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.

Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs

“…In efforts to meet EAC and TAC ABET criteria, it should be useful to formally consider technological literacy in the process of development, evaluation, and assessment of the curriculum, and to include the holistic development of technological literacy as an element of the student's education. 23 Technological Literacy and Major Courses Often, non-majors are likely to encounter technological literacy directly in one course (if at all). Majors in engineering and engineering technology can be intentionally exposed to aspects of technological literacy in many courses.…”

“…22 Many dimensions of technological literacy can be linked to topics listed in both EAC ABET and TAC ABET criteria. 16,23 Thinking from the perspective of teaching technological literacy can be helpful in efforts to satisfy -and to document that programs satisfy -these criteria. Concepts of technological literacy are often included in first year 24,25 and design 26 courses and could be given greater emphasis.…”

Using Stories of Technology to Teach Technological and Engineering Literacy in Courses for Majors

“…While much of this effort at colleges and universities has been focused on non-majors, people graduating from engineering and engineering technology degree programs cannot just be assumed to have this literacy. TEL needs to be incorporated in the engineering curriculum as well [10][11][12][13][14].…”

A Look at ABET Accreditation – Understanding the Basics

“…While the focus in recent years has been on having a continuous improvement process that closes the loop and provides improvements that ensure a high quality education [6,7], there are many other issues that programs must address to ensure a smooth accreditation visit. Such issues range from ensuring that policies and guidelines, which meet ABET criteria, are in place to proper record keeping that provides the required evidence [8,9]. Understanding accreditation policies, procedures, and requirements greatly improves a program's ability to manage processes in preparation for assembling the self-study report.…”