Background:
This study explores how engineering students develop critical thinking skills and an understanding of social justice issues while undertaking a course that explicitly engages them on complex topics. The focus of this study is the Critical Theory of Technological Development (ENSC 2601) course, a second and third year breadth subject at the University of Western Australia (UWA). This course was created to develop the ability for students to think critically about engineering practice and explore different perspectives on the relationship between science, technology and society. By improving understanding of the student experience, this paper will help educators better engage students on issues of rights, justice, sustainability and social impact within the engineering context. Purpose: This research project aims to explore how engineering students develop the ability to approach issues critically and to explore issues from a lens of social justice. Design/Method: The data in this research was collected through four mechanisms: (1) in-class observations throughout the semester; (2) semi-structured interviews with students; (3) student surveys on course objectives and outcomes; and (4) student submitted self-reflection papers. The detailed one-on-one semi-structured interviews were conducted with students twice during the semester. Results: This research paper describes the students’ perceptions of social justice and their experience with complex material. The paper also describes the features of the course relating to structure, content and delivery; along with the student outcomes and views on these features. The program provides recommendations for educators interested in embedding issues of social justice within their own courses. Conclusions: The use of diverse material, and encouraging students to challenge and query the assumptions and bias of sources can be a useful approach in improving their critical thinking skills. To explore complex issues in depth, the use of small, seminar format sessions that reduces the teacher-student hierarchy, can also be effective.
