Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

2009-2010 30 25 20 % of Students 15 10 5 0 A B C D FWhile this is certainly not an unreasonable grade distribution, it does indicate that a majority ofthe students are missing, or only minimally grasping, important ideas central to the attainment oftechnological literacy.A closer review of student work during the first year of the course showed mixed results, withstudents generally able to explain a technology and the advantages and disadvantages of usingthe technology, but often showing weakness in differentiating between science and technology,explaining the scientific

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johanna Kristiina Naukkarinen, Lappeenranta-Lahti University of Technology LUT; Hanna Niemelä, Lappeenranta-Lahti University of Technology LUT

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

university. Thestatements about their relationship to technology were a part of an electronic questionnaireabout the beginning of the engineering studies, presented to the group at the end of the firstsemester in autumn 2017. The second group comprised upper secondary school students whoattended a university course in Basic Electronics in three consecutive years from 2017 to2019 (Group B, N=101). These students were motivated to study this technology-relatedtopic but did not necessarily intend to pursue a career in engineering. The course wasvoluntary, and the participants were awarded both university and upper secondary schoolcredits for the completion of the course. The questions were a part of the feedbackquestionnaire of the course. In the first

Conference Session

Innovations in Promoting Technological Literacy I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Simona Dana Dimitriu, Pat Neff Middle School - Northside Independent School District (NISD); Thomas Gadsden Jr., Our Lady of the Lake University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

professionals as well.ProblemTexas has the 8th largest economy in the world, an unemployment rate of 4.8%, and four assetsthat are drawing more manufacturers to the state: low taxes (no state taxes), tort reform, a centralNAFTA location, and a growing population. Engineering is one of the four jobs in most demandin Texas. However, in the Thomas B. Fordham Institute's 2005 report on the State of the StateScience Standards, Texas was among 16 states to receive an "F" in science instruction. A 2007report by the Texas Higher Education Coordinating Board (THECB) showed that between 2004-2007 the number of undergraduates at public schools in Texas earning STEM degrees declinedfrom 14,600 to 13,000, despite a “Closing the Gaps” target of 24,000 STEM degrees

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marjan Eggermont, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

diagram Pie chart * examples: breakfast, travel, class, etc.Figure 6. Bloom’s question category 6A (create a diagram based on examples using your data) and student deliverable for 8 amclass.A lecture on the theme of communication included a discussion of the history of genetics. GregorMendel’s study of pea plants showed that one in four pea plants had purebred recessive alleles,two out of four were hybrid and one out of four were purebred dominant. Students were asked tocomplete a Punnett square and answer a question based on the results (Figure 7). Please fill in the Punnett square (used to make genetic predictions) below and answer Q1: Q1: If B is for brown

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

., Volkwein, J. F. & Peterson, George, D. The Changing Face of Engineering Education. Bridg. 36, 5–13 (2006).26. Gilbuena, D. M., Sherrett, B. U., Gummer, E. S., Audrey, B. & Koretsky, M. D. Feedback on Professional Skills as Enculturation into Communities of Practice. J. Eng. Educ. 104, 7–34 (2015).27. Goldberg, D. E. & Somerville, M. A Whole New Engineer. (threejoy, 2014).28. Ro, H. K., Merson, D., Lattuca, L. R. & Terenzini, P. T. Validity of the Contextual Competence Scale for Engineering Students. J. Eng. Educ. 104, 35–54 (2015).29. Ro, H. K., Lattuca, L. R., Merson, D., State, P. & Terenzini, P. T. Measuring Engineering Students’ Contextual Competence. in American Society for Engineering

Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

). American Society for Engineering Education. 3. Hanford, Bethany, “Engineering for Everyone,” American Society for Engineering Education, PRISM, December 2004. American Society for Engineering Education. 4. Nocito-Gobel J., S. Daniels, M. Collura, B. Aliane, “Project-Based Introduction to Engineering – A University Core Course,” Proceedings of the 2004 American Society for Engineering Education Annual Conference (2004). American Society for Engineering Education. 5. E. Garmire, Dartmouth College, Private Communication, (2009). 6. Hudson, C., “Innovations in teaching, learning and assessment,” IEE Intern. Symp. on Engineering 7. Malave, C., Belhot, R. V., Figueiredo, R. S. “New questions about learning styles

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

assessment data was collected in an indirect manner (Narayanan,2019). The rationale being that author has been fairly successful with this methodology in hisprevious research activities. The author examined the students’ capabilities using ten writingassignments spread over a fifteen weeks’ semester. Details about data collection methodologyis described below. While grading these assignments, the author classified and separated the 38students in to four groups according to the specifications identified by the Gregorc StyleDelineator model. Grading was holistic and utilized the five point Likert Scale which is shownin Appendix B. The data collected have been tabulated, graphed and analyzed. Conclusionswere drawn based on the data collected, to

Conference Session

Technological Literacy Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

traitsthe biometric system requires? Are minorities disadvantaged in biometric applications? Theintellectual significances of this paper are: (a) to discuss social and ethical consequences ofbiometric technologies, and (b) to increase public awareness of potential violations of privacy,security, civil and human rights that may have not been fully addressed yet by lawmakers. Thefindings of this paper have been successfully incorporated in courses related with engineeringethics and technology ethics at a senior level and graduate level. Results of theseimplementations are presented.Biometrics Fundamentals Human beings have unique physical and behavioral attributes that can be used forauthentication purposes. Authentication is a process that

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet L. Gbur, Case Western Reserve University; Daniela Solomon, Case Western Reserve University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of Materials Science and Engineering collectivelyrepresented 64% of the registrations. Registration by college Registration by role Engineering Undergraduate Arts and Sciences Graduate Business Faculty Library Science Staff Not Listed Other (a) (b) Registration

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

teaching ethical problem solving: Microethics and macroethics in engineering,” Sci. Eng. Ethics, vol. 11, no. 3, pp. 373–385, 2005.[15] J. H. Newman, The Idea of a University Defined and Illustrated: In Nine Discourses Delivered to the Catholics of Dublin. Project Gutenberg, 1852.[16] J. P. How, “Ethically Aligned Design: A Vision for Prioritizing Human Well-being with Autonomous and Intelligent Systems - Version 2,” IEEE Control Systems. 2017.[17] C. O’Neil, Weapons of Math Destruction. New York: Broadway Books, 2017.[18] J. Holt-Lunstad, T. B. Smith, and J. B. Layton, “Social relationships and mortality risk: a meta-analytic review.,” PLoS Med., vol. 7, no. 7, p. e1000316, 2010.[19] B. DiJulio, L. Hamel, C

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technological literacy. 12.Tobias, Sheila Comment on John Heywood’s paper: Technological literacy and for whom?13.Trevelyan, James and Bill Williams. Literacies of entrepreneurship and value creation. 14 –16.Cheville, Alan. Technological literacy without proficiency is not possible. 17 – 18.Krupczak, John. Unfinished business for the ASEE TelPhe Division and other engineeringeducators 19.Siller, Tom. The purpose of technological and engineering literacy. 20 – 21.Mina, Mani. Why and for whom as historical reflection. 22 – 23.Drew, David. E. Moving the needle from literacy to knowledge. 24 – 25.Sychov, Sergev. V. Technological literacy and global society. 26.[2] K. Richmond Culture and General Education. A Survey. London. Methuen, 1963[3] B. Hirsch

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

in one sector ofthe economy technological innovation will ensure that an equal number of jobs (and hopefullymore) will be created elsewhere. It is with the challenge to this last view that this paper isprimarily concerned.Supporting dataCurrent data seemingly supports this axiom but it is often difficult to interpret. Some data revealsgeneral shortages: for example in 2011 the Confederation of British Industry (CBI) reported that40% of companies had difficulties recruiting people with science, technology, engineering, andmaths skills. But it did not say at what level these skills were wanted [14].Other data reveals specific shortages [12(b), 15]. A striking example of a specific shortage is thatbeing experienced by the resurging nuclear

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

broadened thestudents’ knowledge and some student’s minds were undoubtedly enlarged in the wayNewman envisaged (see Appendix B), but Davies did not discuss Newman’s work in thatlight.Differences and similaritiesAlthough there has been substantial progress in the development of philosophies ofengineering that have some common ground [21] nothing has been written that is theequivalent of the philosophies that underpin the liberal education which give liberal studiesteachers their credence. The nine articles in Handbook 4 and others presented to the Divisionmay be taken as the beginning of a search for such a philosophy. Technological literacy willnot survive without such a philosophy. But that may not turn out to be possible for whereasthe

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

sense every teacher has to be researcher in order to find out which theories work for themin the classroom and which do not [5]. Such research may range from establishing the meritsof some of the 51 Classroom Assessment Techniques suggested by Angelo and Cross [6], asfor example the Minute Test or to more substantive pseudo scientific exercises of the kindundertaken by Heywood [7] the curriculum process of which is outlined in exhibit 1. But forthese to be successful the learner (student teacher) has to have some idea of what learning is. 1. Academic Course: Introduction to activity (2 – 4 hours) 2. Student Preparation (a) Read the literature on the designated topic (provided) (b) Select a small topic from the

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

in Technological and Engineering Literacy MinorsAbstractThe need for a greater understanding of engineering and technology by non-engineers is widelyrecognized as important for both a well-rounded education and economic competitiveness.Informed citizens in today’s world should possess a broad understanding of technology and beempowered by this understanding to make informed decisions on technologically-related issues.In response to this need, some engineering programs have successfully reached across campus inefforts to improve the technological and engineering literacy of non-engineers. Theestablishment of the Technological Literacy Division of the American Society for EngineeringEducation attests to the interest among

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

can be applied to other science and engineering courses. The authorsplan to extend this strategy to 2 other courses over the next three years. The method presented inthis study may be used elsewhere in the nation with appropriate modifications in order to helpour students acquire the knowledge they need to make informed decisions about technology. Page 22.577.5Bibliography1. Ollis, D. (2008). ―Technology Literacy as A Path to ‗Engineering Solutions in A Global and Societal Context‖.2. Wright, G., Boss, B., Bates D., and Terry, R. (2010). ―Assessing Technology Literacy and The Use ofEngineering and Technology Curricula by Utah K-12

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mariana Tafur, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Educating the engineer of 2020 adapting engineering education to the new century. 2005; http://site.ebrary.com/lib/librarytitles/Doc?id=10091305.18. Dix A, Ormerod T, Twidale M, Sas C, Gomes da Silva PA, McKnight L. Why dab ideas are a good idea. 2006.19. Abu-Khalaf AM. Improving Thinking Skills in the Unit Operations Laboratory. International Journal of Engineering Education. 2001;17(6):593-599.20. Chrysikou EG, Weisberg RW. Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task. Journal of Experimental Psychology Learning Memory and Cognition. 2005;31(5):1134-1148.21. Hatchuel A, Le Masson P, Weil B. Teaching innovative design reasoning: How concept– knowledge theory

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-based practice in stem education,” in 2014 ASEE Annual Conference & Exposition, (Indianapolis, Indiana), ASEE Conferences, June 2014. https://peer.asee.org/23306. [6] D. M. Riley, “Aiding and abeting: The bankruptcy of outcomes-based education as a change strategy,” in 2012 ASEE Annual Conference & Exposition, (San Antonio, Texas), ASEE Conferences, June 2012. https://peer.asee.org/20901. [7] A. D. de Figueiredo and A. P. Afonso, Context and Learning: A Philosophical Framework. Hershey, PA: IGI Global, 2006. [8] I. Scheffler, Reason and Teaching. London: Routledge and Kegan Paul, 1973. [9] G. Domenico and M. B. Burkins, Holistic engineering education: beyond technology. New York: Springer, 2010.[10] H. Morgan and S

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

teams and cancollaboratively obtain solutions. The reflection questions are:Question 1 (Rail Car) (Analyzed for 29 students): Let us think of a simple design. If you have a1kg car (in a rail gun experiment) and would like to cause an acceleration of 0.01 m/s2. Knowingthat you can create a B field of 0.0001 T, how much current would you need? Examine your answerand discuss what you think? Is it realistic, what would you change to make it more realistic? Youmay also include sketches to help readers understand your views.Question 2 (MHD Boat) (Analyzed for 26 students): This is a conceptual design problem. Ourgoal is to design a practical boat that operates on the magnetohydrodynamic (MHD) principle.Let us assume that the boat is in a reasonably

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 and  personal  reflections  on  the  philosophical  basis  of     a. What  is  engineering?     b. How  can  we  train  engineers  for  the  ever-­‐changing  future  developments?     c. What  are  the  most  fundamental  concepts  and  skills  that  every  engineer   should  know?     d. What  are  the  discipline  specific  concepts  and  important  skills  that  students   need  to  acquire?     e. Is  it  possible  to  train  engineers  (with  all  of  the  skills,  concepts,  and   knowledge  base)  in  4  year  (perhaps  5  including  industrial  experiences

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

14 A. Knowledge 1. articulate the pervasiveness of technology in everyday life. 2. Define basic engineering concepts and terms, such as systems, constraints and trade-offs. 3. Describe the nature and limitations of the design process. 4. Explain some of the ways technology shapes human history and people shape technology. 5. Compare the benefits and risks that all technologies entail, some that can be anticipated and some that cannot. 6. Identify the effects of technology on the environment. B. Ability to engage. 7. Describe the development and use of technology and evaluate trade-offs including a balance of costs and benefits both economic and social. 8. Identify

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mousumi Roy P.E., University of Connecticut

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

300 pharmaceutical, chemical,biotechnology, and medical device companies. His remarkable productivity in medical field hasearned him a nickname of “Edison of Medicine” [21]. Another pioneer, Donald A. B. Lindberg was committed to his visionary ideas ofapplying computer technology to healthcare. A pathologist by his medical training he was avisionary and became a leader in the use of computers in medicine. He was instrumental inestablishing the American Medical Informatics Association and became the Founding President.His pioneering work in biomedical research and health information has contributed globally inmedical informatics, patient care, cancer research, molecular biology, and other educationalprograms. He served as a director of

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of college students,” J Affective Disorders, vol. 173, pp. 90-96.[4] J. Hunt and D. Eisenberg. 2010. “Mental health problems and help-seeking behavior among college students,” J Adolescent Health, vol. 46, pp. 3-10.[5] D. Wynaden, M. McAllister, J. Tohotoa, O. Al Omari, K Heslop, R. Duggan, S. Murray, B. Happell, and L. Byrne. 2014. “The silence of mental health issues within university environments: A quantitative study,” Archives of Psychiatric Nursing, vol. 28, pp. 339-344.[6] J. Andrews and R. Clark. 2017. “Work in progress: Engineering invisible mountains! Mental health and undergraduate-level engineering education: The changing futures project,” American Society for Engineering Education Annual Conference &

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College-Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, ethics and values, and action/involvement—that can beapplied to many forms of literacy (Cheek, 1992). A later study (Gagel, 1997) definedtechnological literacy as being able to: “(a) accommodate and cope with rapid andcontinuous technological change, (b) generate creative and innovative solutions fortechnological problems, (c) act through technological knowledge both effectively andefficiently, and (d) assess technology and its involvement with the human lifeworldjudiciously.” Generally STS-derived definitions of technological literacy address the need toeducate individuals for living in a technologically mediated world and are system oriented,involve elements of the ethical and moral dimensions of society, and are both critical andintegrative

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Oscar Antonio Perez, University of Texas at El Paso; Hugo Gomez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Erik Lopez; Deena Mustin, UTEP Academic Technologies ; Robin Munoz, Academic Technologies; Jackeline Munoz; Sarah Huizar, UTEP Academic Technologies Learning Environments; Crystal Fernandez-Pena, Carnegie Mellon University; Celena Arreola; Tetyana Zhyvotovska, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

larger impacts with non-course basedproject based learning experiences. However due to the very fact they present opportunities toexplore concepts free from grading makes direct correlation with course based models a bit morechallenging and difficult. The assessment strategies must differ to capture skills learning not directlyfocused on final grade and thus as well only creates more challenges to correlation with course basedwork.REFERENCES1 C.H. Major, B. Palmer, “Assessing the Effectiveness of Problem‑ Based Learning in Higher Education: Lessons fromthe Literature”, Academic Exchange Quarterly, Spring 2001: Volume 5, Issue 12 E. Coyle, L. Jamieson and W. Oakes, "EPICS: Engineering Projects in Community Service," International Journal

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu; Mehmet Cetin, Temple University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

employees or consumers in a dynamic and capitalist economy, (b) to enablestudents to comprehend how individuals and societies use technology to satisfy their needs andpursue their wishes and dreams, (c) to provide students with ways of thinking about howtechnology can be shaped to serve a range of goals and values.The authors agree with Carlson16 that we should strive to develop a technological literacy thatembraces this broader and more active perspective. The course is designed to promotetechnological literacy by introducing students to basic scientific principles in several areas ofEnvironment. Page 25.362.3MotivationThe conventional system of

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linköping University, Sweden

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and support during the work, and for performing parts of the investigation.References [1] B. Seely, “Patterns in the history of engineering education reform: A brief essay,” in Educating the Engineer of 2020. Washington, D.C.: The National Academy of Engineering., 2005. [2] B. Cohen, J. Stroud, and K. L. Rossmann Bernhardt, “Introducing engineering as a socio-technical process.” Proceedings of the 121st ASEE Annual conference, Indianapolis, IN, USA, 2014. [3] “National academy of engineering,” The Engineer of 2020: Visions of Engineering in the New Century, 2004. [4] N. Spinks, N. L. J. Silburn, and D. W. Birchall, “Making it all work: the engineering graduate of the future, a uk perspective.” European Journal of

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Goldsmith and K. Willey, “‘It’s not my job to teach writing’: Activity theory analysis of invisible writing practices inthe engineering curriculum.” J. Acad. Lang. Learn., vol. 10, no. 1, pp. A118—A129, 2016.[3] H. P. Sjursen, “The new alliance between engineering and humanities educators,” Glob. J. Engng. Educ, vol. 11, no. 2,pp. 135—139, 2015.[4] R. Goldsmith and K. Willey, “How can the development of writing practices in the engineering curriculum be enabled ?,”AAEE Conference, 2016.[5] K. M. Arnold, K. Thio, W. B. Reilly, M. A. McDaniel, and E. J. Marsh, “Understanding the Cognitive Processes Involvedin Writing to Learn,” J. Exp. Psychol. Appl., vol. 23, no. 2, pp. 115–127, 2017.[6] S. R. Goldberg, J. Rich, and A. Masnick, “The use of

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

good. An alternative approach is to develop courses for upper-level non-engineering students based on technical subjects that (a) are interesting and educational to thestudents, (b) do not rely on large amounts of prerequisite knowledge and mathematical skills, and(c) are taught by regular engineering faculty. Such courses can then be offered as electivecourses to students in non-engineering disciplines. These courses would offer students in otherdisciplines the opportunity to learn about technical subjects of current importance from engineerswith expertise in these areas, but without expecting mathematical rigor for which they may notbe prepared.In this paper, the author describes his experiences with preparing and teaching a seminar courseto

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; John Krupczak, Hope College; James F. Young, Rice University, Electrical & Computer Engineering; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

cultures and the physical and natural world (1), b) intellectual and practical skills (6), c) personal and social responsibility (3), and d) integrative learning (1).5) Standards for Technological Literacy20 Although directed primarily towards secondary schools, the International Technological Education Association, has developed standards statements for a) nature of technology (3), b) technology and society (4), c) design (3), d) abilities for a technological world (3), and e) the designed world (7). A listing of the items from each source is listed in Appendix A. Draft definitions, later slightly modified, for Educational Objectives (EO) and ProgramOutcomes (PO) based on current ABET terminology were established.   Eight