Technical Literacy in an Introduction to Engineering Course for Freshman Engineers

Like most colleges of engineering, the J.B. School of Engineering has increased its expectations of students’ computer literacy in recent years. This is highlighted by the decision in 2007 to require incoming freshman to purchase a Tablet PC. Survey data from 2008 indicated that this was the first computer ever owned for 42% of freshmen surveyed. With the Tablet PC requirement, the J.B. Speed School of Engineering also adopted the collaborative learning system (CLS) DyKnow®, which is Tablet PC specific classroom software. More recently the Department of Engineering Fundamentals has begun adopting the use of on-line multimedia textbooks with active content, such as algorithmic homework problem generators with built-in systems for immediate help and grading. Though there are many students with excellent computer skills, the requirement that all students use DyKnow, a Tablet PC, and on-line course content, has made it clear that all engineering students lack the level of technical computer literacy needed to effectively participate in some Engineering Fundamentals courses. The J.B. Speed School of Engineering has also recently created a new required course offering: Introduction to Engineering. This course has many components, including software and Tablet PC use; making this course ideal for addressing the computer literacy shortcomings of the students. The authors have been working for several years developing computer literacy content for the Introduction to Engineering course. This paper discusses the content developed, pedagogical motivations for the content and its delivery, observations and challenges in this delivery for computer literacy for engineering students. There are two competing elements in this problem; improving student computer literacy, and decreasing the faculty effort required to overcome initial hurdles many students face. Due to many factors, a percentage of students arrive with a level of computer literacy that exceeds what can reasonably be expected of all students. Therefore, a base line of computer hardware and software literacy is currently under development, and instructors continually work to move students to that level. This paper provides a taxonomy of the computer literacy components required for engineering students to succeed, and offers justification for these components, as well as identifies challenges. A key observation that has yet to be adequately addressed is the disconnect between students’ perceptions of their computer literacy (often very high) and their actual computer literacy. This disconnect can frustrate both students and instructors, and also disrupt learning. Even with the vast computer literacy improvements over the years, there is still much that needs to be addressed. However, given the short amount of time allotted, students in the course (400+) do generally achieve a sufficient level of technical literacy in a very short time (one week), but there is much room for improvement. Going forward, the authors expect that developing a taxonomy and formalism will lead to improved teacher efficiency and student computer literacy.