Reflections on the Integration of Social Justice Concepts into an Introductory Control Systems Course (Work in Progress)

摘要

Real engineering problems are solved not in a vacuum but in social contexts, so engineering practice demands sociotechnical thinking-learning to define and solve problems not in exclusive technical terms nor just in social terms but in both. Since social dimensions shape and are shaped by technical dimensions, engineers need to understand sociotechnical problem defining and solving processes. Yet students in technical engineering courses often focus exclusively on the technical, and in their Humanities and Social Science courses they often focus exclusively on the social; meetings of the technical and the social may occur in engineering design courses, but often superficially. Hence, a need to provide practice in sociotechnical thinking pervades the entire engineering curriculum. The focus here is on an engineering science (ES) course.