June 15, 2019
June 15, 2019
June 19, 2019
At present, macro engineering ethics urgently requires the engineering talents to play a positive role in realizing human welfare, maintaining social justice and world equality. Therefore, it is necessary to think about how to make engineering students better participate in solving major social development problems through engineering ethics education, especially with the help of Engineering students’ professional knowledge and product design ability to help 2.47 billion people in the world “abolish poverty and get rich”. Inclusive innovation proposes a new idea for solving this problem. Promoting the economic prosperity and abolishing poverty in developing countries are the purpose of inclusive innovation which guided by the idea of “building a community with a shared future for mankind”. This paper attempts to explore how to integrate inclusive innovation into engineering ethics education in order to provide a viable solution for improving the ability of engineering students to promote positive social change. Firstly, on the basis of explaining the connotation, characteristics and national practice of inclusive innovation, this paper puts forward that the core goals and philosophical starting points of engineering ethics and inclusive innovation are consistent, which provides the possibility and necessity for integrating inclusive innovation into engineering ethics education. Secondly, through the case analysis framework, which includes the three dimensions of “Concept-Pedagogy-Output”, we systematically analyzed the typical case of MIT D-Lab. Our paper finds that MIT D-Lab has developed the educational tenet from three levels of knowledge, consciousness and ability. Meanwhile, this tenet is achieved through interdisciplinary courses, technology development and community activities. In the end, engineering students can play the role of “product/service designer” and “technology promoter” in inclusive innovation, and provide affordable products and service to poor areas through “knowledge creation” and “product innovation”. In conclusion, this paper offers suggestions for integrating inclusive innovation into engineering ethics education in four aspects: (1) constructing the curriculum content system solving the poverty problem; (2) building a high-quality interdisciplinary teaching team; (3) using multi-functional collaborative external support network; and (4) innovative teaching methods to expose engineering students to the “real world”.
Key words: Engineering Ethics Education; Inclusive Innovation; MIT D-Lab; Case Study; Poverty alleviation
Li, H., & Xie, Y., & Yang, S., & Xu, R. (2019, June), A New Approach in Abolishing Poverty: A Case Study and Construction Strategy for Integrating Inclusive Innovation into Engineering Ethics Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/31978
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015