A Framework For Developing Courses On Engineering And Technology For Non Engineers

Krupczak, John; Simpson, Timothy W.; Bertsch, Vince; Disney, Kate; Garmire, E.; Oakley, Barbara; Rose, Mary Annette

doi:10.18260/1-2--3508

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…The concept of technological literacy has received significant attention in recent years (3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16). Much of this attention has been focused on efforts to develop greater technological literacy in the general population.…”

Section: Capabilitiesmentioning

confidence: 99%

Technological Literacy, Eac Abet, And Tac Abet Accreditation Criteria

Blake

2010 Annual Conference &Amp; Exposition Proceedings

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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.

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Section: Capabilitiesmentioning

confidence: 99%

Technological Literacy, Eac Abet, And Tac Abet Accreditation Criteria

Blake

2010 Annual Conference &Amp; Exposition Proceedings

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“…A proposed framework for course organization was developed by a team at the 2007 NSF/NAE Workshop on Technological Literary of Undergraduates [9]. The framework is currently embodied in the form of a 2D matrix that maps content areas -called cross-cutting concepts -to different technology topic areas, as shown in Figure 5.…”

Section: Description Of the Effective Course Development Frameworkmentioning

confidence: 99%

“…Using this 2D matrix representation, the four generic types of technology literacy courses can be defined [9]. These are shown in Figure 6.…”

Section: Survey Coursesmentioning

confidence: 99%

Effective: Exploring A Framework For Evaluating Courses On Technology In Various Environments

Krupczak

Simpson

Bertsch

et al.

2009 Annual Conference &Amp; Exposition Proceedings

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Requiring a Course in Infrastructure for All Graduates

Klosky¹,

Katalenich²,

Hart³

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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and the United States. He is currently assigned as the ERDC Engineering Fellow and Director of Infrastructure Studies in the Center for Innovation and Engineering at West Point. He has also served as an Associate Professor in the Department of Civil and Mechanical Engineering at West Point, where he taught innovative courses on infrastructure engineering and critical infrastructure protection. He has authored numerous articles and a book chapter on these subjects and has spoken on them extensively. He is the developer and lead proponent of the Critical Infrastructure Symposium, now in its third year, and was awarded the Outstanding Volunteer Service Award by the Infrastructure Security Partnership in 2011. His other teaching experience includes Design of Steel Structures, Design of Concrete Structures, Advanced Structural Analysis, Soil Mechanics, and the Civil Engineering capstone course. His active areas of research include infrastructure protection and resiliency and engineering education. He is active in the Infrastructure Security Partnership and the American Society of Civil Engineers, including services on the Committee on Critical Infrastructure, as well as the American Society of Engineering Education. Hart and his wife Christina reside at West Point, have been married for 22 years, and have eight wonderful children.

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A Framework For Developing Courses On Engineering And Technology For Non Engineers

Cited by 3 publications

References 5 publications

Technological Literacy, Eac Abet, And Tac Abet Accreditation Criteria

Technological Literacy, Eac Abet, And Tac Abet Accreditation Criteria

Effective: Exploring A Framework For Evaluating Courses On Technology In Various Environments

Requiring a Course in Infrastructure for All Graduates

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