Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College; Su Wang, China National Institute for Educational Research

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

instruction. To meet these goals and objectives a workshop plan was created. The plan was tocombine lectures and hands on activities. Dr Macho provided the lectures and Michael Bastonilead the hands-on portions. The intention was to immediately reinforce the ideas presented in thelectures with tactile experiences, and then reflect on those experiences. The content of thelectures were the design methods described in American Society for Engineering Education(ASEE) paper A Functional K-12 Conceptual Framework for Teaching Technological Literacy 1.The hands-on experiences were centered on design challenges using Totally Trebuchet kits fromGears Educational Systems, LLC.Method The method of gathering data was a mixed design of quantitative

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

and reflect on the how it might work. Faraday’s law and examples ofsome applications are discussed. Students then examine the ring thrower from the point of viewof Lenz’s law. Next students are given a copper pipe and a very strong magnet that fits insidethe pipe. When the magnet is dropped inside the pipe it falls more slowly than a magnet fallingthrough a non-conducting pipe. This difference is to the magnetic field caused by the currentinduced in the pipe by the field of the falling magnet. Students are asked to explain the reasonfor the slower rate of falling. The principle is the same as the ring throwing device but this notrevealed to the students initially. Figures 9 and 10 are photographs of these two devices.Figure 11 shows a sample

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

historical actors clearly understood theirefforts along these lines, we want to suggest that from another perspective the division betweendescriptive and prescriptive efforts may be somewhat blurrier. Responsible dam engineerswould no doubt heed the ethical mandate for public safety, health and welfare, which mandatepresupposes the possible co-existence of dam and safe public. Any dam is projected as comingabout either through safe or unsafe engineering practices, and in a non-trivial sense this isprecisely how dams come to be. Yet, consider that both the safe and the unsafe dam exclude thefreely flowing river from reasonable existence. That engineering codes of ethics have never, toour knowledge, included instructions to “reflect on who benefits

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

fewer formulas a world violates, the more probable it is. Each formula has an associated weight that reflects how strong a constraint it is: the higher the weight, the greater the difference in log probability between a world that satisfies the formula and one that does not, other things being equal.”Given a set of statements (F ) and a set of weights associated with them (w) representing theimportance of each constraint, Markov Logic Network could evaluate multiple design alternatives,or test multiple values for each priority. Such an approach, potentially allows engineering designersto systematically adopt a more inclusive and reflective attitude by being conscious of the normative,and subjective aspects of

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this

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

-generationstudents (FGS) Hao [66] states: “I made a conscious effort to talk to my FGS individually during office hours to discuss their progress in class and ask them if I have met their pedagogical needs. Some of the questions I asked were: Is the pace of the class working for them? How are the readings so far? Do they face significant challenges with the assignments? … there are so many unwritten rules of the academy that FGS must learn on their own without the parental or family guidance that their peers typically have, we must serve as mentors to these students.”I tried these approaches in my introductory engineering course for first-year students. The initialassignment in the course asked the students to reflect on their personal

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, NSF Division of Undergraduate Education; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. c American Society for Engineering Education, 2016An Exercise to Promote and Assess Critical Thinking in Sociotechnical ContextThis work addresses a practical means to more clearly link the completion of an ABET-accredited undergraduate engineering degree with critical thinking about sociotechnicalissues. An exercise has been created which can be used to develop and measure an aspectof critical thinking by engineering students in a sociotechnical context. This exercise canbe used as one possible measurement of the ability of an engineering student todemonstrate attainment of ABET

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

training, independent of teacher experience. This post-session surveysought to gather demographic information to aid in understanding the participant’s particularteaching experience and nonverbal communication training.Results and DiscussionEach participant’s response was compared against the sample population and against thestudent’s report confidence to identify whether overall nonverbal message discrepancies exist.The results of the expert and participant responses are provided in Table 2.The percentages calculated in each row reflect the portion of the population that correctlymatched their assessment (either confident or non-confident) with the students reportedconfidence for an individual video clip. Notably, there is a significant range in

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor

Tagged Divisions

Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

science andtechnology, and see no difference between a scientist and an engineer10,12,18. Existence ofengineer’s image in the film has been acknowledged25, but not studied thoroughly, except for agender-specific focus. While creating a learning environment that educates about engineering and engineers ingeneral, it is also important to leverage and apply the most recent theories of learning. Learningis viewed as an active process where students process, organize and reflect upon their personalideas in the development of knowledge and meaning. Current models of science learningembrace the paradigm of constructivism, where students learn by constructing personalrepresentations of knowledge instead in the idea that knowledge can be transmitted

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert J. Rabb P.E., The Citadel; James Righter, The Citadel; Nathan John Washuta P.E., The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

students had assignments to assess their knowledge and mastery. Again, the lower objectiverating was based on the course score in this area, and the low number reflects the number ofstudents who did not meet the requirement to include a quantitative graphic.The instructor and student assessments will rarely be perfect matches, so some margin ofdifference should be expected. The method analyzes data from the instructor and studentsseparately. This objective assessment of course outcomes with objective data from embeddedindicators and student assessment of their accomplishment can produce a better evaluation of thecourse and areas for course improvement. Over time, historical data can track the effects ofchanges in a course. A review of each course

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Krupczak Jr, Hope College; A. Mehran Shahhosseini, Indiana State University; Darin R. Stephenson, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technological systems and the products of the engineering disciplines. Systems thinking isconceptual and doesn't rely on higher-level mathematics knowledge explicitly. It is one of themost accessible aspects of engineering for non-engineers. Non-engineers can learn the basics ofhow things work.Definition of Systems ThinkingThe applicability of systems thinking across many different fields has led to many variations ofdefinitions of system thinking (some representative examples include [1-5]). While sharing anessential emphasis on the foundational importance of identifying elements and relationshipsbetween those elements, varying definitions reflect the vocabulary and priorities of differentdisciplines. Recent comprehensive definitions aimed at

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

].Aesthetics in engineering, utilizing objects from nature, is being stressed by modern industrial designers,whether in building architecture or in the design of a shopping mall. Industrial design is in the domain ofvisual education applicable in fine arts and performing arts. The pioneering works of Leonardo da Vinciare some the earlier examples in the Hellenistic-Judeo-Christian cultures that convey the importance ofaesthetic aspects in mechanical design [4]. His extensive note books and sketch pads on all mechanicalmodels, ranging from water pumps to helicopters, put aesthetics on a solid foundation in the domain ofdesign, and reflect the union between beauty and technology, harmony and synthesis, art and artisan’swork in a creative endeavor.Over

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

prefect researches.References[1] X. Liu, “An analysis of some concepts about general education,” Journal of Higher Education,vol. 27, no. 3, pp. 64-68, 2006.[2] L. Chen, “ Idea and Practice: Writing Seminar in Yale University,” International andComparative Education, no. 1, pp. 32-38, 2019.[3] Y. Han, “The General Education Curriculum Reform in Chinese Universities under theBackground of Internationalization,” Journal of National Academy of Education Administration,no. 11, pp. 32-37, 2017.[4] G. Xie, “Strengthening and Promoting General Education,” China University Teaching, no.3, pp. 71-73, 2008.[5] M. Li, “Reflection on the Philosophy and the Operational System of General Education inChinese Universities: 1995-2005,” vol. 4, no. 3, pp. 86-99

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Estridge Schneider, Colorado School of Mines; Amy Charlotte Martin P.E., Colorado School of Mines; Terri S. Hogue, Colorado School of Mines

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, while identifying the cohort of the participant. All survey questions wereapproved by an external program evaluator (per NSF requirements) before they wereadministered using the free Google Forms product. The pre-program surveys were completedprior to WE2NG orientation, weekly surveys were completed at the end of each week, and, toallow time for reflection, post-program surveys were completed within two weeks after theprogram-end. For purposes of consistency, master teachers did not participate in these surveys.Surveys included both qualitative (written, non-numerical) and quantitative (raked, numerical)responses. The results presented in this study only consider numerical responses presented asaverage responses, representing the arithmetic

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its  simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

lectureAlthough the first author was mindful that the FYS audience drew from all of the majors acrosscampus (liberal arts and non-liberal arts) and needed to address the nature and value of criticalthinking, the choice of the subject matter and its treatment reflected the usual direction of theconversation about the discipline of the liberal arts in engineering. As a case study of theapplication of critical thinking, the lecture delves into conspiracy theories regarding the collapseof the World Trade Center Towers on 9-11. The opportunity to prepare for the plenary lecturegave the first author the motivation to seriously consider the efforts by a handful of engineersand architects to reopen the investigation of the collapse as part of the 9-11 Truth

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tylesha D. Drayton, The Ohio State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

” attribute of the makermindset [1].A key element of making is the practice of design. Most makerspaces allow users to constructphysical models using computer-aided design and 3D printers to prototype artifacts. Inrelationship to the construction that takes place in maker spaces, most of the literature states thatmakerspaces facilitate activities constant with the constructivist or constructivism cognitiveframework of learning [2]–[6]. Essentially, “Making as a pedagogy reflects theories ofconstructionism [7].”Making involves many different activities including learning, yet the nature of that learningbeyond constructivism is not fully agreed upon in the literature. Traditional makerspaces are sitesof informal learning [2], [3], [7], [8]. Making

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

American Society for Engineering Education (ASEE) Annual Conference and Exposition, Salt Lake City, UT, 2018[14]. D, G. Dimitriu, K. Bartels, and D. Dixon, “Reflections on Eight Years of Undergraduate Research Program at Our Community College”, Proceedings of the American Society for Engineering Education (ASEE) Annual Conference and Exposition, Tamps, FL, 2019[15]. Hispanic Outlook on Education < https://www.hispanicoutlook.com/articles/top-10-schools-major-2019 >[16]. The National Assessment of Educational Progress (NAEP) < https://nces.ed.gov/nationsreportcard/about/ >[17]. D. G. Dimitriu and M. Shadaram, “The Making of a Technology Literacy Course”, Proceedings of the American Society for Engineering Education

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph F. Camean P.E., U.S. Coast Guard Academy

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

accepted convention does not reflect the reality of theengineering and technology disciplines as truly exist.A better description of who’s who in engineering and technology is suggested as follows: Engineering Scientists: Academic or research engineers almost invariably holding a doctoral degree. Engineers: Private practice licensed professional engineers, or employed engineers holding bachelors or masters degrees. Engineering Designers: Technologists holding associate or bachelor degrees in engineering technology. Engineering Technicians: Equipment specialists holding manufacturer certificates or

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Gregory Bassett

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

both magnitude and direction may prove helpful inengineering education by emphasizing the importance of fully considering the abstract functionsto be accomplished by an engineering design before embracing a specific instantiation.Technological and engineering literacy efforts may draw attention to the different direction takenby abstract thinking as an additional means of differentiating engineering and science to thosewho are not professionals in either field.AcknowledgementA portion of this work was supported by the National Science Foundation under awards: DUE-0920164 and DUE-1121464. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of

Conference Session

Engineering and Technological Literacy: Past and Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; John W. Blake P.E., Austin Peay State University; Kate A. Disney, Mission College; Carl O. Hilgarth, Shawnee State University; Randy Libros, Community College of Philadelphia; Mani Mina, Iowa State University; Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

reflect the views of the National ScienceFoundation.Bibliography 1. Technically speaking: Why all Americans need to know more about technology, Greg Pearson and A. Thomas Young, editors, National Academies Press, (2002). 2. E. D. Hirsch and James S. Trefil, Cultural Literacy: What Every American Needs to Know, Random House, (1987). 3. Changing the Conversation: Messages for Improving the Public Understanding of Engineering, Committee on Public Understanding of Engineering Messages, National Academies Press, (2008). 4. Heywood, J., “Engineering Literacy: A Component of Liberal Education” Proceeding of the 2009 American Society for Engineering Education Annual Conference (2009

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

/analysis, reflective journaling, and analysis of classroom effectiveness. The project isintended for teachers of underserved populations (especially low income Hispanics) who are orcould become teaching out-of-field, emergency credentialed, alternatively certified, or in need ofexpanded certifications.Since its beginning, the project’s success has led to three expansions and upward amendments toits funding. The final project now includes a third year (2009-2012), a total participation of 43teachers (including middle school and upper elementary science teachers in schools that feedstudents into the high schools represented by the original group) and a final budget of $440,000.The grant period ends on April 30, 2013 so it is still a work in

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

in fall 2007 to non-science majors as a science corerequirement using the traditional lecture method. An experimental group was taught the abovefour areas in spring 2010 using four indices: (1) learning from three Hands On and Minds Onlabs, (2) using Closer Looks, (3) case studies, and (4) development of critical thinking ability.The four areas were properly balanced and applied in the four indices. The performance of thestudents was evaluated using a series of special assignments reflecting the four indices. Theassignments accounted for 20% of the course grade. The grading formula for the control andexperimental groups are shown in Table 1. Appendices 1, 2, and 3 show examples ofassignments that addressed critical thinking, case study, and

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

idea of reflective practice was not then part of the dialogue.Of equal interest is the fact that by and large the students preferred Social Studies as theirfirst choice. It was followed closely by Management Studies with special reference to humanrelations in industry. Whether or not these studies belong to what traditionalists call liberalknowledge is a moot point. But they certainly broadened their studies. Moreover,industrialists tended to support this approach to liberal studies and in both the US and UKhave continually complained to this day that graduates are inadequately prepared for industry.Korte has shown that graduates themselves wish they had been better prepared for their initialexperience of industry [26].Back in 1963 Andrews and

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

grades obtained in ‘A’ level examinations(as used for entry to University), was higher than students seeking entry to technologysubjects. It is not without significance that Huitching’s first publication was titled “Why sopure? (Item 27). It reflected a deeply held division in English culture. But of greatersignificance to the thesis offered here is the fact that the term “technology” is used in hismajor report (item 29), and this is taken to be synonymous with “engineering”. At the timethere were very few departments with technology in their titles in the universities but verymany departments of engineering of one kind or another. Given that schools were repeatedly asked to address the attention of the shortage ofengineers it might have been

Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

John W Blake PE, Austin Peay State University; John Krupczak Jr, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineering.This community of college and university educators has a home in the American Society forEngineering Education (ASEE). Over the past two decades, an interest group was formed withinthe Liberal Education / Engineering and Society (LEES) division, and this interest group grew tothe point of becoming a separate division. This division, originally the Technological LiteracyDivision (TED), recently changed its name to reflect its interest in and promote teaching non-engineers about engineering. Now known as the Technological and Engineering Literacy /Philosophy of Engineering (TELPhE) Division, a primary part of the division’s mission is topromote efforts to teach people who are not engineering students about engineering.Today, the TELPhE Division

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

Workshop should have less speakers Other (please specifiy)Figure 2. Results from the panelist survey based on how the event could be improvedThe results of the attendee survey mirrored the panelists’ responses on the organization andlength of the workshop again noting that it was a well-organized event and the length wasappropriate, though a small percentage felt the event was somewhat long. In addition to thesequestions, the attendees were also asked to reflect on their thoughts regarding workshop content,suggestions for future events, if they would consider attending again and most importantly thebenefit(s) from attendance.The attendees overwhelmingly replied that the topic was of interest to them and that some

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

-related issue. The non-engineers were able to utilize an understanding of thenature of technological systems to convey a fair understanding of the workings of a familiartechnological device which they had not specifically studied.AcknowledgementThis work was supported by the National Science Foundation under award: DUE-0920164. Any Page 23.631.11opinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Augustine, N. (Chair), National Academies Committee on Prospering in the Global Economy of the 21st

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen T Frezza, Gannon University; Richard W. Moodey, Gannon University; David Arthur Nordquest, Gannon University; Krishnakishore Pilla P.E., Gannon University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

of the data (e.g., “What is it?),promotes us from experiencing to attempts to understand; to finding the form, pattern, meaning,or significance of what we have experienced. Inquiry and imagination yield insights, which areexpressed in concepts and definitions to provide a formulation of the understanding we haveattained. Inquiry, insight and formulation embody a norm of intelligence. (Citation?) Becauseunderstandings may be misunderstandings, we cannot stop with them but must go on to ask thecritical question, “is it really so?” The process of answering this question thematizes our desire tomove through critical reflection to judgment. Judging marshals and weighs the evidence to assessthe adequacy of our understanding. The evidence is

Conference Session

TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering