June 26, 2011
June 26, 2011
June 29, 2011
22.609.1 - 22.609.12
ASEE 2011 VancouverAbstract for Ethics Division panel session on Engineering, Social Justice, Peace, and theEnvironmentEngineering, Social Justice, and Peace:Strategies for Pedagogical, Curricular, and Institutional ReformThis paper surveys and analyzes a range of progressive engineering education reformefforts that extend from explicit concerns with social justice, or what Joe Herkert hasusefully called questions of “marco-ethics” in engineering. The paper categorizes theseefforts and shows how they work at various levels of educational reform: pedagogicalreform in classrooms, curricular reform of degree programs, and organizational reformwithin educational and professional institutions.The different approaches to social justice-based educational reform are identified basedon a review of relevant literatures and through initiatives carried out by members of theinternational network of Engineering, Social Justice, and Peace. The literature reviewincorporates work on engineering education but also includes relevant works fromengineering ethics, engineering studies, and development engineering. These literaturesprovide both empirical case materials and conceptual tools for analyzing and categorizingthe different approaches. In addition to the literature review, the paper will draw ondirect experiences with current social justice initiatives at Rensselaer PolytechnicInstitute, Smith College, the University of Western Australia, Binghamton University,and the Colorado School of Mines.To bound the analysis, the paper will focus on three facets of engineering education andits reform related to social justice concerns: 1) assumptions about what “engineering” isand how its boundaries should be defined or redefined to respond better to socialinjustices; 2) engineering competencies for social justice work and the role of engineeringeducation in developing those competencies; and 3) questions surrounding the possibilityof effective public participation in engineering problem solving, especially participationby members of social groups suffering from injustices. In each of these areas, specialattention will be given to the how the traditional social/technical divide in engineeringeducation is negotiated and how those negotiations play out at different levels of reform.
Nieusma, D. (2011, June), Engineering, Social Justice, and Peace: Strategies for Pedagogical, Curricular, and Institutional Reform Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17890
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: © 2011 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