Teaching Engineering in a Social Context.

This article reports that a criticism often leveled at engineers is that they are "mere technologists," unconcerned with the broader implications of their work. The reasons for this lack of engagement with the broader issues are long and complex, but ultimately they stem from the way engineering is being taught. Engineering faculty primarily see their role as teachers of the for- mal technical disciplines, such as fluid dynamics, electrodynamics, or control theory. The broader implications of technological innovation are not addressed directly in the engineering classroom. Even in courses that consolidate and integrate knowledge, such as engineering design, the social issues are dealt with narrowly.