In addressing the need for a technologically literate public and for technically trained people sensitive to the social context, it would be useful to have information about the values and knowledge already had by people who are to be further educated. There is scarcely any empirical data about the values and relevant knowledge with which undergraduates enter courses, such as STS courses, intended to foster these kinds of literacy. The courses, therefore, derive from a synthesis formed by specialists and instructors and, at best, superficial generalizations about the starting points at which students find themselves. This research project addresses the need for empirical data about the understanding of STS issues with which both humanities and engineering undergraduates come into these courses. By interviewing undergraduates from engineering and the humanities and also specialists in STS studies, the researchers will gather data to begin to shed light on the needs of students in STS courses. The findings will also be valuable for gaining a clearer understanding of how to go about studying these issues in a more comprehensive way, less burdened by untested assumptions. The findings will be disseminated to those who can make use of them in STS and engineering courses, and to wider audiences as well. The investigators are very well qualified; the institutional resources are very good; the issues are important; results will be appropriately disseminated. The project is meritorious and recommended for award.
