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Educating Engineers to Work Ethically with Global Marginalized Communities.

Angela R Bielefeldt1, Madeline Polmear2, Daniel W Knight3

  • 1Department of Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, Colorado, USA.

Environmental Engineering Science
|June 3, 2021
PubMed
Summary
This summary is machine-generated.

Engineering education needs to better prepare students for global development work by including ethical and societal issues (ESI). Faculty emphasize poverty, sustainability, social justice, and uncertainty, alongside community partnerships and historical context, in development engineering courses.

Keywords:
engineering educationethicshumanities and social sciencesustainable development

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Area of Science:

  • Engineering Education
  • Global Development
  • Ethical Reasoning

Background:

  • Traditional engineering education often lacks crucial ethical and societal issue (ESI) components necessary for global development contexts.
  • Engineers working with marginalized communities require enhanced ethical awareness and development beyond technical skills.

Purpose of the Study:

  • To present faculty perspectives on essential ethical and societal issues (ESI) for development engineering curricula.
  • To identify effective pedagogies for preparing engineering students for global and/or development (GD) contexts.

Main Methods:

  • Survey of 60 faculty members teaching global and/or development (GD) focused engineering courses.
  • In-depth faculty interviews to explore pedagogical approaches and curriculum content.

Main Results:

  • Key ESI topics identified include poverty, sustainability, social justice, and engineering decisions under uncertainty.
  • Faculty advocate for foregrounding the human aspect of engineering, respectful community partnerships (asset-based), and historical considerations in GD.
  • Effective pedagogies include discussions, case studies, design projects, and reflective practices, often complemented by service-learning.

Conclusions:

  • Engineering education must integrate ESI and human-centered approaches to adequately prepare students for global development.
  • Pedagogical strategies should foster ethical reasoning, community engagement, and critical reflection for impactful development engineering.