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Technological Literacy, EAC ABET, and TAC ABET Accreditation Criteria

Abstract A person who has achieved technological literacy has an understanding of technology. It is tempting to assume that people with degrees in engineering and engineering technology are either technologically literate by nature or become literate by osmosis through study and practice. However, the breadth of knowledge and understanding necessary for technological literacy is such that, for our students, this needs to be addressed directly in the program of study. Technological literacy goes well beyond developing specific abilities in the use, analysis, design, and application of specific elements of technology to issues of the relationship between technology and society, such as recognizing the importance of technology in our lives and our collective ability to direct or restrict technological change, and recognition of the importance of economic, social, legal, and public policy considerations.

The need for engineering and engineering technology degree programs to address issues of technological literacy directly in the curriculum is inherent in the EAC of ABET and TAC of ABET program accreditation criteria. While the lists of program outcomes (criterion 3) are different for engineering (EAC) and engineering technology (TAC), both lists include topics that directly relate to developing technological literacy in students. Issues such as design within constraints, social and ethical issues, and globalization are included on both lists and relate to technological literacy.

This paper will examine both the TAC of ABET and EAC of ABET lists and will highlight areas related directly to technological literacy. The paper will explore the concept of technological literacy as a framework for addressing these topics throughout the curriculum and in a specific school’s or department’s lists of program learning outcomes. This framework has the potential to be very useful as faculty members work to relate material in different courses to meeting common curricular goals. Also, recognition by faculty members that they are already teaching elements of technological literacy to their majors may also encourage them to attempt to teach these concepts to non-majors as well, either through revamping existing major courses for majors and non-majors or by creating new courses for non-majors by drawing on elements of existing courses for majors.

Introduction Degree programs in engineering and in engineering technology are expected to prepare graduates to play leading roles in the development and management of technology. Graduates should have the foundation of knowledge necessary both for initial employment in their specific field and for them to continue to learn throughout their careers. With experience, graduates should grow professionally from the level of a junior team member to that of a leader with responsibility for the broad scope of a technological project. Their job duties should progress from dealing with

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Blake, J. (2010, June), Technological Literacy, Eac Abet, And Tac Abet Accreditation Criteria Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16617