Panel - the technological literacy of undergraduates: Developing standard models

Abstract

This panel will report the results of a workshop and symposium on the technological literacy of undergraduates convened at the National Academy of Engineering (NAE) on March 26-27, 2007. The NAE advocates that all Americans become more knowledgeable about technology. Here technological literacy is defined as the broad understanding of all types of technological devices and process not just computers. The opportunity to utilize undergraduate education to further technological literacy of all students must not be neglected. Educators in Computer Science, Engineering and Technology have a responsibility to educate all students not just those intending technical careers. Despite the need for all Americans to become technologically literate, technical literacy is not likely to gain wide acceptance until the scholarly community develops standard courses that are supported by textbooks and other course materials. This National Science Foundation (NSF) sponsored workshop sought to identify and define several models of technological literacy courses. In this FIE panel, short presentations about these models will be made by participants in the NAE/NSF symposium. This will be followed by a discussion with the audience. A goal of the discussion will be to seek the input from FIE participants on the technological literacy course models.

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

“…The curricula for undergraduate university courses that introduce non-engineering majors to the basics of engineering and technology have received significant attention among engineering educators [4] and typically include instructional modules on elementary electrical circuit analysis. However, the instructional design of learning materials for effective teaching of electrical circuit analysis to non-majors is largely an open research problem.…”

“…In contrast, circuit analysis learning materials rely extensively on schematic diagrams and mathematical equations characterizing electrical quantities for representing circuit analysis concepts and problem scenarios [5]- [7]. For instance, both introductory engineering texts [8]- [10], which are employed in some technological literacy courses [4], and common elementary circuit analysis instruction materials [11], [12] consist of text explanations, mathematical equations embedded in the text explanations, and schematic circuit diagrams. Since majors from nontechnical undergraduate programs are often unaccustomed to learning materials containing equations and diagrams, the instructional design relating to equations and diagrams for these learners has potentially profound effects on their learning of electrical circuit analysis.…”

Work in progress - the role of engineering colleges in providing technological literacy

“…Consequently, the industrialized and technologically advanced nations are going to be more involved with hi-tech, high-level design, as well as automated productions that require efficient use of technology, communication, management, and automation. In order for the United States to stay in sync with this fastpaced development and keep its technological edge, the general public has to gain technological literacy compatible with the future needs of this nation [3], [4].…”

Encouraging Students to See the Role of Service Courses in Their Major

“…16 Teaching technology literacy courses seem the logical way in which engineering departments can provide a service to the liberal arts. [16][17][18][19][20][21][22][23][24] Engineering 5, Science of High Technology is a course at San Jose State University that focuses on everyday technologies to teach scientific principles. 16 This is a course targeted at students in their first or second semester.…”

“…Identifying appropriate topics and models for use in such courses is also of interest. 23,24 Another solution for technological literacy at the university level is to provide physical science alternatives for non-engineering majors that introduce students to technology and the underlying scientific concepts. 25 As an example, Van Treuren and Gravagne at Baylor University saw the need for energy education for all majors and developed a course entitled "Energy and Society."…”