Contribution: This article demonstrates that social, cultural, economic, and political topics can be effectively addressed in the context of traditional computer science and engineering topics with few additional resources and little coordination. Background: Social, cultural, economic, and political influences are often secondary topics in computer science and engineering curricula. Superficial treatment of these topics can impede future graduates by limiting their understanding of how global factors influence the design of products, the availability of consumers, and future employment. Research Question: Are there ways to effectively integrate coverage of global issues and technical course material that sacrifice little class time and require few resources? If so, which activities and tools are most effective? Methodology: Computer networking students were introduced to the well-known networking tools Traceroute and WHOIS. Students were required to successfully use these tools for a graded assignment. After finding the country of origin with a visual Traceroute tool, students chose an article reporting on a technical topic in the social, cultural, political, or economic context of one of the origin countries. Students answered questions regarding their previous and new knowledge on the graded assignment and then reported the effectiveness of the activities in encouraging global awareness on an anonymous questionnaire. Findings: Students reported little previous knowledge of all countries included in the assignment but found the assignment useful in learning about global influences within the context of traditional networking tools. Furthermore, students reported differences in what activity during the assignment was most effective when learning about global issues.

中文翻译：

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在计算机网络课程中鼓励全球意识

贡献： 本文证明，在传统计算机科学和工程主题的背景下，几乎不需要额外的资源，也很少进行协调，可以有效地解决社会，文化，经济和政治主题。 背景：社会，文化，经济和政治影响通常是计算机科学和工程课程中的次要主题。对这些主题的肤浅处理会限制他们对全球因素如何影响产品设计，消费者的可获得性以及未来就业的理解，从而阻碍未来的毕业生。研究问题：有没有办法有效地整合对全球性问题和技术课程资料的覆盖，而这些内容却节省了很少的上课时间并且需要很少的资源？如果是这样，哪些活动和工具最有效？方法：向计算机网络学生介绍了著名的网络工具Traceroute和WHOIS。要求学生成功使用这些工具进行分级作业。使用可视的Traceroute工具找到原籍国后，学生选择了一篇文章，其中对一个原籍国的社会，文化，政治或经济背景下的技术主题进行了报道。学生回答了有关以前和新知识有关分级作业的问题，然后通过匿名调查表报告了活动在鼓励全球意识方面的有效性。发现：学生报告说，该作业没有包括所有国家的先前知识，但发现该作业对了解传统网络工具范围内的全球影响很有用。此外，学生们报告说，在学习全球性问题时，作业过程中最有效的活动存在差异。