48210 Interrogating Technology: Sustainability, Environment and Social Change
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level: Undergraduate
Result type: Grade and marksRequisite(s): ( 48250 Economics and Finance for Engineering Projects OR ((25115 Economics for Business OR 23115 Economics for Business)))
Description
This subject focuses on developing engineering students' approaches to understanding the interactions between engineering and society from a philosophical, sociological and political perspective. The subject introduces students to theoretical frameworks and research tools for researching these interactions, with a particular focus on exploring stakeholders’ different perspectives on complex issues and how these relate to different policy positions. Case studies of new technologies and engineering projects are examined to ground the learning in students engineering contexts.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Use appropriate research tools to interpret philosophical, sociological and political perspectives, and the perspectives of different stakeholders, on emerging technologies. (B.1) |
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| 2. | Apply relevant theoretical frameworks to interrogate and represent different aspects of the relationships between technology, society, and the environment. (B.1) |
| 3. | Propose, and advocate for, policy initiatives regarding an emergent technology or technological issue to improve outcomes for a designated stakeholder. (B.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
- 3.1. Ethical conduct and professional accountability.
- 3.2. Effective oral and written communication in professional and lay domains.
Teaching and learning strategies
In this subject you will develop skills to articulate comprehensive, convincing and informed judgements about technology based on credible sources.
Students need to engage in pre-class tasks on Canvas including watching videos, guided reading, and responding to set questions. During class students will use their work for peer review/discussions/sprint presentations and tutor feedback. Those classes allow for groups of students to collaborate in preparation for assignments. Feedback for assignments are provided to students in a number of ways including Canvas one-to-one feedback, group feedback, and peer reviews. Guest speakers will share their experiences with - and perspectives on - subject themes.
Groups investigate stakeholders that could be affected by a particular technology and construct a convincing case for consultation. Individually, students develop a policy position paper on behalf of one of those stakeholders. This hinges on good communication and research skills which will take the form of reporting, presenting, and debating. Active participation, peer interaction and feedback are critical for achieving the subject learning outcomes.
A program of readings and other resources scaffold the learning required for critical perspectives to interrogate technologies.
Content (topics)
- Introduction and preview of themes and tasks
- 'Interrogating Technology’: critical perspectives on sustainability, environment, and social change
- Researching to ‘Interrogate Technology’: skills and resources
- Thinking about technological change
- How do we decide what is ethical?
- What do we regulate and why?
- Technology as a driver for policy change
- Policy as a driver for technology change
- Public participation and consultation as if people mattered
- Understanding and engaging different stakeholders
- Socio-technical thinking
- Frameworks for sustainability
Assessment
Assessment task 1: Learning portfolio submission
| Intent: | To showcase your engagement with the readings and other content, and as a device for reflecting on your own perspectives of the relationships between engineering, technology, society, and your role as a professional |
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| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Approximately 300 words per worksheet excluding list of references. |
Assessment task 2: Stakeholder consultation submission
| Intent: | To appreciate the complexity of technological change and the contrasting perspectives of different stakeholders, and examine how technological change is being discussed and understood in the public arena. |
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| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 |
| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 25% |
| Length: | 800-1000 words [group component], ~300 words [each individual component], excluding reference list |
Assessment task 3: Policy Position Paper submission
| Intent: | To engage with the social dimensions of an emergent technology by considering how it relates to a particular group of stakeholders, and how different policy initiatives may improve that relationship. |
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| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | 2000 words +/- 10% excluding reference list |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.