San José State University
General Engineering
ENGR195B Global and Social Issues in Engineering Practice, All Sections, Spring 2015
Instructor:
XXX
Office Location:
XXX
Telephone:
(XX) (XXX.XXXX)
Email:
Xxx.Xxx@sjsu.edu
Office Hours:
TBa
Class Days/Time:
Friday start: 1:00pm
Classroom:
XXX (We will need many classrooms for this.)
Prerequisites:
ENGR 195A with a C or better. Co-requisite: enrollment in major
capstone course or equivalent.
Faculty Web Page and MYSJSU Messaging
Copies of the course materials such as the syllabus, major assignment handouts may be found on
the Canvas learning management system site: (https://sjsu.instructure.com) ENGR 195A. This is
a team taught course email is the preferred method of communication.
 David Parent: david.parent@sjsu.edu
 Patricia Backer: patricia.backer@sjsu.edu
 Kathryn Davis, Kathryn.Davis@sjsu.edu
 Stacy Gleixner, Stacy.Gleixner@sjsu.edu
Catalog Description
Interdisciplinary seminar treating social and global impacts of technology and engineering. This
integrated GE experience requires students to apply these concepts in their senior project classes.
Students must enroll concurrently in their department senior project course Part B.
Course Description
Engr 195B is the second course in a two-course sequence to support the integration of General
Education (GE) Area S (SELF, SOCIETY, & EQUALITY IN THE U.S.) and Area V
(CULTURE, CIVILIZATION, & GLOBAL UNDERSTANDING) into the engineering major.
Advanced GE at SJSU is designed to help students become integrated thinkers who can see
connections between and among a variety of concepts and ideas. In the College of Engineering at
SJSU, we believe that it is critical that engineering students integrate the GE student learning
outcomes into their engineering studies. In these two courses (Engr 195A and Engr 195B), you
will be challenged to understand the relationship of engineering to the broader community both in
the U.S. and worldwide. In addition to the assignments in this course, the engineering faculty
have created linked activities in your senior project courses that allow you to apply these concepts
to your engineering disciplines.
This class will take a case study approach in order that you might appreciate the social, ethical
and cultural perspectives. Over the course of the year, you will have case studies that specifically
address each student learning objective (SLO) in Areas S and V. Thes GE SLOs will be the focus
of the second semester course.
Engr 195B Greensheet, page 1
Course Goals and Student Learning Objectives
Student Learning Objectives for Area V of SJSU Studies (Advanced GE)
V-LO1: compare systematically the ideas, values, images, cultural artifacts, economic structures,
technological developments, and/or attitudes of people from more than one culture outside the
U.S.

ENGR 195B Essay 3: Write an essay that compares the ideas, values, technological
developments, and/or attitudes of people from at least two different countries outside the
US. Your essay must focus on renewable energy and one of your countries in your essay
must be from your article (see details on individual assignment) (1000 words).

EE 198B & MatE 198B Refection paper 1: Assume that your project is about to turn into
a successful company. Using the studies provided in ENGR195A/B as a background,
write about how to take into account at least two aspects (for example ideas, values,
images, cultural artifacts, economic structures, or technological developments) while
evaluating your decision to manufacture your product in two other countries. (500-750
words)
V-LO2: identify the historical context of ideas and cultural traditions outside the U.S. and how
they have influenced American culture

ENGR 195B Essay 1: Choose one of the following technological developments that were
discussed in the web tutorial: the mechanical clock, gunpowder, the Great or Jersey
wheel, printing, or the compass. Write an essay that addresses the following topics. When
you respond to these topics, you should be specific and cite specific details either from
the web tutorial or your own research. You should cite specific events and/or cultures as
you answer these questions. (minimum length 500 words).
o Discuss the history of the technology from its early beginnings to the
Renaissance. Please discuss at least three different events in the history of
the mechanical clock.
o Describe one force (e.g., historical, cultural, social, economic, political)
that affected the development of the technology?
o How did the development and use of the technology affect Europe in the
Middle Ages?
o Overall, how did the technology affect the United States?

EE 198B Essay 1. Consider a technology invented outside of the U.S. in your discipline.
(a) Describe the cultural and social factors that led to this technology’s “invention.” (b)
Describe how this invention has evolved and influenced the culture of the U.S. (250-500
words)
V-LO3: explain how a culture outside the U.S. has changed in response to internal and external
pressures.

ENGR 195B Essay 2: Imagine you are part as part of a group of Engineers to Guatemala
at the request of Habitat for Humanity. You have been hired to come up with a plan that
will alleviate or at least mitigate the effects of Hurricane Stan on the Mayan communities
in the Highlands. When thinking about your plan, you must consider all angles of the
problem (for example, language barriers, culture, disease, landforms, seasonal weather,
transportation, building materials, distrust and fear, etc.) (1000 words)

EE 198B Case Study 1: Using the social and cultural processes introduced in
ENGR195A&B, how have Non-US farmers have responded to the pressure of US
Engr 195B Greensheet, page 2
farmers enhanced ability to grow food due to advances in Electrical Engineering
Technology (GPS) are described. (250-500 words)

EE 198B Final Report: Assume your project has turned into a successful company in the
US, describe how your product will put pressure on a culture outside the US. (You have
to choose a specific country.) Use the social and cultural processes introduced in
ENGR195A&B to guide your answer. (500-750 words)

MatE 198B Case Study 1: Explain how an African community has changed in response
to internal and external pressures for the mining of metals needed to manufacture
microelectronics and batteries. (250-500 words)

MatE 198B Essay 2: Assume your project has turned into a successful company in the
US, describe how your product will put pressure on a culture outside the US. (You have
to choose a specific country.) Use the social and cultural processes introduced in
ENGR195A&B to guide your answer. (500-750 words)
Required Texts/Readings
All content is posted in Canvas. There is no textbook for this course
Classroom Protocol
Please do the reading before class. Class time will be spent doing large and small discussion, and
if you have not read the assignments you will not be able to participate fully. Classroom
activities consist of writing assignments, small group discussions and large group discussions.
Lecture type activity will be used only for clarification of concepts.
Please arrive to class before class starts and turn of your cell phones. If you are going to be late
or miss please email the instructor who is teaching that day.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops, academic
renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/socfall/rec-324.html . Information about late drop is available at
http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current
deadlines and penalties for adding and dropping classes.
Description of Class Content
Module 1: The History of Technology and Culture
Instructor: Patricia Backer, Ph.D.
Office location: Engr 491
Email: patricia.backer@sjsu.edu (preferred mode of communication)
Campus office hours: by appointment
Case Study Description:
The history of technology is long and complex. Was the discovery of fire the first technology?
Or, was the wheel or the plow the first technology? In this unit we will focus on specific
examples in the history of technology.
Of course, inter-dispersed with the examples, there will be a discussion of the historical
significance of these technologies in the time they were invented. Also, we will discuss the effect
of these technologies on subsequent developments in history, technology, and science. It is this
eclectic past that we will explore in this unit. Our travels through technology will not be
comprehensive; instead, we will focus on three specific topics: Technology in the Middle Ages,
Engr 195B Greensheet, page 3
Chinese Contributions to Technology, and Islam Spain and the History of Technology. It is hoped
that when you complete this unit you will better understand the complex nature of technological
development and diffusion.
Case Study Goals
CS 1. Analyze the development of technology over time and in different cultures.
CS 2. Synthesize the contributions of China and Islam to modern science and technology.
CS 3. Compare Western and non-Western contributions in the history of technology.
Module 2: Guatemalan Civil War and the trauma of government sponsored genocide suffered by
the Mayan communities in the Highlands
Instructor: Kathryn Davis, Ph.D.
Office location: WSQ 116
Email: Kathryn.Davis@sjsu.edu
Campus office hours: by appointment
Phone: 408-924-5485
Case Study Description:
In October 2005, Hurricane Stan hit Guatemala and the resulting torrential rains caused major
landslides that washed out entire roads and even buried a village near Lake Atitlan. The
Guatemalan government wanted to send the military in to aid rescue efforts in the village.
However, the agreement that ended the civil war included a provision that the government would
never send troops into Mayan villages without permission, and they will not give permission.
This case study will consider culture along with the more practical issues of hurricane recovery.
Case Study Goals
CS 1. Describe the causes and cultural impacts of the Guatemalan Civil War
CS 2. Analyze aspects of the problem existing in the Mayan communities in the Highlands of
Guatemala after Hurricane Stan (for example, language barriers, culture, disease, landforms,
seasonal weather, transportation, building materials, distrust and fear)
Module 3: Renewable energy in China
Instructor: Patricia Backer, PhD
Office location: Engr 491
Telephone: 408-924-3214
Email: patricia.backer@sjsu.edu (preferred mode of communication)
Campus office hours: by appointment
Instructor: Stacy Gleixner, Ph.D.
Office Location: Engr 385
Telephone: 408-924-4051
Email: Stacy.Gleixner@sjsu.edu
Campus office hours: by appointment
Case Study Description:
Coal fuels China’s economic growth. Although plentiful and cheap, it’s dirty to burn and
dangerous to mine. Each year, the energy demands in China cause the Chinese government to
review its economy and energy policies to provide development that is more sustainable. In the
last ten years, China’s wind and solar capacity has increased dramatically. China is facing severe
Engr 195B Greensheet, page 4
energy-related challenges that conflict energy resource shortages with the planned economic
development of the country.
Case Study Goals
CS 1. Discuss the culture-related contexts of technology development.
CS 2. Analyze the energy situation and energy policies in China
CS 3. Describe the development and use of wind and solar energy in China
CS 4. Compare renewable energy in two countries (outside of the U.S.)
Assignments and Grading Policy
Grades will be based on the following components:
Assignments and Grading Policy
Grades will be based on the following components:

Module 1: 33%
o


Essay 1:
100%
Module 2: 34%
o
Internet Research Assignments: 50%
o
Essay 2: 50%
Module 3: 33%
o
Individual activities and class discussion: 20%
o
Essay 3: 80%
Success in this course is based on the expectation that students will spend, for each unit of credit,
a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week
with 1 of the hours used for lecture) for instruction or preparation/studying or course related
activities including but not limited to internships, labs, clinical practica. Other course structures
will have equivalent workload expectations as described in the syllabus.
Grades will be assigned as follows:
94% and above
93% - 90%
89% - 87%
86% - 84%
83% - 80%
79% - 77%
76% - 74%
73% - 70%
69% - 67%
66% - 64%
63% - 60%
below 60%
A
AB+
B
BC+
C
CD+
D
DF
University Policies
Academic integrity
Students should know that the University’s Academic Integrity Policy is available at
http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your
Engr 195B Greensheet, page 5
own commitment to learning, as evidenced by your enrollment at San Jose State University and
the University’s integrity policy, require you to be honest in all your academic course work.
Faculty members are required to report all infractions to the office of Student Conduct and
Ethical Development. The website for Student Conduct and Ethical Development is available at
http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student unless otherwise specified. If you
would like to include in your assignment any material you have submitted, or plan to submit for
another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make
special arrangements in case the building must be evacuated, please make an appointment with
me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that
students with disabilities requesting accommodations must register with the DRC (Disability
Resource Center) to establish a record of their disability.
.
ENGR 195B Global and Social Issues in Engineering Semester Course Schedule
Students will be noticed of schedule changes via emailed and Canvas notifications.
Week
Lecture Topics
Readings
Assignments
1 Introduction (GE and Engineering Syllabus
Faculty)
2 Overview of the history of
China, Technology and Change, an article by Lynda Shaffer, Group classwork
technology
from the World History Bulletin, Fall/Winter, 1986/87
assignment
Needham, J. (1993). Poverties and triumphs of the Chinese
scientific tradition. In S. Harding (Ed.), The "racial economy"
of science (pp. 30-46).Bloomington: Indiana University Press.
3 NO Lecture—Students complete This unit has been developed as a web-based multimedia
ENGR 195B
the online History of Technology learning experience for students. It has these three main
Essay 1
web tutorial at
sections: Technology and China, Technology and Islam, and
http://www.engr.sjsu.edu/pabacke Medieval Technology in Europe.
r/history/default.htm
4 Contributions of Muslim Spain to Science and Civilization in Islam,
Group classwork
technological development
http://www.fordham.edu/halsall/med/nasr.html
assignment
5 Meet with Engr faculty to discuss Module 1
6 Causes and cultural impacts of the Background readings on Guatemala are available on the
Internet
Guatemalan Civil War
Canvas website
Assignments 1
&2
7 Impact of the civil war on the
Please read materials listed on the Canvas website
Internet
Mayan Highland community
Assignment 3
8 Impact of the civil war on the
Please read materials listed on the Canvas website
ENGR 195B
Mayan Highland community
Essay 2
9 Spring Break
10 Meet with Engr faculty to discuss Module 2
11 The energy situation and
The relation between technology and culture by Patricia
Individual
Engr 195B Greensheet, page 6
Week
Lecture Topics
Readings
Assignments
emerging energy policies in China Backer available at
Activity—
http://www.engr.sjsu.edu/pabacker/tech_culture.htm
Relationship of
Fang, Y. (2011). Economic welfare impacts from renewable Technology and
energy consumption: The China experience, Renewable and Culture
Sustainable Energy Reviews, 15, 5120-5128.
Liu, W. et al (2011). Potential of renewable energy systems
in China. Applied Energy, 88, 518-525.
Wang, F. et al (2010). China’s renewable energy policy:
Commitments and challenges. Energy Policy, 38, 1871-1878.
Zhang, N. et al. (2011). The energy situation and its
sustainable development strategy in China, Energy, 36, 36393649
12 Wind energy in China and the
Cyranoski, D. (2009). Beijing’s windy bet. Nature, 457(22), Class discussion:
impact on society
372-374.
wind energy in
Wang, Q. (2010). Effective policies for renewable energy— China
the example of China’s wind power. Renewable and
Sustainable Energy Reviews, 14, 702-712.
Zhao, Z. & Chang, R. (2013). How to implement a wind
power project in China?—Management procedure and model
study. Renewable Energy, 50, 950-958.
13 Solar energy technologies in
Mekhilefa, S. et al (2011). A review on solar energy use in Class discussion:
China
industries. Renewable and Sustainable Energy Reviews, 15, solar energy in
1777–1790
China;
Han, J. (2010). Solar water heaters in China: A new day
ENGR 195B
dawning. Energy Policy, 38(1), 383-391
Essay 3
Liu, L. et al. (2010). Solar energy development in China—A
review. Renewable and Sustainable Energy Reviews, 14(1),
301-311.
14 Meet with Engr faculty to discuss Module 3
15-16 Senior Project Integration (Senior
project advisor)
Engr 195B Greensheet, page 7