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We propose an approach to designing instructional modules that integrate public policy considerations into traditional engineering courses. The proposed modules begin with technical problems that are typically encountered in specific engineering courses. Hence, instructors can incorporate the modules without requiring a major change in either their teaching style or syllabus. The technical components of the modules serve as natural gateways to explore the policy context. Further, the policy context components are compartmentalized so that instructors can choose which components to utilize and how much time to devote to them. In addition, the modules contain notes that serve as a learning experience for instructors unfamiliar with the policy context and facilitate customization by instructors. A detailed description of one such module is provided in this paper as an example. Brief descriptions of several other modules are provided as well as the opportunities for the policy context of a given module to be paired with other technical problems in multiple engineering courses.
Hyman, B. (2022, August), A MODULAR APPROACH TO INCORPORATING PUBLIC POLICY INTO ENGINEERING COURSES Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40606
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