Gear switching: From “technical vs. social” to “sociotechnical” in an introductory control systems course
Gear switching: From “technical vs. social” to “sociotechnical” in an introductory control systems course
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齿轮切换：控制系统入门课程中从“技术与社会”到“社会技术”
DOI：
10.1109/acc.2016.7526716
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Sepedeh Kianbakht
中科院分区：
文献类型：
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作者：
Kathryn E. Johnson;J. Leydens;B. Moskal;Sepedeh Kianbakht
实践工程师经常通过他们的设计影响人们和社区，但工程教育中的社会和技术因素的整合往往缺乏或不存在。本文介绍了社会公正的初步整合到一个介绍性的反馈控制类在公立四年制大学。我们开始的阶级和社会正义整合的目的和范围的描述。接下来，我们报告我们的评估结果，重点是通过作业，焦点小组和学生个人访谈获得的数据。焦点小组和个人访谈数据表明，学生在他们的技术研究中的社会和技术因素之间的“开关齿轮”，因为这两个概念往往被视为独立的，无关的实体。这种齿轮切换可以使社会和技术元素的整合更加困难，但也提供了更深入的学习和更好的准备工程专业的机会。
Practicing engineers regularly impact people and communities through their designs, yet the integration of social and technical factors in engineering education is often lacking or absent. This paper describes the initial integration of social justice into an introductory feedback control class at a public four-year university. We begin with a description of the class and the purpose and scope of social justice integration. Next, we report on our assessment results, focusing on data acquired through assignments, focus groups, and individual interviews with students. Focus group and individual interview data indicate that students “switch gears” between social and technical factors in their technical studies because these two concepts are often treated as separate, unrelated entities. This gear switching can make the integration of social and technical elements more difficult, but also offers opportunities for deeper learning and better preparation for the engineering profession.