Chacon-Hurtado, D., & Sirota, S., & Hertel, S. (2022, August), Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41593

\bibitem{asee_peer_41593}
  Chacon-Hurtado, D., \& Sirota, S., \& Hertel, S. (2022, August), \emph{Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41593

Davis Chacon-Hurtado, Sandra Sirota, and Shareen Hertel.  "Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41593 Internet.  15 Mar, 2025

\bibitem{asee_peer_41593}
  Davis Chacon-Hurtado, Sandra Sirota, and Shareen Hertel.
  "Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41593 Internet.  15 Mar, 2025

@INPROCEEDINGS{asee_peer_41593
author = "Davis Chacon-Hurtado, Sandra Sirota, and Shareen Hertel"
title = "Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41593}
number = {10.18260/1-2--41593}
}

TY  - CPAPER
AB  - Engineering and technological developments are at the core of societal change, influencing and being influenced by society's cultural, political, economic, and socio-technical context. However, traditional engineering education tends not to equip future engineers with the critical thinking and tools necessary for interpreting their obligations in relation to codes of professional ethics and the duty to hold paramount the safety, health, and welfare of the public. Ongoing environmental and societal challenges (ranging from social inequality to the climate crisis) urgently require the development of an engineering workforce that can perform successfully in a multicultural and globalized world. This paper shares the pedagogy and lessons learned from implementing an undergraduate course at the University of Connecticut based on a Human Rights-Based Approach to Engineering called "Engineering for Human Rights."
AU  - Davis Chacon-Hurtado
AU  - Sandra Sirota
AU  - Shareen Hertel
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class
UR  - https://peer.asee.org/41593
DO  - 10.18260/1-2--41593
ER  -