Diverse Perspectives, Engineering in Context, and Experiential Learning in Engineering Education

Lauren Kuryloski; Amy Baird

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: LEES Session 8: Care and Commitments
Page Count: 27
DOI: 10.18260/1-2--41160
Permanent URL: https://peer.asee.org/41160
Download Count: 434

Paper Authors

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Lauren Kuryloski University at Buffalo, The State University of New York

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Lauren Kuryloski is an Assistant Professor of Teaching in the Department of Engineering Education at the University at Buffalo. She teaches Technical Communication courses at both the undergraduate and graduate level.

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biography

Amy Baird University at Buffalo, The State University of New York

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Amy Baird is an Assistant Professor of Practice in the Department of Engineering Education at the University at Buffalo. She teaches STEM Communications and Ethics in Engineering and Computing to undergraduate engineering and computer science students.

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Abstract

This paper discusses a technical communication project in which engineering and computer science (CS) university students are partnered with a community organization in Tanzania in order to tackle local challenges related to sustainable development. In our research about this class project, we hope to understand the extent to which engineering and computer science (CS) students’ value outside/non-technical perspectives in their work, and to determine the extent to which engineering and CS students understand how the social, environmental, and political contexts of their work are inextricable from the technical solutions.

A social justice approach to community-based projects demands that engineers and CS students engage with the communities they serve, ask them questions about their needs, and actively listen to their responses. Research suggests that engineering students’ interest in public welfare decreases after receiving their degree and continues to decline over the course of a career (Cech, 2012). While engineering Codes of Ethics promote service to the public good, the codes do not mention concepts such as listening, diverse or non-technical perspectives, or context, implying that a “good” engineer is perfectly “equipped to define on behalf of the public subjective values like public ‘safety,’ ‘health,’ and ‘welfare’” (Lambrinidou et al, 2014).

Community-based projects are often an attempt to resolve some of these issues, as they encourage students to think about the humanitarian impact of their work. And yet, as Lucena et al. (2010) note, community-based projects must be navigated carefully. According to Nieusma and Riley (2010), it is a task with complex power dynamics and imbalances, often ending up being more for the students’ benefit than for the community. To address these challenges, we must “begin training students to see themselves not as ‘definers’ and ‘solvers’ of society’s problems, but as society’s technical experts who have the duty to partner with professionals and non-professionals alike” in order to ensure long-term success (Lambrinidou et. al., 2014).

The research on how to ethically engage in community-based projects is limited; thus, it is this gap we are trying to fill with our work. For our students’ projects, we partner with the university’s Experiential Learning Network (ELN) and the Hope Revival Children’s Organization (HRCO) in the Mara region of Tanzania. Within the context of the UN’s sustainable development goals, students write proposals for projects that address challenges in areas such as clean water and sanitation, infrastructure, affordable and clean energy, and gender equality. Notably, throughout the process, students have “Partner Meetings” (via Zoom) with the directors of the ELN and the HRCO. Thus, in addition to their own scholarly research into viable solutions to community challenges, their work is informed by the ongoing dialogue with their community partners (and ultimate end users).

Ultimately, we hope to share pedagogical resources that have been created within a social justice framework with other instructors invested in engineering education and community-based sustainability projects.

Citation
Format

Kuryloski, L., & Baird, A. (2022, August), Diverse Perspectives, Engineering in Context, and Experiential Learning in Engineering Education Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41160

TY  - CPAPER
AB  - This paper discusses a technical communication project in which engineering and computer science (CS) university students are partnered with a community organization in Tanzania in order to tackle local challenges related to sustainable development.  In our research about this class project, we hope to understand the extent to which engineering and computer science (CS) students’ value outside/non-technical perspectives in their work, and to determine the extent to which engineering and CS students understand how the social, environmental, and political contexts of their work are inextricable from the technical solutions.

A social justice approach to community-based projects demands that engineers and CS students engage with the communities they serve, ask them questions about their needs, and actively listen to their responses. Research suggests that engineering students’ interest in public welfare decreases after receiving their degree and continues to decline over the course of a career (Cech, 2012). While engineering Codes of Ethics promote service to the public good, the codes do not mention concepts such as listening, diverse or non-technical perspectives, or context, implying that a “good” engineer is perfectly “equipped to define on behalf of the public subjective values like public ‘safety,’ ‘health,’ and ‘welfare’” (Lambrinidou et al, 2014). 

Community-based projects are often an attempt to resolve some of these issues, as they encourage students to think about the humanitarian impact of their work. And yet, as Lucena et al. (2010) note, community-based projects must be navigated carefully. According to Nieusma and Riley (2010), it is a task with complex power dynamics and imbalances, often ending up being more for the students’ benefit than for the community. To address these challenges, we must “begin training students to see themselves not as ‘definers’ and ‘solvers’ of society’s problems, but as society’s technical experts who have the duty to partner with professionals and non-professionals alike” in order to ensure long-term success (Lambrinidou et. al., 2014). 

The research on how to ethically engage in community-based projects is limited; thus, it is this gap we are trying to fill with our work. For our students’ projects, we partner with the university’s Experiential Learning Network (ELN) and the Hope Revival Children’s Organization (HRCO) in the Mara region of Tanzania. Within the context of the UN’s sustainable development goals, students write proposals for projects that address challenges in areas such as clean water and sanitation, infrastructure, affordable and clean energy, and gender equality. Notably, throughout the process, students have “Partner Meetings” (via Zoom) with the directors of the ELN and the HRCO. Thus, in addition to their own scholarly research into viable solutions to community challenges, their work is informed by the ongoing dialogue with their community partners (and ultimate end users).

Ultimately, we hope to share pedagogical resources that have been created within a social justice framework with other instructors invested in engineering education and community-based sustainability projects. 
AU  - Lauren Kuryloski
AU  - Amy Baird
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Diverse Perspectives, Engineering in Context, and Experiential Learning in Engineering Education
UR  - https://peer.asee.org/41160
DO  - 10.18260/1-2--41160
ER  -