Project Info
Learning and teaching sociotechnical thinking in engineering courses at multiple levels and two universities
Kathryn Johnson | kjohnson@mines.edu and Jon Leydens| jleydens@mines.edu
Historically, core engineering classes have separated social and technical aspects of problem solving and practiced reductionism that has rendered the problem definition process invisible. This NSF-funded project, now in Year 2, examines the efforts in 3 courses at 2 universities to facilitate sociotechnical thinking. In the long term, the research aims to improve engineering education to better prepare students for a wide variety of engineering practice.
Elucidate the interdisciplinary nature of the project
The project uses both qualitative and quantitative methods to study courses offered by three different departments at two universities. Sociotechnical thinking transcends engineering disciplines.
More Information
http://inside.mines.edu/~kjohnson/EandSJ.html
Grand Engineering Challenge: Not applicable
Student Preparation
Qualifications
Passion for learning about sociotechnical integration in engineering
Strong communication skills
Ability to work both independently and with other students and faculty on the team
Self-motivated
Standard office software expertise (such as Word, Excel, Google Forms, etc.)
Time Commitment
20-80 hours/month
Skills/Techniques Gained
Mixed methods (qualitative and quantitative) research understanding and skills
Broader understanding of engineering and its historical context
Insight into how teaching decisions to achieve specific course outcomes are made
Communication (presentations, conference and/or journal paper co-authorship)
Mentoring Plan
I will be working with the four other faculty members to appropriately mentor the student. I will meet with the student for 30-60 min approximately once per week, and other faculty will meet with the student on an as-needed basis. The student will also work with other undergraduate research assistants on the team.