June 15, 2019
June 15, 2019
June 19, 2019
Electrical and Computer
In an entry-level Electrical Circuits course, we designed a series of modules to help engineering students consider the social and ethical implications of electrical engineering. Such implications are particularly evident when we consider the origin of materials that electrical engineers use, the products that they develop, and the lifecycle of those products. Engaging with issues related to social context can seem disconnected from technical course content by both students and faculty because doing so challenges students to engage productively beyond the technical and requires faculty to devote class time to these themes. In this paper, we describe the design and implementation of three modules that integrate technical and social content to enhance student learning: one dealing with conflict minerals in capacitors, a second with design considerations for an innovative solar power source for use in developing nations, and a third with recycling of electronics. Modules included student homework, guest lectures, in-class discussions, and student presentations—students recognized this material as not deviating from the technical content of the class but rather further understanding the implications of this technical content. We also describe student response to these sociotechnical modules and lessons learned by the instructors. For example, one student commented, “I thought it was a really interesting topic that has larger social consequences. It was cool to get away from the stigma of engineers only worrying about math and showing that engineering is able to have effect in other disciplines.” Overall, students felt that these modules enhanced their learning of circuits content and was relevant to their training as engineers.
We prefer a regular session presentation.
Lord, S. M., & Przestrzelski, B., & Reddy, E. (2019, June), Teaching Social Responsibility in a Circuits Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33354
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