Teaching Social Responsibility: Conflict Minerals Module for a Circuits Class

Abstract

In an entry-level Electrical Circuits course, we designed a module to help students consider the social and ethical implications of electrical engineering. Such implications are particularly evident when we consider the origin of materials that electrical engineers use, the products that they develop, and the lifecycle of those products. However, technically-focused classes in electrical engineering often neglect to address any of these issues. Engaging with issues related to social context can seem disconnected from technical course content. Integrating such material challenges students to engage with more than technical content and requires faculty to develop appropriate course content and devote precious class time to these themes. In this paper, we describe a module that introduces conflict minerals in electrical components, designed to integrate technical and social content in ways that enhance student learning. This module included homework, in-class presentations, and discussions that spanned two class periods. We also describe student response to this module and lessons learned by the instructors.