Implementing a Sociotechnical Module on Conflict Minerals in a Large “Introduction to Circuits” Course

Bibliographic Data

ID22048340
AuthorsKaren E Nortz (0009-0007-2088-0411, Michigan Department of Education), Lea K Marlor (0000-0001-7780-7599, Michigan Department of Education), Musabbiha Zaheer (University of Michigan), Cynthia J Finelli (0000-0001-9148-1492, University of Michigan, corresponding author), Susan M Lord (0000-0002-2675-5626, University of San Diego)
Year2025
Volume15
Issue9
Pages1243
Publication date2025-09-18
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15091243
OpenAlexW4414344092
LanguageEN
References cited31

Engineers are often faced with complex problems that require both technical and social expertise. However, typical engineering curricula teach technical skills in isolation, without introducing social issues. To address this gap, we implemented a sociotechnical module that linked the circuits topic of capacitors with the social issue of conflict minerals in a single class session of a large “Introduction to Circuits” course. Using a midterm student feedback survey and student group interviews, we explored students’ responses to the module, their takeaways, and their general attitudes towards sociotechnical content in technical engineering courses. Overall, students found the module to be valuable and relevant, with many noting that it helped them understand real-world engineering practice. While some expressed concern about adding new material to an already content-heavy course, more than half agreed that this type of content is important and that they would like to see more sociotechnical topics in their engineering courses

Curriculum · Engineering education · Sociotechnical system · Technical writing · Engineering Education and Curriculum Development · Engineering Education and Pedagogy · Experimental Learning in Engineering

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Open DOIOpen Access