Technology Literacy for Non-technical Majors

工程-工程技术（58）本A&amp；I项目旨在为北卡罗莱纳州立大学人文与社会科学学院（CHASS）、教育学院和管理学院的非技术本科专业学生创建一个技术素养讲座课程和一个动手实验。课程结构基于1995年由密歇根州霍普学院John Krupczak教授开发并提供的成功教育项目的关键要素。Krupczak的课程材料包括：(1)现代技术讲座；（二）设备实验室；(3)撰写关于技术设备对美国社会的社会、经济和文化影响的作业。该项目是将Krupczak的霍普学院模型应用于PI创建的早期实验室。这个实验室是为一年级的工程专业学生准备的，他们以两到三个人为小组工作。他们阅读设备或系统的技术描述，然后扮演以下角色：(1)系统的用户；(2)汇编程序（对系统进行剖析和研究）；(3) ANALYST（分析和解决与系统运行有关的特定问题）；(4)教师（告诉别人他们的系统，它的目的，它的运作原则，并提出一个代表系统功能的说明性问题）具体来说，霍普学院的组成部分包括14个讲座和一个为期6周的实验室，包括6个动手角色（阅读、使用、分析、计算、设计和展示/教学/解释），以及两篇关于特定系统对社会影响的论文。评估包括前/后学生态度调查，标准的ncsu学生课程评估，以及由工程学院员工开发的新课程评估。学生的成绩是用南拜尔对技术素养的定义来衡量的。

Engineering - Engineering Technology (58)This A&I project seeks to create a technology literacy lecture course and a hands-on laboratoryfor non-technical undergraduate majors in the College of Humanities and Social Sciences (CHASS), the College of Education, and the College of Management at North Carolina State University (NCSU). The course structure is based on key elements from a successful education venture developed and offered since 1995 at Hope College, Michigan, by Professor John Krupczak. Krupczak's course materials including: (1) lectures on modern technology; (2) a device laboratory; and (3) writing assignments on the impact that a technological device has on the social, the economic, and the cultural of the United States society. The project is to adapt Krupczak's Hope College model to an earlier laboratory created by the PI. The laboratory is for first year engineering students who work in teams of two or three. They READ a technical description of a device or system and then play the role of: (1) the USER of the system; (2) the ASSEMBLER (dissect the system and study it); (3) the ANALYST ( analyze and solve particular problems dealing with the system operation); and (4) TEACHER ( tell others about their system, its purpose, its principles of operation, and present an illustrative problem representative of the system's functions) Specifically, the Hope College component consist of the format of fourteen lectures and a six week laboratory consisting of six hands-on roles (read, use, dissect, calculate, design, and present/teach/explain), and two papers on the impact of the particular system on society. Evaluations include pre/post student attitude surveys, a standard NCSUstudent course evaluation, and a new course assessment developed by the College of Engineeringstaff. Student outcomes are measured using the Nan Byar's definition of technologyliteracy.