1. Making World History Relevant to Engineers
Keywords: General education, global competency, ABET Outcome h
Making World History Relevant to Engineers
Amber Genau, Ph.D.
University of Alabama at Birmingham
Materials Science and Engineering Dept.

2. Why?
Objectives: Improve global competency in engineering graduates and address ABET Outcome h:
Global competency: recognizing interconnectedness of society, politics, history, economics, the environment, and related topics
ABET Outcome h: the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal
But where? Engineering curriculum already jam packed and number of credits limited. Can’t sacrifice technical content.
Solution: Re-envision required GenEd history classes!
More than ¼ of credit hours for EGR degree (36/128) are GenEd, most entirely unrelated to students’ chosen area of study

3. Where?
Setting: large, public research institution with state-mandated undergraduate Core Curriculum
Current ways to meet history requirement severely limited
U.S. History; World History; Western Civilizations
Generic content similar to HS courses
Often taken at community colleges or online to meet requirement with as little effort as possible
Missed opportunity: students are not engaged

4. What?
Proposed two-course sequence: world history through the lens of technological development
HY 104E: From Homo Erectus to the Scientific Revolution
HY 105E: The Industrial Revolution and the Creation of Technological Systems
Team-taught by history and engineering faculty
Focus on key concepts rather than broad chronological approach
Examples: Materials, Water, Construction, Transportation, Power
Some content borrowed from MSE 490: Evolution of Engineering Materials (my study abroad course)

5. When? Step 1: Institutional approval of Core Curriculum change
Students won’t take class unless it meets a requirement
Step 2: Develop curriculum and materials
Step 3: (Fall 2016?) Initial offering for high-ability first year pre-Engineering majors
Build community and group identity
Encourage students to think like engineers from very beginning of studies
Meaningful case studies related to later classes
Opportunity to wrestle with complex issues of professional responsibility and ethics
Anticipated side benefit: improved retention!
Step 4: Expand to multiple sections to meet demand

6. Prognosis?
Hope to provide model for other team-taught classes between College of Arts and Sciences and professional schools
Examples…
Math Tools for Egr Problem Solving (math and engineering): Already exists!
History of the Healing Arts (history and nursing)
Machines in Literature (English and engineering)
Technical writing (to replace English Composition)
Current challenge: Institutional change is hard
No mechanism to change Core curriculum for many years
History chair and dean concerned about loss of CHP
Help me! What kind of history of technology classes are offered on your campus?
Textbook suggestions, syllabi, content modules, online resources, contact info all appreciated