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San José State University General Engineering ENGR195B Global and Social Issues in Engineering Practice, All Sections, Spring 2015 Instructor: XXX Office Location: XXX Telephone: (XX) (XXX.XXXX) Email:
[email protected] Office Hours: TBa Class Days/Time: Friday start: 1:00pm Classroom: XXX (We will need many classrooms for this.) Prerequisites: ENGR 195A with a C or better. Co-requisite: enrollment in major capstone course or equivalent. Faculty Web Page and MYSJSU Messaging Copies of the course materials such as the syllabus, major assignment handouts may be found on the Canvas learning management system site: (https://sjsu.instructure.com) ENGR 195A. This is a team taught course email is the preferred method of communication. David Parent:
[email protected] Patricia Backer:
[email protected] Kathryn Davis,
[email protected] Stacy Gleixner,
[email protected] Catalog Description Interdisciplinary seminar treating social and global impacts of technology and engineering. This integrated GE experience requires students to apply these concepts in their senior project classes. Students must enroll concurrently in their department senior project course Part B. Course Description Engr 195B is the second course in a two-course sequence to support the integration of General Education (GE) Area S (SELF, SOCIETY, & EQUALITY IN THE U.S.) and Area V (CULTURE, CIVILIZATION, & GLOBAL UNDERSTANDING) into the engineering major. Advanced GE at SJSU is designed to help students become integrated thinkers who can see connections between and among a variety of concepts and ideas. In the College of Engineering at SJSU, we believe that it is critical that engineering students integrate the GE student learning outcomes into their engineering studies. In these two courses (Engr 195A and Engr 195B), you will be challenged to understand the relationship of engineering to the broader community both in the U.S. and worldwide. In addition to the assignments in this course, the engineering faculty have created linked activities in your senior project courses that allow you to apply these concepts to your engineering disciplines. This class will take a case study approach in order that you might appreciate the social, ethical and cultural perspectives. Over the course of the year, you will have case studies that specifically address each student learning objective (SLO) in Areas S and V. Thes GE SLOs will be the focus of the second semester course. Engr 195B Greensheet, page 1 Course Goals and Student Learning Objectives Student Learning Objectives for Area V of SJSU Studies (Advanced GE) V-LO1: compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S. ENGR 195B Essay 3: Write an essay that compares the ideas, values, technological developments, and/or attitudes of people from at least two different countries outside the US. Your essay must focus on renewable energy and one of your countries in your essay must be from your article (see details on individual assignment) (1000 words). EE 198B & MatE 198B Refection paper 1: Assume that your project is about to turn into a successful company. Using the studies provided in ENGR195A/B as a background, write about how to take into account at least two aspects (for example ideas, values, images, cultural artifacts, economic structures, or technological developments) while evaluating your decision to manufacture your product in two other countries. (500-750 words) V-LO2: identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture ENGR 195B Essay 1: Choose one of the following technological developments that were discussed in the web tutorial: the mechanical clock, gunpowder, the Great or Jersey wheel, printing, or the compass. Write an essay that addresses the following topics. When you respond to these topics, you should be specific and cite specific details either from the web tutorial or your own research. You should cite specific events and/or cultures as you answer these questions. (minimum length 500 words). o Discuss the history of the technology from its early beginnings to the Renaissance. Please discuss at least three different events in the history of the mechanical clock. o Describe one force (e.g., historical, cultural, social, economic, political) that affected the development of the technology? o How did the development and use of the technology affect Europe in the Middle Ages? o Overall, how did the technology affect the United States? EE 198B Essay 1. Consider a technology invented outside of the U.S. in your discipline. (a) Describe the cultural and social factors that led to this technology’s “invention.” (b) Describe how this invention has evolved and influenced the culture of the U.S. (250-500 words) V-LO3: explain how a culture outside the U.S. has changed in response to internal and external pressures. ENGR 195B Essay 2: Imagine you are part as part of a group of Engineers to Guatemala at the request of Habitat for Humanity. You have been hired to come up with a plan that will alleviate or at least mitigate the effects of Hurricane Stan on the Mayan communities in the Highlands. When thinking about your plan, you must consider all angles of the problem (for example, language barriers, culture, disease, landforms, seasonal weather, transportation, building materials, distrust and fear, etc.) (1000 words) EE 198B Case Study 1: Using the social and cultural processes introduced in ENGR195A&B, how have Non-US farmers have responded to the pressure of US Engr 195B Greensheet, page 2 farmers enhanced ability to grow food due to advances in Electrical Engineering Technology (GPS) are described. (250-500 words) EE 198B Final Report: Assume your project has turned into a successful company in the US, describe how your product will put pressure on a culture outside the US. (You have to choose a specific country.) Use the social and cultural processes introduced in ENGR195A&B to guide your answer. (500-750 words) MatE 198B Case Study 1: Explain how an African community has changed in response to internal and external pressures for the mining of metals needed to manufacture microelectronics and batteries. (250-500 words) MatE 198B Essay 2: Assume your project has turned into a successful company in the US, describe how your product will put pressure on a culture outside the US. (You have to choose a specific country.) Use the social and cultural processes introduced in ENGR195A&B to guide your answer. (500-750 words) Required Texts/Readings All content is posted in Canvas. There is no textbook for this course Classroom Protocol Please do the reading before class. Class time will be spent doing large and small discussion, and if you have not read the assignments you will not be able to participate fully. Classroom activities consist of writing assignments, small group discussions and large group discussions. Lecture type activity will be used only for clarification of concepts. Please arrive to class before class starts and turn of your cell phones. If you are going to be late or miss please email the instructor who is teaching that day. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc- fall/rec-324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. Description of Class Content Module 1: The History of Technology and Culture Instructor: Patricia Backer, Ph.D. Office location: Engr 491 Email:
[email protected] (preferred mode of communication) Campus office hours: by appointment Case Study Description: The history of technology is long and complex. Was the discovery of fire the first technology? Or, was the wheel or the plow the first technology? In this unit we will focus on specific examples in the history of technology. Of course, inter-dispersed with the examples, there will be a discussion of the historical significance of these technologies in the time they were invented. Also, we will discuss the effect of these technologies on subsequent developments in history, technology, and science. It is this eclectic past that we will explore in this unit. Our travels through technology will not be comprehensive; instead, we will focus on three specific topics: Technology in the Middle Ages, Engr 195B Greensheet, page 3 Chinese Contributions to Technology, and Islam Spain and the History of Technology. It is hoped that when you complete this unit you will better understand the complex nature of technological development and diffusion. Case Study Goals CS 1. Analyze the development of technology over time and in different cultures. CS 2. Synthesize the contributions of China and Islam to modern science and technology. CS 3. Compare Western and non-Western contributions in the history of technology. Module 2: Guatemalan Civil War and the trauma of government sponsored genocide suffered by the Mayan communities in the Highlands Instructor: Kathryn Davis, Ph.D. Office location: WSQ 116 Email:
[email protected] Campus office hours: by appointment Phone: 408-924-5485 Case Study Description: In October 2005, Hurricane Stan hit Guatemala and the resulting torrential rains caused major landslides that washed out entire roads and even buried a village near Lake Atitlan. The Guatemalan government wanted to send the military in to aid rescue efforts in the village. However, the agreement that ended the civil war included a provision that the government would never send troops into Mayan villages without permission, and they will not give permission. This case study will consider culture along with the more practical issues of hurricane recovery. Case Study Goals CS 1. Describe the causes and cultural impacts of the Guatemalan Civil War CS 2. Analyze aspects of the problem existing in the Mayan communities in the Highlands of Guatemala after Hurricane Stan (for example, language barriers, culture, disease, landforms, seasonal weather, transportation, building materials, distrust and fear) Module 3: Renewable energy in China Instructor: Patricia Backer, PhD Office location: Engr 491 Telephone: 408-924-3214 Email:
[email protected] (preferred mode of communication) Campus office hours: by appointment Instructor: Stacy Gleixner, Ph.D. Office Location: Engr 385 Telephone: 408-924-4051 Email:
[email protected] Campus office hours: by appointment Case Study Description: Coal fuels China’s economic growth. Although plentiful and cheap, it’s dirty to burn and dangerous to mine. Each year, the energy demands in China cause the Chinese government to review its economy and energy policies to provide development that is more sustainable. In the last ten years, China’s wind and solar capacity has increased dramatically. China is facing severe Engr 195B Greensheet, page 4 energy-related challenges that conflict energy resource shortages with the planned economic development of the country. Case Study Goals CS 1. Discuss the culture-related contexts of technology development. CS 2. Analyze the energy situation and energy policies in China CS 3. Describe the development and use of wind and solar energy in China CS 4. Compare renewable energy in two countries (outside of the U.S.) Assignments and Grading Policy Grades will be based on the following components: Assignments and Grading Policy Grades will be based on the following components: Module 1: 33% o Essay 1: 100% Module 2: 34% o Internet Research Assignments: 50% o Essay 2: 50% Module 3: 33% o Individual activities and class discussion: 20% o Essay 3: 80% Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus. Grades will be assigned as follows: 94% and above A 93% - 90% A- 89% - 87% B+ 86% - 84% B 83% - 80% B- 79% - 77% C+ 76% - 74% C 73% - 70% C- 69% - 67% D+ 66% - 64% D 63% - 60% D- below 60% F University Policies Academic integrity Students should know that the University’s Academic Integrity Policy is available at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your Engr 195B Greensheet, page 5 own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. . ENGR 195B Global and Social Issues in Engineering Semester Course Schedule Students will be noticed of schedule changes via emailed and Canvas notifications. Week Lecture Topics Readings Assignments 1 Introduction (GE and Engineering Syllabus Faculty) 2 Overview of the history of China, Technology and Change, an article by Lynda Shaffer, Group classwork technology from the World History Bulletin, Fall/Winter, 1986/87 assignment Needham, J. (1993). Poverties and triumphs of the Chinese scientific tradition. In S. Harding (Ed.), The racial economy of science (pp. 30-46).Bloomington: Indiana University Press. 3 NO Lecture—Students complete This unit has been developed as a web-based multimedia ENGR 195B the online History of Technology learning experience for students. It has these three main Essay 1 web tutorial at sections: Technology and China, Technology and Islam, and http://www.engr.sjsu.edu/pabacke Medieval Technology in Europe. r/history/default.htm 4 Contributions of Muslim Spain to Science and Civilization in Islam, Group classwork technological development http://www.fordham.edu/halsall/med/nasr.html assignment 5 Meet with Engr faculty to discuss Module 1 6 Causes and cultural impacts of the Background readings on Guatemala are available on the Internet Guatemalan Civil War Canvas website Assignments 1 &2 7 Impact of the civil war on the Please read materials listed on the Canvas website Internet Mayan Highland community Assignment 3 8 Impact of the civil war on the Please read materials listed on the Canvas website ENGR 195B Mayan Highland community Essay 2 9 Spring Break 10 Meet with Engr faculty to discuss Module 2 11 The energy situation and The relation between technology and culture by Patricia Individual Engr 195B Greensheet, page 6 Week Lecture Topics Readings Assignments emerging energy policies in China Backer available at Activity— http://www.engr.sjsu.edu/pabacker/tech_culture.htm Relationship of Fang, Y. (2011). Economic welfare impacts from renewable Technology and energy consumption: The China experience, Renewable and Culture Sustainable Energy Reviews, 15, 5120-5128. Liu, W. et al (2011). Potential of renewable energy systems in China. Applied Energy, 88, 518-525. Wang, F. et al (2010). China’s renewable energy policy: Commitments and challenges. Energy Policy, 38, 1871-1878. Zhang, N. et al. (2011). The energy situation and its sustainable development strategy in China, Energy, 36, 3639- 3649 12 Wind energy in China and the Cyranoski, D. (2009). Beijing’s windy bet. Nature, 457(22), Class discussion: impact on society 372-374. wind energy in Wang, Q. (2010). Effective policies for renewable energy— China the example of China’s wind power. Renewable and Sustainable Energy Reviews, 14, 702-712. Zhao, Z. & Chang, R. (2013). How to implement a wind power project in China?—Management procedure and model study. Renewable Energy, 50, 950-958. 13 Solar energy technologies in Mekhilefa, S. et al (2011). A review on solar energy use in Class discussion: China industries. Renewable and Sustainable Energy Reviews, 15, solar energy in 1777–1790 China; Han, J. (2010). Solar water heaters in China: A new day ENGR 195B dawning. Energy Policy, 38(1), 383-391 Essay 3 Liu, L. et al. (2010). Solar energy development in China—A review. Renewable and Sustainable Energy Reviews, 14(1), 301-311. 14 Meet with Engr faculty to discuss Module 3 15-16 Senior Project Integration (Senior project advisor) Engr 195B Greensheet, page 7
