ICT Literacy in Engineering


Compiled by Dr. Lesley Farmer, California State University Long Beach



  • Academic Support Services/ePortfolios/Learning-centered ePortfolios/Engineering
  • Academic Support Services/Virtual Environments/Disciplinary Content/Engineering
  • Science and Technology/Agriculture and Bio Engineering
  • Science and Technology/Computer Science/Software Engineering
  • Science and Technology/Engineering
  • Science and Technology/Information Technology/Software Engineering
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services  





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  • Ask students to research moral issues relative to engineering. 
  • Ask students to locate and summarize legislation and regulations that impact engineering (building code, accessibility, intellectual property). Then ask them whether this is the way the law ought to be or whether it should be changed and why. 
  • Ask students to create an infographic to help communicate an engineering issue or action plan.
  •  Ask students to create a timeline of engineering advances. 
  • Ask students to flowchart a design process. 
  • Ask students to take photographs of existing buildings, and suggest ways to make them more sustainable/”green.” 
  • Ask students to locate articles on an engineering topic in two different database aggregators (e.g., IEEE Xplore, ACM Digital Library, Compendex), and compare processes and results. 
  • Ask students to develop and implement an engineering topical search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters. 
  • Ask students to design a design process to reach a decision, and then critique a peer’s process in terms of implications and consequences that follow from their reasoning. 
  • Ask students to analyze how ADA-compliant a building is, and make suggestions for improvements. 
  • Ask students to interview professional engineers to ascertain the use of ICT. 
  • Ask students to compare advertisements for two competing engineering products or services; consider quantitative information and emotional appeals. 
  • Ask students to create a graphic organizer that shows future implications, and supporting evidence, of the 9/11/2001 World Trade Center towers collapses on the design, construction and operation of skyscrapers. 
  • Ask students to find a breaking engineering news story form any source. Have them determine if there are statements or ideas in the story that need to be clarified or questioned. Have them prepare a list of issues raised in the story that them feel are in need of critical analysis. For each issue, have them formulate a question they feel should be answered. Have them use online resources to answer their questions.   Have them provide a list of the resources and information that lead to their conclusions. Have them rate the reliability of each resource they use. Have them provide a list of unreliable information sources and explain why they found them to be unreliable. Have them present their research as a digital document.