Leydens, J. A., & Lucena, J. C. (2016, June), Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25671

\bibitem{asee_peer_25671}
  Leydens, J. A., \& Lucena, J. C. (2016, June), \emph{Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25671

Jon A. Leydens and Juan C. Lucena.  "Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/25671 Internet.  25 Jun, 2024

\bibitem{asee_peer_25671}
  Jon A. Leydens and Juan C. Lucena.
  "Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/25671 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_25671
author = "Jon A. Leydens and Juan C. Lucena"
title = "Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/25671}
number = {10.18260/p.25671}
}

TY  - CPAPER
AB  - Engineering practice involves social and technical dimensions. However, the bulk of an engineering education gives students little practice in thinking sociotechnically. Engineering science courses focus largely on the technical, and engineering design courses sometimes integrate the complex interplays between the social and the technical but are burdened by multiple other constraints. Courses for undergraduate engineers in the Humanities and Social Sciences (HSS) often focus largely on the social but marginalize linkages to the technical. This paper addresses the sociotechnical gap in the HSS by identifying six classroom-tested Engineering for Social Justice criteria. We examine how those criteria function to foster enriched learning on the sociotechnical dimensions of engineering practice in two HSS courses. To conclude, we discuss both the benefits and limitations of using those criteria. 
AU  - Jon A. Leydens
AU  - Juan C. Lucena
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Making the Invisible Visible: Integrating Engineering-for-Social-Justice Criteria in Humanities and Social Science Courses
UR  - https://strategy.asee.org/25671
DO  - 10.18260/p.25671
ER  -