Mina, M. (2022, August), Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41402

\bibitem{asee_peer_41402}
  Mina, M. (2022, August), \emph{Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41402

Mani Mina.  "Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41402 Internet.  15 Dec, 2024

\bibitem{asee_peer_41402}
  Mani Mina.
  "Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41402 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41402
author = "Mani Mina"
title = "Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41402}
number = {10.18260/1-2--41402}
}

TY  - CPAPER
AB  - Background: This paper reviews a pedagogical journey teaching Technological Literacy classes for over ten years in Colleges of Engineering and of Design. Technological literacy programs face challenges in our institutions. Engineering and design departmental discussions of the skill reveal these challenges. 

Purpose: This pedagogical review shows that response and reception to model courses affirm the necessity of curriculum innovations that establish and perpetuate Technological Literacy as a core university discipline. This essential step fortifies the proficiency of future engineers and industrial designers; breaks down disciplinary silos; and engages a multi-literacy community.

Method: This paper examines the inception, implementation, and reception of an in-progress novel course at a university navigating the future of technological literacy. Created for a College of Design at the graduate level and open to all students at all levels from all disciplines, the class is titled “Design, Technology, Society, Philosophy, Equity: How things work.”

Results: This course generated significant student responses and institutional feedback in early analysis. Further quantitative analysis after its conclusion is forthcoming.

Conclusions: The trend of siloing training and academic disciplines seems to be waning. Colleges of Engineering and Design seek to establish cross-functional educational opportunities for their students. Industry and discipline authorities at the conference and national level need to explore integration, mutualism, and reciprocity in an increasingly diverse socio-technical environment.    

AU  - Mani Mina
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Does Engineering need Technological Literacy? Does Technological Literacy Need Engineering?
UR  - https://peer.asee.org/41402
DO  - 10.18260/1-2--41402
ER  -