Implementing Social Justice Projects in Thermal System and Mechanical Design Courses

Abstract

Topics and assignments related to social justice were integrated into thermal systems design and mechanical systems design courses with the goal of disrupting the social/technical dualism present in engineering curriculum that often discourages engineering students from learning about and participating in social justice issues and discussions. Using a modular four-step process the social justice assignments have students engage in engineering analysis while at the same time considering the impacts of the engineering technology on different groups of people. The first iteration implementing the modules in a thermal systems design course showed student engagement in the topics, and overall, a positive experience for the both the instructor and the students. The next steps for this project are to incorporate social justice modules into a mechanical systems design course, continued incorporation in a thermal systems design course, and perform qualitative analysis on the course artifacts and student feedback.