Abstract
Building on the increasing interest in designing in complex systems, Society-Centered Learning (SCL) is an emergent pedagogical approach that approaches society as a complex system and allows students to work on discrete aspects of the system. This autoethnography explores the role of a broad set of dynamic stakeholders and how students collaborate with them. We investigate the unique benefits and challenges of coordinating, planning, and teaching this approach in the classroom and communicating and managing relationships with stakeholders before, during, and after the course. Observations are based on our experience working with nine distinct sets of stakeholders in graduate-level studio-based service design courses over a ten-year period. In addition to contributing a model of Society Centered Learning to design education, we outline future research and practice.
Original language | English (US) |
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Pages (from-to) | 1457-1466 |
Number of pages | 10 |
Journal | International Journal of Engineering Education |
Volume | 40 |
Issue number | 6 |
State | Published - 2024 |
Funding
We wish to thank our students, administrators, and broad set of stakeholders for their engagement in our course over the past decade. We are grateful to our research community for helping us to improve the work. This work was supported by the National Science Foundation Award No. 2008450 and Northwestern University McCormick School of Engineering.
Keywords
- complex systems
- society centered learning
- stakeholders
- systems design
ASJC Scopus subject areas
- Education
- General Engineering