The National Academy of Engineering’s Grand Challenges address some of the most societally significant issues that we face as a nation and a global community in the 21st century. They were defined through an envisioning process by some of this generation’s leading technological thinkers and doers, with input ranging from the general public to engineering societies. They have drawn considerable interest, including being developed into the NAE Grand Challenge Scholars Program (GCSP) in use at more than a dozen universities across the county. However there also have been critiques of the NAE Grand Challenges by members of several ASEE divisions, including LEES, Engineering Ethics, and Community Engagement, who argue that there is a need to better address their societal dimensions.
This panel will discuss ways the GCSP currently addresses societal dimensions in their curricula and how those activities might be enhanced. The panelists will engage in a broad assessment of current and future work. Attendees will be invited to participate in the discussion to help identify the broader set of societal factors that could inform the GCSP and to explore how the NAE Grand Challenges could be used to explore ethics and societal considerations in engineering education.
Session organized by Frazier F. Benya (National Academy of Engineering) and Atsushi Akera (Rensselaer Polytechnic Institute)
B.S. in Electrical Engineering from Southern Methodist University. D.Sc. in Engineering & Policy from Washington University in St. Louis. Lincoln Associate Professor of Ethics and Technology, School of Letters & Sciences and the Consortium for Science, Policy & Outcomes, Arizona State University. He is co-editor of The Growing Gap Between Emerging Technologies and Legal-Ethical Oversight: the Pacing Problem (Springer, 2011), editor of Social, Ethical and Policy Implications of Engineering: Selected Readings (Wiley/IEEE Press, 2000) and has published numerous articles on engineering ethics and societal implications of technology in engineering, law, social science, and applied ethics journals. He previously served as editor of IEEE Technology & Society and an associate editor of Engineering Studies. He is a Distinguished Life Member of the Executive Board of the National Institute for Engineering Ethics, a former Chair of the Liberal Education/Engineering and Society Division of the American Society for Engineering Education, and a former President of the IEEE Society on Social Implications of Technology.
Dr. Jenna Carpenter is Associate Dean for Undergraduate Studies in the College of Engineering and Science at Louisiana Tech University. She also directs the Office for Women in Science and Engineering. Her research focuses on improving the climate and success for women in engineering and science. She is Chair of the National Academy of Engineering Grand Challenge Scholars Program National Steering Committee. She is President-Elect for the Women in Engineering ProActive Network (WEPAN). She served as Vice President for Professional Interest Councils on the Board of Directors for the American Society for Engineering Education (ASEE). Dr. Carpenter actively advises and speaks on diversity, mentoring, and professional development for a variety of programs and organizations at the national and state levels, encompassing K-12, collegiate, academic, and corporate audiences.
Donna Riley's research spans disciplinary boundaries, integrating science and technology studies, ethics, and education with engineering, striving to make engineering education and practice more socially just.
In 2005, she received an NSF CAREER award on implementing and assessing critical and feminist pedagogues in engineering classrooms. She followed this with a second NSF award focused on strategies for propagating transformative findings from engineering education research among engineering educators. Riley’s books include Engineering and Social Justice(Morgan and Claypool, 2008) and Engineering Thermodynamics and 21st Century Energy Problems (Morgan and Claypool, 2011).
She is the 2012 recipient of the Sterling Olmsted Award from the American Society of Engineering Education honoring “distinguished contributions to the development and teaching of liberal arts in engineering education.” In 2010, she received the GLBT Educator of the Year Award from the National Organization of Gay and Lesbian Scientists and Technical Professionals. In 2013, her thermodynamics students swept the awards in the National Academy of Engineering's Energy Ethics Video Challenge, winning Best Video and four of four Best in Theme Awards.
Riley holds a B.S.E. in Chemical Engineering from Princeton University and a Ph.D. in Engineering and Public Policy from Carnegie Mellon University.
Thomas C. Katsouleas, Ph.D., became dean of Duke University’s Pratt School of Engineering in July 2008. He also serves as Professor of Electrical and Computing Engineering. He earned a Ph.D. in physics and B.S. in physics, both from UCLA in 1979 and 1984, respectively. He continued at UCLA where he served for seven years on the faculty. Katsouleas’ primary research interest is in the use of plasmas as novel particle accelerators and light sources. He joined the University of Southern California faculty as an associate professor of electrical engineering in 1991, becoming full professor in 1997. There he also served as an Associate Dean of Engineering and Vice Provost of Information Technology Services.