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Field Investigations: An Overlooked Form of Laboratory Experience

机译：实地调查：忽视的实验室经验形式

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The types of learning activities that are accepted as constituting a legitimate laboratory experience have expanded considerably over the past decade or so. Traditionally, laboratory instruction was taken to involve hands-on activities around measuring quantitative, technical data associated with some physical phenomenon or the performance of an engineered artefact. More recently virtual laboratories based on computer simulation and remote labs where physical or virtual equipment is accessed at a distance using the internet have become accepted under the umbrella of "laboratory". The proposed new ABET Criteria 3 (Student Outcomes) has broadened somewhat in respect of experimentation, thereby presenting an opportunity for discussion around laboratory contexts. This paper argues we should adopt a more expansive understanding of what counts as a "laboratory"; one that recognizes the reality that practicing engineers must be adept at creating and conducting investigations that take into account not only technical factors but also the sociocultural, economic and even ethical aspects and impacts of an engineering project. This might include gathering data of many types; technical and non-technical, qualitative and quantitative, captured and analyzed in a variety of media. Interpreting, making sense of, and development of inferences from such diverse data sets is a developmental extension of the skills acquired by a student in a traditional, technical laboratory setting. As such, what might be termed "sociotechnical" laboratory experiences add to, rather than replace, laboratory instruction as we have known it. This paper focuses on one ubiquitous form of engineering experimentation with sociotechnical dimensions, i.e. fieldwork. It uses a case study based on a novel Study Abroad program to illustrate the design and implementation of a socio-technical laboratory, one that emulates an experience of global engineering fieldwork.
机译：在过去十年左右的情况下，被认为是构成合法实验室经验的学习活动的类型已经扩大了很大。传统上，实验室教学是为了涉及测量与某些物理现象相关的定量，技术数据的实践活动或工程艺术品的性能。最近的虚拟实验室基于计算机仿真和远程实验室，其中使用互联网访问物理或虚拟设备的距离已被接受在“实验室”的伞下。拟议的新儿童标准3（学生成果）在实验方面略有扩大，从而在实验室环境中提出了讨论的机会。本文认为，我们应该采取更广泛的理解，作为“实验室”;一个认识到实践工程师必须擅长创造和开展调查的现实，不仅要考虑到技术因素，而且还要考虑到技术因素，而且还具有工程项目的社会文化，经济甚至道德方面和影响。这可能包括收集多种类型的数据;技术和非技术性，定性和定量，捕获和分析在各种媒体中。从这种多样化的数据集中解释，理解和发展和发展推论的推论是由学生在传统技术实验室环境中获得的技能的发展延伸。因此，可能被称为“SocioTechnical”的实验室经验，而不是替换实验室指导，因为我们已知它。本文重点介绍了一种与社会科学尺寸的一种无处不在的工程实验，即实地许。它使用基于新型留学计划的案例研究来说明一个制定社会技术实验室的设计和实施，其中一项模仿全球工程实地的经验。

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