Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
BACKGROUND AND MOTIVATION The United Nations (UN) has announced a set of 17 Sustainable Development Goals (SDGs) in its recent policy document, “Transforming our world: the 2030 Agenda for Sustainable Development”. These SDGs are universal, transformative, and embark upon a range of immense global challenges such as ending poverty and hunger, and the achievement of gender equality. Since then, governments and multinational enterprises worldwide have begun their joint endeavors to work towards the full implementation of the agenda. Engineering educators have been called for taking lead in ensuring that engineering graduates have the ability to apply and contribute professional engineering knowledge for achieving the SDGs. In the current work, we react to the call by introducing elements of sustainable development and global citizenship into a regular undergraduate course within the Information Engineering curriculum.
METHOD, PEDAGOGICAL STRATEGIES, AND IMPLEMENTATION The implementation took place in a course titled “Social Media and Human Information Interaction” offered in Fall 2017 (N = 68). The course aims to provide a wide range of concepts and techniques related to social media analytics and human information interactions. We adopt pedagogical strategies in design thinking to foster engineering students’ ability to think critically from multiple perspectives, with stringent ethical standard, and be creative and innovative. As one of the assessment items, students are required to work in teams of 3-5 members to produce a policy report which: (1) identify an existing sustainability issue and name the SGDs involved; (2) analyze the issue and collect statistics from resources such as the UNSD (United Nations Statistics Division) statistical databases to support their argument; and (3) make policy solutions based on the knowledge learned from (or related to) the course.
ASESSMENT AND RESULTS We develop an analytic rubric for assessment and provide it to the students to guide their project work. The rubric includes 4 dimensions: issue identification, research, policy solution, and organization; and is specified in 4 levels: exemplary, accomplished, acceptable, and unacceptable. A total number of 16 policy reports are produced by the students in the end of the semester. Students’ policy reports are graded according to the rubric. The results will be analyzed and discussed in the full paper.
OUR CONTRIBUTION AND SIGNIFICANCE The current work is amongst the pioneer effort in integrating elements of sustainable development into the formal undergraduate engineering curriculum. Our implementation case study has demonstrated how to contextualize and operationalize design thinking at regular course level; so as to facilitate the development of global citizenship in engineering students. We hope this work has partially answered the important question of “what can engineering educator do for sustainable development?” and can engender further discussions on engineering education for sustainable development.
Chan, R. Y., & Chan, C. K., & Tahernia, M., & Liang, J., & Cao, Q. (2018, June), Engineering Education for Sustainable Development and Global Citizenship: A Course-level Implementation Case in Hong Kong Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30409
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