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首页> 外文会议>IEEE Frontiers in Education Conference >Enhancing the experience of first-year engineering students with an entry-level STS course: Science-technology-society
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Enhancing the experience of first-year engineering students with an entry-level STS course: Science-technology-society

机译：通过入门级的STS课程：科学技术社会，增强一年级工程专业学生的经验

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Engineering and Society, a course designed for first-year engineering (FYE) students and non-majors, was introduced in spring 2011 and most recently (F2014) became part of the required FYE core curricula. In addition to traditional elements of an FYE course such as the study of engineering disciplines and a team-based design project, students explore the various ways non-technical factors influence the development and integration of technology within our society, aligning with many of the learning outcomes specified by ABET General Criterion 3. Student outcomes were measured with a relatively simple pre-test/post-test study that uses a self-constructed on-line survey. Relative to the control group, students who enrolled in the course showed significantly greater gains in self-confidence, most notably with respect to engineering problem solving and design; sense of fit within the engineering profession; and understanding of the broad nature of engineering, including the importance of creativity, ethics, and societal influences to engineering design and decision making. Changes in academic self-confidence and satisfaction with the decision to study engineering were somewhat mixed, yet students in the course expressed a significant increase in their confidence of remaining in an engineering major throughout college, while students in the control group expressed a slight but not significant decline.
机译：“工程与社会”是一门为一年级工程（FYE）学生和非专业学生设计的课程，于2011年春季推出，最近一次（F2014）已成为必修的FYE核心课程的一部分。除了FYE课程的传统元素（例如工程学科研究和基于团队的设计项目）外，学生还探索非技术因素影响社会中技术发展和集成的各种方式，并与许多学习内容保持一致ABET一般准则3规定的结果。学生的结果是通过相对简单的测试前/测试后研究进行的，该研究使用了自行构建的在线调查。相对于对照组，参加该课程的学生显示出更大的自信心，尤其是在解决工程问题和设计方面;工程专业的适应感;了解工程的广泛性质，包括创造力，道德和社会影响力对工程设计和决策的重要性。学业自信心和对学习工程学的决定的满意度的变化有些混杂，但是课程中的学生表示，他们在整个大学继续攻读工程学专业的信心显着提高，而对照组的学生则表达了轻微但没有的信心。大幅下降。

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