Development for the other 80% Engineering Hope

Paterson, Kurt; Fuchs, Valerie J.

doi:10.1080/22054952.2008.11464007

Cited by 29 publications

(44 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Content analysis was conducted by counting the total number of sustainability-related keywords in the EED final design reports from the student teams. These key words for each of the three sustainability pillars were defined by Paterson and Fuchs [31]. The search terms were separated into the economic, social, and environmental pillars of sustainability and counts of the use of these terms provided a rough indication of the level of consideration of these factors.…”

Section: Methodsmentioning

confidence: 99%

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

Bielefeldt

2013

Sustainability

View full text Add to dashboard Cite

Abstract:The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor's degree, as well as sustainability-related competencies to be obtained during a master's degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL) and project-based service-learning (PBSL) design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess.

show abstract

Section: Methodsmentioning

confidence: 99%

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

Bielefeldt

2013

Sustainability

View full text Add to dashboard Cite

show abstract

“…21 Research on the origins of motivation to be involved in, for instance, Engineers Without Borders projects, identifies a desire to help and to learn. 22 However, acting through compassion does not challenge us to ask WHY these problems exist and persist in the first place, and how we might address via engineering designs, models, etc. systemic forces that allow these problems to persist.…”

Section: What Social Justice Is…notmentioning

confidence: 99%

“…To address that question, we have turned to SJ research on human capabilities 22,26,27 . The five SJ criteria described above (A-E) constitute means to an end, or rather, a series of ends: enhancing a host of human capabilities.…”

Section: F Enhancing Human Capabilitiesmentioning

confidence: 99%

Social Justice: A Missing, Unelaborated Dimension in Humanitarian Engineering and Learning Through Service

Leydens

Lucena

2014

IJSLE

View full text Add to dashboard Cite

-Negotiations between engineering and non-engineering perspectives are central in humanitarian engineering and learning through service initiatives, and these negotiations inevitably include dimensions of social justice. But what frameworks guide engineers through such negotiations? To date, in published scholarship, social justice has played little to no role in providing structure for work in humanitarian engineering and learning through service. Yet structure is needed to think and act systematically on the social justice dimensions inherent in humanitarian engineering and learning through service initiatives and practices. Drawing from multiple data sources, including interviews with engineering education faculty on the barriers and opportunities to integrating social justice dimensions in such initiatives, we provide a social justice definition and criteria that serve as flexible guidelines for humanitarian engineering and learning through service initiatives. Grounded in a synthesized definition of social justice, the social justice criteria can guide engineers to recognize and map human and non-human, engineering and non-engineering components in problem definition and solution-with social justice at the core. Along with other benefits, these criteria can act as a foundation from which to launch, evaluate, and improve on humanitarian engineering and learning through service work, serving as a vehicle for project initiation, reflection, and self-critique.Index Terms -humanitarian engineering, learning through service, social justice criteria, social justice applications.With great power, comes great responsibility. Engineering has the power to transform the world: the water we drink, air we breath, infrastructure we use for energy and transport, medicines we use for healing, way we conduct warfare and peace, and much, much more. Given the power of engineering, we need an engineering education that is tailored to the great responsibility engineers will assume in transforming life in the 21st century and beyond. Engineers design, build and operate simple and complex systems, capable of affecting the lives of millions of people, as well as the allocation of resources (e.g., water), opportunities (e.g., access to work and commerce), risks and harms (e.g., flooding), and how diverse social groups receive these differently. Consider the devastation that took place in New Orleans in 2005. When the levees-an engineered infrastructure system-failed, one can see that when a natural hazard, like Hurricane Katrina, interacts with engineered systems on which people's lives depend, the consequences are different for different groups of people. In the case of Katrina, the failure of the levees in New Orleans affected the poor (mostly black) and those with disabilities more than any other social groups, taking away their resources (e.g., property), opportunities (e.g., to rest and replenish at home so one can be a functional member of society) while exposing them to more risks and harms (e.g., disease, drowning, ...

show abstract

“…But, despite efforts to provide a learning environment that is contextualized by others' previous experiences in Kobriti, the students are always told "if you don't go, you don't know". This is a long-time tenet of the D80 program at Michigan Tech University 36 as quoted from New York Times columnist, Thomas Friedman. Through a series of interviews and reflections on course performance, three former DWDW students were selected to travel as part of a team to Kobriti, Ghana, in the summer of 2014.…”

mentioning

confidence: 99%

The International Engineering Service Program at the University of Iowa

Duff¹,

Marshall²,

Hauser³

et al. 2014

IJSLE

View full text Add to dashboard Cite

-The International Engineering Service Program at the University of Iowa (UI-IESP) has evolved immensely since 2003. The UI-IESP changed significantly in response to increases in financial resources from grants and gifts and through the creation of the Design With the Developing World (DWDW) service-learning course. Taught since 2006, the DWDW course has provided 185 students the opportunity to work in interdisciplinary teams to propose solutions to problems faced by people in the "developing world". Since 2013, improvements to the DWDW course include a change in instructional format, the utilization of the Field Guide to Environmental Engineering for Development Workers, the integration of experiential workshops, and the UI-IESP partnership with Kobriti, Ghana. The Kobriti Partnership recently culminated in the construction of a solar-powered groundwater pumping system by the people of Kobriti with the assistance of a UI-IESP team that included three former DWDW students, a university shop staff member and a university research staff member. Using reflections written by students, the research staff member and the corresponding author, the UI-IESP was determined to be effective overall. Critiques of the UI-IESP highlighted the lack of a national affiliation, the use of a single advisor, the small international scope, the perception that the DWDW course was unable to fully prepare students, and the need for redundancy in communication planning. Lessons learned include "knowing by going", being resilient, embracing unknowns, respecting indigenous knowledge, and always seeking partners. Best practices include diverse training for students, partnering for the long-term, identifying responsible parties, partnership reciprocity, and utilizing resources from the university, EWB-USA and/or ESW.

show abstract

Development for the other 80% Engineering Hope

Cited by 29 publications

References 0 publications

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

Social Justice: A Missing, Unelaborated Dimension in Humanitarian Engineering and Learning Through Service

The International Engineering Service Program at the University of Iowa

Contact Info

Product

Resources

About