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Science Fiction in Engineering Instruction: To Boldly Go Where No Educator Has Gone Before

A.E. Segall

Washington State University Vancouver Associate Professor of Mechanical and Manufacturing Engineering

Abstract

Long used for enhancing science and physics education, science fiction has not been effectively integrated with engineering education. Unfortunately, this represents a loss of a valuable resource and opportunity for enhancing engineering education, as well as attracting new students to the profession. With these basic goals in mind, a new class has been developed that uses science as conveyed in science fiction films and literature to illustrate and teach basic engineering concepts. Central to the course delivery is “poking fun” at the disobedience of the laws of physics and engineering in “sci fi” and teaching the correct behaviors. In this fashion, students can develop lasting mental pictures of the way things function and the complexities of design. This course also discusses the interactions and implications of technology and society, as well as the ethical considerations of engineering given human nature and the limited natural resources of the earth.

I. Introduction

The application of science fiction in education is not a new concept. In fact, science and physics education has long recognized “sci fi’s” intrinsic value for teaching basic principles 1-3 at the undergraduate level. Since physics is certainly the foundation for engineering, the obvious question becomes: why not use science fiction to enhance and illustrate engineering as well? The answer is that “sci fi” can and should be used to convey a wide range of concepts from basic mechanics all the way up to advanced design and analysis concepts. For a number of reasons, the importance of this potential enhancement cannot be overstated. First, “sci fi’s” creation of lasting mental images to the underlying theory will help students through the seemingly abstract core physics and mechanics classes. Arguably, a potent combination of theory and visual imagery may provide a critical nudge to help students to “get it 4.” Another advantage is that a visual and fun connection between concept and application may also help avoid a “disconnect” between a student’s original (and sometimes erroneous) idea of engineering and the freshman and sophomore curriculum that plunges into math, physics and chemistry without a clear linkage to engineering and design.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Segall, A. (2002, June), Science Fiction In Engineering Instruction: To Boldly Go Where No Educator Has Gone Before Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10907