Review of humanitarian action and development engineering education programmes

Smith, Jeremy; Tran, Anh; Compston, Paul

doi:10.1080/03043797.2019.1623179

Cited by 37 publications

(39 citation statements)

References 57 publications

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“…Engineering programs have long offered service-learning courses with a focus on HE, in part because they help attract diverse engineering cohorts and help prepare students for the workforce (Huff, Zoltowski, & Oakes, 2016;Swan, Paterson, & Bielefeldt, 2014). More recently, multiple universities have started offering minors and majors related to HE (Bratton, 2014;Moskal, Skokan, Munoz, & Gosink, 2008;Passino, 2009;Smith, Mazzurco, & Compston, 2018;Smith, Tran, & Compston, 2019). As such programs become more popular, more students will engage with communities worldwide and there may be an increase in the number of engineers engaging in community development professionally.…”

Section: Introductionmentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

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Background Humanitarian engineering (HE) is rapidly emerging in universities and professional workplaces worldwide. In HE, socio‐technical thinking is fundamental as HE projects exist at the intersection of engineering and sustainable community development. However, the literature still lacks an understanding of the key features of socio‐technical thinking. Purpose/Hypothesis The purpose of this article is to investigate the key characteristics that distinguish the socio‐technical thinking of an expert from a novice in the context of HE projects. Design/Method We distributed the Energy Conversion Playground (ECP) design task to students starting their engineering degree (n = 26) and practitioners (n = 16). We iteratively and inductively analyzed the responses to develop a rubric characterizing the key features of expert socio‐technical thinking. We then scored participants' responses and compared them to identify differences between students and practitioners. Results The analysis showed that expert socio‐technical thinkers can provide high‐quality considerations across three domains: technology, people, and broader context. The comparison of the participants' scores showed that both students and practitioners scored highly in the technology domain. In contrast, students scored poorly in the people and broader contexts domains, identifying only simplistic considerations in these non‐technical areas, if at all. Conclusions This study provides novel insights into the development of socio‐technical thinking and further validates the ECP as a trustworthy measure of socio‐technical thinking. Implications for engineering educators and multiple lines of future research are also discussed.

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Section: Introductionmentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

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“…It incorporates appropriate technology workshops, class discussions, guest speakers, site visits, and online material. In its first pilot, it had thirty-eight students completing the course [1]. Running in parallel to the campus mode in 2015, the first immersive CDE incorporated the two-week EWB Humanitarian Design Summit in Cambodia.…”

Section: The Programmentioning

confidence: 99%

“…Engineering schools have established a variety of ways of how community engagement programs (CEP) are built into curriculum [1]. But what are the conditions for establishing CEP in engineering schools?…”

Section: Introductionmentioning

confidence: 99%

“…The permanent staff of Soltec encompasses two teachers (with a background in engineering), four technical-administrative officers (two of them with a Ph.D. degree and authorized by UFRJ to do teaching and research), and one graduate student. This team has a transdisciplinary background in Engineering (4), Law (1), Psychology and Journalism (1). The team also includes four to five graduate students from the Master in Technology and Social Development program (explained below), collaborating in the management of Soltec's projects and office duties as part of their scholarship's research commitments.…”

Section: Introductionmentioning

confidence: 99%

“…Implementing a minor pathway at ANU was motivated by "a perceived gap with students lacking background in humanitarian approaches and aspects of human-centered and participatory design [in capstone experiences]" along with the experience of utilizing EWB service learning opportunities for some years, and a perceived "natural alignment between systems and humanitarian engineering" [20]. Inspired in existing HE programs internationally, ANU's HE pathway was "specific for Australia's unique humanitarian and development context, which is embedded in the country's location, geopolitical influences, history, and domestic challenges and vulnerabilities" [1].…”

Section: Introductionmentioning

confidence: 99%

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Building Engaged Engineering in Curriculum - A Review of Brazilian and Australian Cases

Kleba

Cruz²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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I currently develop a post-doctorate research at the Aeronautics Technological Institute (ITA) with a scholarship from FAPESP (#2018/20563-3). I hold a PhD degree in Philosophy (University of São Paulo, 2017), a bachelor degree in Philosophy (Jesuit Faculty of Philosophy and Theology, 2008), a master degree in Electrical Engineering (University of Campinas, 2002), and a bachelor degree in Electrical Engineering (University of Campinas, 1999). My research area encompasses philosophy of technology and of engineering and engineering education. I am now studying grassroots engineering (GE) and social/solidarity technology (ST), as well as engineering education, focusing, on one hand, on the ethicalpolitical, aesthetics, and epistemic aspects that both characterize and make GE and ST possible, and, on the other hand, on the challenges the engineering education must face in order to train/develop the capabilities or skills engineers must possess so to be able of doing GE and producing ST. The work I currently develop at ITA is related to the conception and institutionalization of a minor in engaged engineering.

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Review of humanitarian action and development engineering education programmes

Cited by 37 publications

References 57 publications

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Building Engaged Engineering in Curriculum - A Review of Brazilian and Australian Cases

The Humanitarian Approach to Higher Education in Sub-Saharan Africa: Humanitarian Education as an Essential Part of Higher Education Sector in Sub-Saharan Africa

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