Free ticketed event
In this workshop, we will help our colleagues expand sociotechnical thinking opportunities within their classes. We will share findings from our four-year National Science Foundation-sponsored research project and prior work in the literature, including what we wish we had known when we started, what we know now, and what we recommend to facilitate integration. Our findings are drawn from three engineering classes at two public universities at the first-, second-, and third-year levels in both the engineering science core and engineering design. Select examples from these classes will be provided in the workshop to inspire novel course application ideas among workshop participants.
Our target audience is college- and university-level engineering educators. Interested professors will include those who may want to find new ways to promote intrinsic motivation among a more diverse student body, those interested in responding to student requests for more “real world” examples, those who want to help shape the future of engineering, and those looking for more ways to address the sociotechnical elements of ABET review. We encourage participants to bring the syllabus for one or more of their classes so they can use the workshop to develop specific integration plans within these classes.
The workshop structure will involve short faculty presentations alternating with time for attendees to work on their class plans. Participants will be organized in small groups so they can share ideas during these work times, and our five facilitators will circulate around the tables to provide additional support. We will encourage workshop participants to share “eureka!” moments and crowdsource problems or concerns to support all of the classes being considered.
Acknowledgment: This material is based on work supported by the National Science Foundation under Grant No. EEC-1664242. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Kathryn Johnson is an associate professor at the Colorado School of Mines in the Department of Electrical Engineering and is jointly appointed at the National Renewable Energy Laboratory’s (NREL) National Wind Technology Center. She received the B.S. degree in electrical engineering from Clarkson University and M.S. and Ph.D. degrees in electrical engineering from the University of Colorado. She then completed a postdoctoral research assignment at NREL before joining the Colorado School of Mines as the Clare Boothe Luce Assistant Professor. Dr. Johnson conducts research in two socially and environmentally motivated areas: Control of wind energy to support increased viability of this renewable source, and engineering education to support the development of engineering students’ sociotechnical thinking and social justice. These engineering education projects connect to her control systems field as well as to other focus areas in electrical and mechanical engineering via collaborations with colleagues at three universities.
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