2021 Virtual Undergraduate Research Symposium
2021 Virtual Undergraduate Research Symposium
Addressing the Sociotechnical Gap in Engineering Education
Addressing the Sociotechnical Gap in Engineering Education
PROJECT NUMBER: 61 | AUTHOR: Natalie Plata, Chemical and Biological Engineering
MENTORS: Jon Leydens, Humanities and Social Sciences; Kathryn Johnson, Electrical Engineering
ABSTRACT
Engineering education has taught most undergraduate engineering students to use their technical skills to solve complex problems. However, students oftentimes do not realize that a problem involves problem-relevant social dimensions related to community, environmental, ethical, economic and other perspectives. Our research focuses on bridging the gap between the technical and non-technical dimensions of problems to better prepare engineering students for real-world problem solving. Data obtained from 4 different sources—student focus groups, open-ended student survey responses, faculty reflections logs, and student interview assignments—were analyzed to better understand and address the sociotechnical gap in engineering education. Preliminary findings have shown that students are able to better grasp the complexity of a problem when presented with anchors, or real-world examples, as these address the various dimensions and nuances of a problem. By shifting the focus to include problem-relevant non-technical dimensions, and the crucial interplays between the technical and social dimensions of complex problems, engineering educators are giving students the sociotechnical tools to break preconceived engineering problem solving habits and foreground the multidimensional components of a problem.
PRESENTATION
AUTHOR BIOGRAPHY
Natalie is finishing her last year as an undergraduate Chemical Engineering student at Colorado School of Mines. Her research includes faculty from the electrical engineering, mechanical engineering, humanities and social science departments. She has learned the importance of using qualitative and quantitative analyses in her data, which has inspired her to continue work in research . After graduation, Natalie is planning on pursuing a graduate degree with a focus on nanotechnology and thorium reactors.
Hi Natalie! This is really interesting and a valuable topic to include in engineering education. Before starting at Mines, I had a perspective of engineering being almost solely technical, but encouraging students to identify and interview the different stakeholders is incredibly important. Especially since we should be designing to help the public, which may include ideas/needs that we do not initially consider. Great work!
Hi Kaleigh! Thank you for your comment! I really do think that it is important to acknowledge the many perspectives of a problem, and I agree that it is a valuable topic to include in engineering education. I’m glad to hear you found my work interesting – thank you once again!
Hello Natalie,
Great job on your presentation! I really liked the topic you were discussing! Like Kaleigh mentioned I didn’t really know that engineering includes non-technical aspects too until I came to Mines. It is great to see that a lot of the findings are implemented in design courses here at Mines.
Hi Mridhula! Thank you so much! I am hoping that this research may address some of those issues, and hopefully, be included in future engineering curriculum. Once again, thank you for your comment!
Hi Mridhula! Thank you so much! I am hoping that this research may address some of those issues, and hopefully, be included in future engineering curriculum. Once again, thank you for your comment!
Hi Natalie!
I liked your presentation, I’m wondering in what ways could the curriculum include social aspects on previously strictly technical problems?
Hi Natalie, I was intrigued with the approach of this project as is it truly unique. I have not seen a project quite like this and am very interested for the next steps. Well done!