Survey of approaches for including the impact of technology on society in canadian engineering undergraduate curricula

• Autores: Shannon M. Lloyd, Ketra A. Schmitt
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. 4, 2014, págs. 977-991
• Idioma: inglés
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• Resumen

  • Increasingly, engineering educators are called on to include the technology-society interface in undergraduate engineeringeducation, but little consensus exists on precisely how to present or treat technology and society in the classroom. However, it isgenerally recognized that the topic should be taught from a multidisciplinary or interdisciplinary perspective and integrated into theengineering curriculum. Within Canada, engineering programs are required to complement technical content with severalcomplementary studies topics, including impact of technology on society. Canadian engineering programs have generally required asingle, stand-alone course on each complementary study topic. Recent changes to the accreditation requirements seem to indicatean increased emphasis on the technology-society interface as well as the need to integrate the topic across the curriculum. Wecharacterize current approaches for fulfilling the impact of technology on society requirement and discuss the disciplinaryperspectives used by Canadian universities. Our findings indicate that many are still meeting the requirement solely with a stand-alone course. However, several have made progress toward more fully integrating impact of technology on society into thecurriculum.