Heywood, J. (2014, June), Designing a Stage of "Romance" for Programs in Technological Literacy  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20266

\bibitem{asee_peer_20266}
  Heywood, J. (2014, June), \emph{Designing a Stage of "Romance" for Programs in Technological Literacy}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20266

John Heywood.  "Designing a Stage of "Romance" for Programs in Technological Literacy".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20266 Internet.  27 Mar, 2025

\bibitem{asee_peer_20266}
  John Heywood.
  "Designing a Stage of "Romance" for Programs in Technological Literacy".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20266 Internet.  27 Mar, 2025

@INPROCEEDINGS{asee_peer_20266
author = "John Heywood"
title = "Designing a Stage of "Romance" for Programs in Technological Literacy"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20266}
number = {10.18260/1-2--20266}
}

TY  - CPAPER
AB  - This paper continues a discussion on the design of curriculum for courses in engineering and technologicalliteracy that are integral components of programs in general/liberal education. As one possible approachWhitehead’s model of rhythm in learning and motivation was presented. The model that was presented forundergraduate education was based on experimental work in the teaching of engineering and technology thathad been completed in the post-primary system of education in Ireland. While the content and methodapplicable to each of the three stages of the Whitehead cycle was illustrated there was no in-depth discussion ofthe components of each of these stages. The paper was presented as a contribution to a developing philosophyrather than an idea that was in the prevailing plausibility structure. This paper considers the principles thatshould underline the design of the “romance” stage of Whitehead’s model. The stage of “romance” like thestage of “generalization” are necessarily transdisciplinary. Five goals are outlined for the stage of “romance.”Their attainment has implications for the organization of the courses, its content, and the approaches to learningadopted. As conceived here the stage of romance for a program in engineering and technological literacy is ashort all embracing intensive program of activities that enable a student to discover the properties of engineeringand technological literacy that are derived from key concepts representative of the different knowledgedimensions that comprise these literacies.. A distinction is made between “bridging” and “over-arching –concepts in curriculum design. Historical examples of attempts to achieve some of these goals are presented forthe purpose of stimulating further discussion.
AU  - John Heywood
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Designing a Stage of "Romance" for Programs in Technological Literacy
UR  - https://peer.asee.org/20266
DO  - 10.18260/1-2--20266
ER  -