Work in Progress - Case Study of a Technological Literacy and Non-majors Engineering Course

Abstract

Since 1995, engineering faculty at Hope College have taught a course for non-engineering students called: "Science and Technology of Everyday Life". The course examines the science and engineering underlying modern consumer technological devices. Distinguishing features are study of a broad sample of familiar technological devices, construction by students of working devices, and writing assignments on technological topics. For over nine years, the total enrollment of more than 1000 students has averaged 60% women and 26% pre-service teachers. To evaluate student outcomes, the Motivated Strategies for Learning Questionnaire (MSLQ) was applied. Statistically significant increases were found in intrinsic motivation, task value, and self-efficacy. A decrease in test anxiety was also found. The results are consistent across all semesters analyzed. The case study shows that non-engineering students can have increased motivation for learning science and technology, increased perceived value for science and technology, increased self-confidence about learning science and technology.