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

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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

Community Engagement Division Technical Session 3

Tagged Division

Community Engagement Division

Tagged Topic

Diversity

Page Count

20

DOI

10.18260/1-2--34240

Permanent URL

https://peer.asee.org/34240

Download Count

408

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Paper Authors

biography

John Bernhard Kleba ITA - Aeronautics Technological Institute (Brazil)

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John Bernhard Kleba studied Political Sociology at the Federal University of Santa Catarina, Brazil, and obtained a doctoral degree in Social Sciences at the University of Bielefeld, Germany. Since March 2005 he is Senior University Lecturer of Political Science and Sociology at the Aeronautics Technological Institute (ITA), Brazil. In 2010/2011 he was awarded by CNPq with a post-doctoral research at the CSGR, University of Warwick, UK and in 2014 he was awarded by FAPESP with a post-doctoral research at the Centre for Ethics, Law and Public Affairs at the same university. His research focus relies on Engineering and Community Services; Socio-Legal Studies, Science and Technology Studies, Political philosophy, Sociology of Environment and Intellectual Property Rights.

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biography

Cristiano Cordeiro Cruz Aeronautics Technological Institute (Brazil) Orcid 16x16 orcid.org/0000-0003-2844-3439

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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 ethical-political, 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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Abstract

Background and motivation Engineering schools have established a variety of ways on how community engagement programs (CEP) are built into curriculum. The aim of this paper is to review selected cases of CEP in engineering schools, in order to understand the options of institutional design. The research of CEP's design includes the need of adapting to local cultural contexts, but also the options and ways of tackling common challenges present in all engineering schools. Description and justification of methodology Methodologically, we first draw on two successful cases: the Brazilian grassroots popular engineering at the Federal University of Rio de Janeiro and the minor in humanitarian engineering at the Australian National University in Canberra. Other cases in Brazil and abroad may be considered to show variations in CEP. Next, the experience of engaged engineering of the Aeronautics Technological Institute (ITA) in Brazil is discussed and research questions are raised in order to provide guidelines for a minor project integrating CEP at ITA. Results and data analysis including impact on the community We are undertaking analysis of the following data: the syllabus and design of disciplines; partnerships in CEP opportunities; efforts towards multidisciplinarity; question about strong CE with co-creation and empowerment; ways of funding CE; different understandings of humanitarian engineering; particularities of local contexts; discussion of bottlenecks and the search for solutions. Conclusions and significance We expect to highlight useful findings of different model cases, advancing in the research about institutional and curriculum design of CEP and discussing innovative approaches in teaching and service learning in engineering schools.

Kleba, J. B., & Cruz, C. C. (2020, June), Building Engaged Engineering in Curriculum - A Review of Brazilian and Australian Cases Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34240

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