Blake, J. W. (2012, June), Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22023

\bibitem{asee_peer_22023}
  Blake, J. W. (2012, June), \emph{Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22023

John W. Blake P.E..  "Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22023 Internet.  12 Dec, 2024

\bibitem{asee_peer_22023}
  John W. Blake P.E..
  "Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22023 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_22023
author = "John W. Blake P.E."
title = "Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22023}
number = {10.18260/1-2--22023}
}

TY  - CPAPER
AB  -     Technological Literacy as an Element in the Structure, Assessment, and   Evaluation of Engineering and Engineering Technology Degree ProgramsThe goal of teaching technological literacy is to foster greater technological literacy in society.Efforts in this area have been focused largely on developing technological literacy in studentswho are not majoring in engineering or engineering technology.Our majors need to be technologically literate as well. While meeting the specific educationalgoals of the major area, the program curriculum in engineering and engineering technologydegree programs also needs to help students develop general technological literacy. Theseconcepts and dimensions should be considered and included in the design of individual coursesand the curriculum.Concepts of technological literacy are implicit in ABET accreditation criteria for programs inengineering and engineering technology. Each course is expected to contribute to meetingaccreditation criteria, and most, if not all, courses are expected to contribute in different areas,including areas that are linked to technological literacy. Criteria for both types of program canbe matched to dimensions of technological literacy, and these dimensions can be a usefulframework for assessment and evaluation. These dimensions should be considered whenrevising courses and the curriculum to address issues raised in this process.This paper will explore the use of the concept and dimensions of technological literacy as a guidefor revising and improving individual courses and the curriculum as a whole. This will includediscussion of efforts to apply this framework to existing courses ranging from first year to senioryear courses in a four year degree program in engineering technology and to identifying placeswhere elements of technological literacy could be added to enhance instruction. This work onspecific courses will then be linked to the curriculum as a whole. Finally, assessment of theprogress made by students in developing technological literacy will be discussed.
AU  - John W. Blake P.E.
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs
UR  - https://peer.asee.org/22023
DO  - 10.18260/1-2--22023
ER  -