ERIC Number: ED201230
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
Sociotechnical Systems Design: An Engineering Program for Social-Science Students.
Harrison, Howard L.; And Others
The University of Wisconsin College of Engineering's Sociotechnical Systems Design (STSD) Program, which was developed to provide social science students with systems concepts and basic technological skills necessary for attacking these problems, is considered. The need for such professionals, current educational responses, the organization of the program, and problems encountered in implementing an interdisciplinary program that integrates engineering and social science concepts are addressed. In addition to integrating technical and social science thinking, the program is designed to develop persons with an integrated systems, esthetic, and values structure; to disseminate technology and systems knowledge, skills, and insights; to prepare social science students for continuing life growth; and to produce STSD capability within organizations. The program was developed by engineering and social science faculty and consists of four three-credit courses. Two core courses, systems techniques and sociotechnical design concepts, form the basis for student work. Students also take a third course on some aspect of engineering of particular interest and a fourth course, an STSD integrative seminar. The program can be implemented at the advanced undergraduate or graduate levels. The need for such professionals is indicated by a national yearly exponential increase in demand for persons trained in the understanding of broad social and human issues plus specific technical knowledge. The demand is arising from health and health care planning agencies, educational systems, government agencies, and private and public social welfare systems. (SW)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison. Dept. of Industrial Engineering.
Identifiers: University of Wisconsin
Note: Paper presented at the Annual Frontiers in Education Conference (7th, University of Illinois at Urbana-Champaign, IL, October 24-25, 1977).