Engineering Justice: Transforming Engineering  Education and Practice

Leydens, Jon A.; Lucena, Juan

doi:10.24908/ijsle.v13i1.11855

Cited by 121 publications

(213 citation statements)

References 2 publications

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“…The resulting community-based design principles are further discussed within the framework of principles of practice and principles of conduct. Several themes of the original 25 principles are highlighted throughout, especially those principles identified as the most difficult (or nuanced) to practice (3,5,11,16,20,24). These nuanced principles should be most strongly considered by designers who endeavor to practice effective community-based design, and are further discussed in subsequent sections.…”

Section: Resultsmentioning

confidence: 99%

“…10 An overreliance on limited methods of practice (problem-solving with an over-reliance on technology) can lead to improperly "solved" problems, unanticipated impacts, and alienation of the community. 11 Engineers and community members can use brainstorming and on-going conversation to characterize the goals and impacts of a project. In our case, we start with the goal of providing a safe, fun, accessible play space within a specific community.…”

Section: Recognize and Define The Purposes Of The Project And Its Impmentioning

confidence: 99%

“…When working with the community to identify manifest and latent purposes and impacts of a project, it is essential to include all members of the community, who provide both expertise and insight, through active engagement. It is imperative for designers to contextually listen 12 with both ears and heart 13 to fully grasp the latent purposes and impacts of the project in addition to the manifest ones. The most important part of successfully capturing all the purposes and impacts of a project through community-based design is to maintain a consistent line of connection with the community.…”

Section: Recognize and Define The Purposes Of The Project And Its Impmentioning

confidence: 99%

“…One should spend time with the people in the community and learn about their history, culture, hopes, and daily life. As stated by Leydens and Lucena 16 , "If development is something done with-not to-a community, it requires heightened awareness of salient uniquenesses in community contexts, such as culture, gender, race/ethnicity, historical experiences with development, and more." Taking the time to identify and incorporate the Soul of the Community into designs makes a design more personal and enhances the sense of accomplishment for everyone involved.…”

Section: Incorporating the Soul Of Community In Designmentioning

confidence: 99%

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Design for the Soul of the Community

Bergeron

Hargrove

Tramontana

et al. 2019

IJSLE

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The X State University Community Playground Project (XSUCPP) employs community-based design techniques in which college students in biological engineering work with local constituents, especially children, to design and build playgrounds that reflect the unique aspects of the community which the playground will serve. In developing a community-based design process, members of XSUCPP realized that there is a dearth of literature in this area. Therefore, members sought to develop an initial set of community-based design principles and best practices that engineering practitioners could use in their own community-based design endeavors. The team completed brainstorming and concept mapping exercises using a combination of individual and group techniques to create an initial set of community-based design principles, presented here. The XSUCPP members believe that each of these principles supports the overall goal of community-based design: to express “the Soul of the Community” through co-created artifacts.

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Section: Resultsmentioning

confidence: 99%

Section: Recognize and Define The Purposes Of The Project And Its Impmentioning

confidence: 99%

Section: Recognize and Define The Purposes Of The Project And Its Impmentioning

confidence: 99%

Section: Incorporating the Soul Of Community In Designmentioning

confidence: 99%

See 2 more Smart Citations

Design for the Soul of the Community

Bergeron

Hargrove

Tramontana

et al. 2019

IJSLE

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show abstract

“…Originally designed for engineering design project evaluation and social justice integration across the engineering curriculum, 8 the E4SJ criteria are here used to help conceptualize and analyze a recruitment, retention, and performance (RRP) initiative. Although the E4SJ criteria are being applied to this RRP program retrospectively, for reasons we explain in this paper, we encourage readers of related RRP initiatives to integrate them from the outset.…”

Section: Engineering For Social Justice Frameworkmentioning

confidence: 99%

Mechanisms by Which Indigenous Students Achieved a Sense of Belonging and Identity in Engineering Education

Leydens¹,

Lucena²,

Morgan³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

Schiff

Logevall

Borenstein

et al. 2020

J of Engineering Edu

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Background Developing social responsibility attitudes in future engineers and computer scientists is of critical and rising importance. Yet research shows that prosocial attitudes decline during undergraduate engineering education. Purpose Influenced by the Professional Social Responsibility Development Model (PSRDM), this study explores the connection between undergraduate personal social responsibility attitudes and the development of professional social responsibility attitudes. We consider a wide range of college and precollege influences and inhibitors. Design/Method We conducted and analyzed 21 semistructured interviews of second‐year undergraduates, predominantly in engineering and computer science. The interviews form the first collection of qualitative data for a multiyear mixed methods study which has followed a cohort of students since they entered college. Results We find preliminary evidence that social responsibility attitudes tend to be conceptually separated for early undergraduates along two lines: personal and professional considerations, and microlevel and macrolevel concerns. This leads some students to assume that social responsibility obligations can be considered as a weekend project, may fall into place later in one's career, and can generally be deprioritized compared to technical education and career pursuits. Candidate explanations for this divide include early influences from parents, religious values, collegiate social interaction, students' limited familiarity with their future profession, and a social/technical divide and meritocratic ideology in engineering culture. Conclusions This study provides qualitative evidence to advance the conceptual understanding of professional social responsibility development. The findings highlight key individual and institutional influences and barriers for scholars and practitioners interested in nurturing prosocial attitudes among engineering students.

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Engineering Justice: Transforming Engineering Education and Practice

Abstract: This book, part of the IEEE PCS Professional Engineering Communication Series, is a thoughtful examination of the role of social justice in engineering education and practice.

Cited by 121 publications

References 2 publications

Design for the Soul of the Community

Design for the Soul of the Community

Mechanisms by Which Indigenous Students Achieved a Sense of Belonging and Identity in Engineering Education

Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

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