOGICAL LITERACY AND WHY DOES ITMATTER?David Ollis, North Carolina State UniversityGreg Pearson, National Academy of Engineering Greg Pearson is a Program Officer with the National Academy of Engineering in Washington, D.C. In that role, he develops and manages new areas of activity within the NAE Program Office related to technological literacy, public understanding of engineering, and engineering ethics. He currently serves as the responsible staff officer for the NSF-funded study, Assessing Technological Literacy in the United States, and the State Educators’ Symposium on Technological Literacy project, funded by the U.S. Department of Education. He previously

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

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

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-84: NEW DEVELOPMENTS IN ENGINEERING FOR NONENGINEERSJohn Krupczak, Hope College Page 14.905.1© American Society for Engineering Education, 2009 New Developments in Engineering for Non-Engineers: Functional Analysis as a Framework for Understanding TechnologyAbstractThe National Academy of Engineering recently published: “Changing the Conversation:Messages for Improving Public Understanding of Engineering.” The NAE states that capable andconfident participants in our technologically dependent society must know something aboutengineering. However the means by which engineers can explain engineering to non

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

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological Literacy Constituent Committee

cognitive and affective dimensions of student development asthey are understood today.11 He argues that while, at the time, it was a much-usedphrase, it nevertheless required elucidation for its proper understanding. A similarargument applies at the present time, as for example when the phrase “educate thewhole person” is used. Without further clarification this phrase can mean what anindividual wants it to mean. Be that as it may, the question for engineering educationis whether or not it contributes to that enlargement of mind that society wouldassociate with a liberally educated person irrespective of what that person brings withthem to their study? It is not the purpose of this paper to discuss this issue, but toargue that a person who has no

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

-themedand application-oriented science courses for non-science majors incorporates perspectives moreakin to engineering than traditional physical science courses. These recent efforts at motivatingthe learning of physics by understanding modern technology stand in distinct contrast to earlierclassic works such as Physics for the Inquiring Mind [59] and Physics for Poets [60], whichavoided technological applications and emphasized philosophical questions and naturalphenomena.These developments illustrate that demand and interest exist among the non-engineeringundergraduate population for courses on technological issues. It also demonstrates thatengineering faculty can develop and teach courses on technological topics to non-engineeringstudents. The

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

Expectations of Non-Technical Students,” Proceedings of the 2004 American Society for Engineering Education Annual Conference (2004). < http://www.asee.org/acPapers/2004-1387_Final.pdf>.14. Kuc, R.,” Teaching the non-science major: EE101 - The most popular course at Yale.” Proceedings of the 1997 American Society for Engineering Education Annual Conference (1997). American Society for Engineering Education. .15. Ollis, David, “Installing A New "Technology Literacy" Course: Trials and Tribulations, Proceedings of the 2004 American Society for Engineering Education Annual Conference (2004). American Society for Engineering Education. .16. Bransford, J.D., A.L. Brown, and R.R. Cocking, (Editors). How People Learn: Brain, Mind

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yoojung Chae, Purdue University; Senay Purzer, Purdue University; Monica Cardella, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

technological products today. In return, technology provides science with the tools needed to explore the world.... The fundamental difference between them is that science seeks to understand a universe that already exists, while technology is creating a universe that has existed only in the minds of inventors… Mathematics and technology have a similar but more distant relationship. Mathematics offers a language with which to express relationships in science and technology and provides useful analytical tools for scientists and engineers. Technological innovations, such as the computer, can stimulate progress in mathematics, while mathematical inventions, such as numerical analysis theories can lead

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

addressinternational-level challenges by working with politicians and technical people. In short, we needa national-level technological literacy program. Our school hopes to contribute to this effort bycreating a new minor program (Engineering Studies) for nonengineering students that providestraining to create a new, more technologically informed frame of mind for future leaders.The structure of institutions of higher education has made it difficult for nonengineers to developany depth of understanding about engineering and technology. An engineering major has anelaborate curriculum, requires substantial prerequisite courses, and is difficult to pursue incombination with another field of study. Science courses emphasize knowledge of the naturalworld but

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

Science, 198920 Norris, S. & Phillips, L., What is at stake in knowing the content and capabilities of children’s minds? Journal of Theory and Research in Education, 2(3), 283-308, 2004.21 Dewey, J., Democracy and education: An introduction to the philosophy of education. New York: Macmillan, 1944.22 Otto, K. N. and Wood, K. L., Product Design: Techniques in Reverse Engineering, Systematic Design,and New Product Development, Prentice-Hall, NY, 2001. Page 15.366.2323 Hanson, J. and Sinclair, K., Social constructivist teaching methods in Australian universities- reported uptake and perceived learning effects: A

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

AC 2008-1110: CRITICAL THINKING IN ENGINEERING AND TECHNOLOGYEDUCATION: A REVIEWElaine Cooney, Indiana University-Purdue University-IndianapolisKaren Alfrey,Steve Owens, Indiana University - Purdue University-Indianapolis Page 13.344.1© American Society for Engineering Education, 2008Critical Thinking in Engineering and Technology Education: a ReviewINTRODUCTIONThe ability to think critically is a vitally important skill in the engineering workplace.The need for critical thinking is implicit in most of the program outcomes proscribed byABET, including designing experiments and interpreting data; designing a product tospecifications with realistic constraints; understanding

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

AC 2007-1069: DEVELOPING AN ENERGY LITERACY SCALEJan DeWaters, Clarkson University Jan DeWaters, PE is currently pursuing a PhD degree in Environmental Science and Engineering at Clarkson University, with a focus on energy and environmental education. She has several years of experience as the curriculum coordinator for Clarkson's Project-Based Learning Partnership Program and is director of the Partners in Engineering Program that provides mentoring and engineering activities for eighth grade girls.Susan Powers, Clarkson University Susan E. Powers, PhD, PE is a Professor of Civil and Environmental Engineering and Associate Dean in Engineering for Research and Graduate studies at Clarkson

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

of engineeringdevices and technology, and our current status in evaluation and assessment for eachessay.Foreign language course: “Spanish: Language, Technology, and Culture”6Original courseThe course, “Spanish: Culture, Language, Technology”, was designed specifically toencourage engineers to study a foreign language. A number of components of the coursewere incorporated with just this end in mind. The prerequisite for the course was set attwo years of high school Spanish, a level that would not intimidate prospective students.This proficiency allowed the course to be taught at the intermediate level. Wirelesslaptop technology was integrated throughout the course, appealing to engineers’ interestin and love of technology. To make the course

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

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

our technology.” Perceptions of Technology Mini-Project sketchfrom a humanities-affiliated student.Figure 2: Page 11.567.10“Explanation for you analytically-minded future engineers: swirling vortex of death. Period.”Perceptions of Technology Mini-Project sketch from a humanities-affiliated student.Figure 3:“Unlike some who feel that it is extremely bad or absolutely good, I see both sides in a balancefor I recognize what we have gained in our daily lives as well as what we have lost at the handsof technology. My picture thus represents this balance: one side has the negative aspects and theother has the positive. On the left is the negative

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

is required but also no knowledge of engineering is acquired either.Characteristics of a Framework for Explaining How Things WorkDevelopment of an easily-used framework or approach for understanding technology would helpto promote technological literacy. Since engineering is the profession whose primary purpose isthe creation of new technology, this framework should reflect a characteristically engineeringway of thinking. Engineers must use some ways of thinking or habits of mind that are unique to Page 15.1324.6the discipline. The framework for understanding technology might be found in the question“What does it mean to think like an

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

question based upon the Einstein-Podolsky-Bell experiment (EPR) orBell’s Paradox. (4) Human perception is in question, because the senses can bedeceived and hypnotism can trick the mind. All of practice, whether engineering, mathand science, art, or writing therefore involves the use of heuristics. Koen terms this conclusion “The Universale Organum”, or universal method,underscoring the letter h to indicate that it is based on heuristics. Since there is no way toprove , absolutely, that anything exists, even ourselves, the engineer (or, Techie) simplyuses his best estimate of the conditions (the state of the art, or “SOTA”) in order to comeup with the best solution of the problem. Thus anyone who accomplishes a change is anengineer, in that he or

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

creating the technical literacy. We view increasing technical literacy as more than an opportunity. We, too, feel a sense ofurgency.Bibliography1 K. Eric Drexler, Engines of Creation: The Coming Age of Nanotechnology, 19862 See http://www.union.edu/CT 3 George Bugliarello, “A new Trivium and Quadrivium,” Bulletin of Science, Technology and Society, 2003. 4 Traditional liberal learning is generally recognized to include the arts, humanities and the sciences. In the minds of many today there is little difference between the terms “science” and “technology,” with technology often being viewed simply as applied science. However, historically these terms have very different meanings. The meaning of the word “science” comes from the

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological Literacy Constituent Committee

plane,” Produced by WGBH Boston, (2003).19. Macaulay, David, The New Way Things Work, Houghton Mifflin, Boston, 1998.20. Fountain, H., editor, The New York Times Circuits: how electronic things work, New York : St. Martin's Press, New York, 2001.21. Brain, Marshall, editor, How Stuff Works, Hungry Minds Press, New York, 2001.22. How Stuff Works Website, HSW Media Network, http://www.howstuffworks.com/.23. Byars, N.A., “Technology Literacy Classes: The State of the Art,” J. Engineering Education, Jan. 1998, pp. 53-61.24. Ollis, D. “Installing a Technology Literacy Course: Trials and Tribulations”, Proceedings of the American Society for Engineering Education Annual Conference, Salt Lake City, June, 2004, UT.25

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

AC 2010-1012: PROMOTING TECHNOLOGICAL LITERACY BY UTILIZINGPICTURES AND RECREATED ARTIFACTSWilliam 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 interests

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 15.30.1© American Society for Engineering Education, 2010 A functional conceptual framework for teaching technological literacyAbstract This is a presentation of an epistemological framework for teaching technologysuch that it will bring about improved technological literacy in ALL K-12 students.Design, Living, Productivity, and Foundational Technical Concepts anchor ourconceptual framework for teaching technology educators. This conceptual framework forteaching technology literacy is functional, standards based, and can accommodatemultiple pedagogies. It meets the standards of ITEA/CTTE, the New York State Dept ofEd., NCATE, and others. It also aligns with drafts of the NAEP Technological LiteracyAssessment. We have

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

AC 2010-2311: TECHNOLOGICAL LITERACY IN A K-5 TEACHERPREPARATION PROGRAMStephen O'Brien, The College of New Jersey Page 15.1194.1© American Society for Engineering Education, 2010 Technological literacy through a K-5 teacher preparation program IntroductionAttaining a certain level of technological literacy in our society is important for a variety ofreasons. In this extremely technologically-rich age, citizenry will need to participateeffectively in our democratic society on a variety of complex problems; such as globalwarming, energy supply, quick-paced biomedical advances, complicated healthcare reformand statistical-based arguments

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

courses.Bibliography1. Wulf, W. A., “The Urgency of Engineering Education Reform”, Realizing the New Paradigm for Engineering Education, Conference Proceedings, June 3-6, 1998.2. Standards for Technological Literacy: Content for the Study of Technology, ITEA, 2007.3. Engineering for Non-Engineers and Technological Literacy Bibliography and Reference Resources, compiled by ASEE Technological Literacy Constituent Committee 2009.4. Bateson, G. (1977): Steps Toward Ecology of Mind, Ballantine Books.5. Malthus, T.R. (1798): An Essay on the Principle of Population. See "Malthus, An Essay on the Principle of Population: Library of Economics", Liberty Fund, Inc., 2000, EconLib.org webpage6. Lenz, R. C. (1985), “A Heuristic Approach to