Teaching Social Responsibility in a Circuits Course

Lord, Susan M.; Przestrzelski, Breanne; Reddy, Elizabeth

doi:10.18260/1-2--33354

Cited by 20 publications

(26 citation statements)

References 15 publications

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“…By contrast, students who focused primarily on their present selves as engineering students often did not recognize the benefits or the challenges of social justice in engineering applications. During a focus group, Mark (14FG‐B2) indicated, “Unless [social justice] is worked in well, it would feel out of place, and might end up throwing me off.” Students within this same focus group, however, indicated an openness to social justice if it made the course content more applicable to real‐world engineering problems, a finding echoed in other research involving a circuits course (Lord et al, 2019). These contrasting conceptions of engineers are represented in Figure 7.…”

Section: Resultsmentioning

confidence: 57%

“…Engineering students bring to the university their own understanding of social justice concepts. Raising questions concerning social justice places many engineering faculty out of their expertise and comfort zones; we account for that here by including social science faculty to assist in social justice integration, a practice used in many research contexts (Lord et al, 2019; Reddy et al, 2018; Riley, 2008). In such an environment, we anticipate that students will develop a deeper conceptual understanding of social justice that may become a part of their engineering identity.…”

Section: Background and Motivationmentioning

confidence: 99%

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Engineering student perceptions of social justice in a feedback control systems course

Leydens

Johnson

Moskal

2021

J of Engineering Edu

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Background Although engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem‐solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social justice dimensions of engineering. Purpose This study sought to understand student perceptions of social justice in the context of control systems courses. Design/Method This study used a qualitative, case study methodology. Inductive analysis was used to analyze focus groups and interviews conducted over 3 years. Findings Through inductive analysis, we identified three primary interrelated domains: (1) varied descriptions of social justice emerged, (2) diverse perceptions surfaced on how the social and technical dimensions of engineering problems interrelate, and (3) students' conceptions of engineers yielded insight into their perspectives on social justice. Conclusions That students did not vary substantively in perceptions of social justice across course sections suggests that prior knowledge of social justice shaped student perceptions. The findings also indicate that what students value shapes what they are learning and that student perceptions were informed by students' understanding of ethics and of engineering ideologies. These findings imply a need for distributed curricular integration of social justice concepts and for presenting social justice in the context of engineering problem‐solving. Such presentation could reinforce sociotechnical considerations inherent in engineering practice, clearly rendering visible inherent social justice considerations in engineering problems.

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Section: Resultsmentioning

confidence: 57%

Section: Background and Motivationmentioning

confidence: 99%

Engineering student perceptions of social justice in a feedback control systems course

Leydens

Johnson

Moskal

2021

J of Engineering Edu

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“…We have published an overview of some of these efforts [1,2]. We have also published details about modules in existing courses including Statics [3,4], Heat Transfer [5] and Robotics [6] in Mechanical Engineering, Circuits [7,8] in Electrical Engineering, Operations Research [9] in Industrial & Systems Engineering, and Introduction to Materials Science [10,11,12]. In addition, we have described courses on User-Centered Design (UCD), Engineering and Social Justice [13], and an elective on Engineering Peace [14,15,16,17].…”

Section: Summary Of Curriculum Developmentmentioning

confidence: 99%

“…ENGR 311 -Engineering Materials Science ENGR 311 is a third-year introduction to materials course taken by engineering students throughout our school. Several new modules have been developed for and used in one section of this class in Fall 2017 [5,6], 2018 [7], and 2019. Note that our 2018 ASEE paper was awarded best paper in the Materials Division.…”

Section: Summary Of Curriculum Developmentmentioning

confidence: 99%

Developing Changemaking Engineers – Year Five

Lord¹,

Olson²,

Roberts³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National Effective Teaching Institute (NETI). Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing "Developing Changemaking Engineers", an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.

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“…This requires an enhanced curriculum with a focus on student teamwork, a greater consideration of social and economic factors, improved communication with diverse constituents, and reflection on an ethical understanding of their decisions and solutions. One way of curriculum enhancement is to identify appropriate courses where inclusion of social contents are natural and meaningful (e.g., [2], [3]). Robotics, being multidisciplinary in nature and becoming compellingly ubiquitous in society, is a prime case in point for such an integration.…”

Section: Introductionmentioning

confidence: 99%