New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Liberal Education/Engineering & Society
Engineering practice involves social and technical dimensions. However, the bulk of an engineering education gives students little practice in thinking sociotechnically. Engineering science courses focus largely on the technical, and engineering design courses sometimes integrate the complex interplays between the social and the technical but are burdened by multiple other constraints. Courses for undergraduate engineers in the Humanities and Social Sciences (HSS) often focus largely on the social but marginalize linkages to the technical. This paper addresses the sociotechnical gap in the HSS by identifying six classroom-tested Engineering for Social Justice criteria. We examine how those criteria function to foster enriched learning on the sociotechnical dimensions of engineering practice in two HSS courses. To conclude, we discuss both the benefits and limitations of using those criteria.
Leydens, J. A., & Lucena, J. C. (2016, June), Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25671
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