Engineering for People and Planet: A Multidisciplinary Course Proposal for Engineers on the UN Sustainable Development Goals

Jessica Taylor; Rebekah Oulton

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Sustainability and Social Responsibility
Tagged Division: Liberal Education/Engineering & Society
Page Count: 12
DOI: 10.18260/1-2--34552
Permanent URL: https://peer.asee.org/34552
Download Count: 611

Paper Authors

biography

Jessica Taylor Iowa State University

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Jessica Taylor is a graduate student in Civil Engineering, who joined Iowa State University after graduating from California Polytechnic University, San Luis Obispo with her B.S. in Environmental Engineering and minor in Science, Technology, and Society. Her work takes a holistic approach in understanding critical factors for supporting community-centered climate change adaptation, specifically looking at infrastructure adaptation in rural communities in Alaska. Her passion for understanding the intersectionality of engineering and society was fostered through her involvement in Cal Poly's Engineers Without Borders Student Chapter and work for the California State Water Quality Control Board. Her interests have also been shaped by her involvement with the UN Major Group for Children and Youth (MGCY) and her participation in the 2017, 2018, and 2019 UN Science, Technology, and Innovation for the SDGs Multistakeholder Forums.

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biography

Rebekah Oulton P.E. California Polytechnic State University, San Luis Obispo

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Rebekah Oulton is an Associate Professor at California Polytechnic University, San Luis Obispo, in the Department of Civil and Environmental Engineering. She started in Fall of 2013 after completing her PhD in Environmental Engineering at the University of Iowa. She teaches both water resources engineering and environmental engineering, emphasizing water sustainability via wastewater reuse and resource protection. She also teaches sustainability principles in civil and environmental engineering design, from first-year classes through capstone classes.

Her primary research focus is advanced treatment methods for removal of emerging contaminants during water and wastewater treatment. At CalPoly, she works with both civil and environmental engineering undergraduate students to to expand her research into application of sustainable reuse of wastewater reuse, as well as effective storm water management via Low Impact Development techniques. She contributes to Sustainability Across the Curriculum efforts on campus as well.

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Abstract

"You cannot solve a problem from the same conscious that created it. You must learn to see the world anew." A. Einstein

It has been said that one of the best benefits of a traditional engineering education is learning how to think like an engineer. Indeed, engineering is, at its heart, a problem-solving profession. But is a traditional engineering problem-solving approach the most effective way to address some of the complex problems facing society today?

This paper proposes a multi-disciplinary course introducing students to critical engagement with the intersections between Engineering, Ethics, Society, and the Environment, emphasizing the UN Sustainable Development Goals. Founded in pedagogical theory based on current practices from across multiple disciplines, the structure and coursework of the class allow students to explore varied perspectives and approaches to addressing global problems. Evaluating engineering projects and processes simultaneously through social, political, and environmental lenses expand the context and considerations taken in the problem-solving process.

Through interactive class exercises, multi-disciplinary topic readings, case study examinations, and personal reflections, students will conduct detailed exploration into ethics, sustainability, and problem-solving processes. The overarching objectives for this class are to equip students to identify, analyze and address problems at the intersection of engineering, technology, and personal and societal value systems. Students will be challenged to develop and utilize problem-solving approaches from across disciplines in the context of both technological and social challenges, using the Sustainable Development Goals as a framework. Understanding and applying sustainability principles is essential to problem-solving for both the short term and long term. Some argue that the planet is our greatest limiting factor in society and development. Students will discuss and apply key concepts in pollution prevention and waste minimization, and work toward understanding the difference between prevention-based solutions and reactionary solutions. Students will explore challenges in sustainability from across multiple disciplines and utilize multi-disciplinary problem-solving approaches to address these challenges.

Questioning assumptions and evaluating the context of a technical problem from multiple perspectives will better equip future engineers to make informed decisions and adapt to a rapidly developing world. In turn, understanding the engineering process will better equip future social and political leaders to balance scientific and technological impacts on societal institutions and make well-reasoned decisions. Further, this course acknowledges that no single discipline can solve society's most complex problems. Through coursework pedagogy and topics covered, this course encourages society's problem solvers to value the importance of multi-disciplinary teams and equips them with the tools to collaborate and communicate effectively across disciplines.

Citation
Format

Taylor, J., & Oulton, R. (2020, June), Engineering for People and Planet: A Multidisciplinary Course Proposal for Engineers on the UN Sustainable Development Goals Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34552

TY - CPAPER
AB - &quot;You cannot solve a problem from the same conscious that created it. You must learn to see the world anew.&quot; A. Einstein

It has been said that one of the best benefits of a traditional engineering education is learning how to think like an engineer. Indeed, engineering is, at its heart, a problem-solving profession. But is a traditional engineering problem-solving approach the most effective way to address some of the complex problems facing society today?

This paper proposes a multi-disciplinary course introducing students to critical engagement with the intersections between Engineering, Ethics, Society, and the Environment, emphasizing the UN Sustainable Development Goals. Founded in pedagogical theory based on current practices from across multiple disciplines, the structure and coursework of the class allow students to explore varied perspectives and approaches to addressing global problems. Evaluating engineering projects and processes simultaneously through social, political, and environmental lenses expand the context and considerations taken in the problem-solving process.

Through interactive class exercises, multi-disciplinary topic readings, case study examinations, and personal reflections, students will conduct detailed exploration into ethics, sustainability, and problem-solving processes. The overarching objectives for this class are to equip students to identify, analyze and address problems at the intersection of engineering, technology, and personal and societal value systems. Students will be challenged to develop and utilize problem-solving approaches from across disciplines in the context of both technological and social challenges, using the Sustainable Development Goals as a framework.
Understanding and applying sustainability principles is essential to problem-solving for both the short term and long term. Some argue that the planet is our greatest limiting factor in society and development. Students will discuss and apply key concepts in pollution prevention and waste minimization, and work toward understanding the difference between prevention-based solutions and reactionary solutions. Students will explore challenges in sustainability from across multiple disciplines and utilize multi-disciplinary problem-solving approaches to address these challenges.

Questioning assumptions and evaluating the context of a technical problem from multiple perspectives will better equip future engineers to make informed decisions and adapt to a rapidly developing world. In turn, understanding the engineering process will better equip future social and political leaders to balance scientific and technological impacts on societal institutions and make well-reasoned decisions. Further, this course acknowledges that no single discipline can solve society&#39;s most complex problems. Through coursework pedagogy and topics covered, this course encourages society&#39;s problem solvers to value the importance of multi-disciplinary teams and equips them with the tools to collaborate and communicate effectively across disciplines.
AU - Jessica Taylor
AU - Rebekah Oulton P.E.
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Engineering for People and Planet: A Multidisciplinary Course Proposal for Engineers on the UN Sustainable Development Goals
UR - https://peer.asee.org/34552
DO - 10.18260/1-2--34552
ER -