Document Type
Article
Publication Date
2021
Journal Title
International Journal of Engineering Education
Volume Number
37
Issue Number
5
First Page
1244
Last Page
1260
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Disciplines
Engineering
Abstract
This paper describes the development and refinement of sociotechnical content within an introductory Materials Science and Engineering (MSE) course by incorporating principles of sustainability (i.e., social and environmental context), interdisciplinary collaboration, and best pedagogical practices. The study draws on student data from focus groups, interviews, final exam responses, and researcher and instructor reflections on the practical realities of teaching sociotechnical modules.
Our results show that students demonstrated greater awareness of social and environmental issues. However, they also expressed a need to engage beyond surface-level awareness to better understand the direct impact of engineering decisions on people and the environment. While many students were interested in integrating social and environmental considerations into their engineering work, they perceived a lack of power or agency to do so as newly hired engineers, believing that their employers prioritize economic concerns over broader ethical considerations.
Students also struggled to see the value of sociotechnical content within an engineering culture that prioritizes technical expertise above all else. To effectively convey the importance of this content, instructors must employ best pedagogical practices, including meaningful assessment and reinforcement, while also working to reframe engineering culture to embrace ambiguity. Additionally, acknowledging students’ concerns about their perceived lack of agency and helping them develop strategies for navigating their careers can improve engagement.
Lastly, we present a preliminary framework for developing and implementing sociotechnical modules in undergraduate engineering courses for those interested in integrating these perspectives into their teaching.
Digital USD Citation
Gelles, Laura A. and Lord, Susan M., "Pedagogical Considerations and Challenges for Sociotechnical Integration within a Materials Science Class" (2021). School of Engineering: Faculty Scholarship. 44.
https://digital.sandiego.edu/engineering_facpub/44
Notes
Original can be found here: https://www.ijee.ie/contents/c370521.html