Work

Implementing a Sociotechnical Module on Conflict Minerals in a Large “Introduction to Circuits” Course

Year: 2025

Type: article

Abstract: Engineers are often faced with complex problems that require both technical and social expertise. However, typical engineering curricula teach technical skills in isolation, without introducing social issues. To address this gap, we implemented a sociotechnical module that linked the circuits topic of capacitors with the social issue of conflict minerals in a single class session of a large “Introduction to Circuits” course. Using a midterm student feedback survey and student group interviews, we explored students’ responses to the module, their takeaways, and their general attitudes towards sociotechnical content in technical engineering courses. Overall, students found the module to be valuable and relevant, with many noting that it helped them understand real-world engineering practice. While some expressed concern about adding new material to an already content-heavy course, more than half agreed that this type of content is important and that they would like to see more sociotechnical topics in their engineering courses.

Source: Education Sciences

DOI: 10.3390/educsci15091243

Authors: Karen E. Nortz, Lea K. Marlor, Musabbiha Zaheer, Cynthia J. Finelli, Susan M. Lord

Institutions: University of Michigan, University of San Diego

Language: English

Topic: Engineering Education and Pedagogy

Subfield: Architecture

Field: Engineering

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172