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Promoting peace in engineering education: modifying the ABET criteria
1Dept of Mechanical and Bioengineering, The State University of New York at Binghamton, Binghamton, New York 13902-6000, USA. catalano@binghamton.edu
Science and Engineering Ethics
|April 13, 2006
Summary
This study proposes integrating peace education into engineering curricula by modifying ABET Criterion 3. It explores fostering peace with oneself, others, and the planet through classroom activities.
Area of Science:
- Engineering Education
- Peace Studies
- Sustainable Development
Background:
- Current engineering education often lacks focus on peace, democracy, and sustainable development.
- The United Nations' Integral Model provides a framework for holistic education.
- ABET Criterion 3 accreditation standards require review for alignment with broader educational goals.
Purpose of the Study:
- To propose modifications to ABET Criterion 3 to incorporate peace education principles.
- To integrate the UN's Integral Model into engineering curricula.
- To assess the effectiveness of peace-focused classroom activities in engineering.
Main Methods:
- Analysis and modification of ABET Criterion 3.
- Integration of the "Integral Model of Education for Peace, Democracy and Sustainable Development" into engineering courses.
- Development and implementation of specific classroom activities.
- Collection and discussion of student reactions and exercise effectiveness.
Main Results:
- Proposed modifications to ABET Criterion 3 to include peace, democracy, and sustainability.
- Successful integration of the Integral Model's core elements: peace with self, others, and the planet.
- Identified effective classroom activities and gathered student feedback on their impact.
Conclusions:
- Engineering education can be enhanced by integrating peace, democracy, and sustainable development principles.
- Modifying accreditation criteria like ABET Criterion 3 is crucial for this integration.
- Classroom activities based on the Integral Model show promise in fostering holistic development in engineering students.
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