Ticketed event: $10.00 advanced registration and $20.00 on site registration
Humanitarian engineering, corporate social responsibility, social justice, socially-responsible engineering, engineering for change, global humanitarian technology, peace engineering, engineering for community development, service learning, and many more, are programs that now make part of the landscape of engineering education. What do these terms have common? What do they mean in a pedagogical setting? What do they mean in practice? How are they relevant to the Engineer of 2020 or of 2050? Arguably, all these initiatives are about “engineering for doing good.” But, what does “engineering for doing good” really mean and what is it good for anyway?
in this highly-interactive and provocative workshop we will bring together educators, program leaders, students, researchers, evaluators, practitioners, and other stakeholders involved in “engineering for doing good” programs to discuss the questions above and to begin to establish a national network of people interested in developing a common understanding of this area. The goal is to better map the boundaries, concepts, methods, assumptions, intentions, and groups of people that teach, research and practice in this heterogeneous domain of “engineering for doing good.” Since the creation of EWB organizations and humanitarian programs in Canada and the US at the beginning of the 21st century, there has been a significant growth of related curricular, service learning, study-abroad, student organizations and scholarship projects in the last 20 years, many of which are showcased in the ASEE divisions of community engagement, liberal education/engineering and society, and engineering ethics, among others, as well in the philosophical motivations behind NAE’s The Engineering Of 2020, the Grand Challenges and the UN Sustainable Development Goals. In these two decades, there has also been some attempts to map and conceptualize these diverse fields of practice in the published literature. Yet under this large umbrella of “engineering for doing good,” proliferating titles, concepts, methods, and networks makes it difficult for people working in these spaces to benefit from and build upon each other’s experiences and knowledge. We seek to bring together people working in these fields of practice so that we can collectively make visible these networks, conceptualize what holds us together, consider what distinguishes our approaches, and set out a vision for the future of these fields. This collaborative work is especially timely, as it will take place on the target date of the NAE’s influential report The Engineer of 2020. This occasion invites critical reflection on what was accomplished and what remains to be done to educate engineering students to become the kind of socially conscious professionals that publics seem to increasingly demand.
Juan obtained a Ph.D. in Science and Technology Studies (STS) from Virginia Tech and a MS in STS and two BS in Mechanical and Aeronautical Engineering from RPI. His books represent an intellectual trajectory of a fundamental research question: how have politics and culture shaped the answers to the question ‘what is engineering for?’ In the 1990s, he researched how globalization influenced engineering under a NSF CAREER Award titled An Ethnography of Globalization and Engineers in Europe, Latin America, and the U.S. He has also been PI in projects such as Building the Global Engineer; Enhancing Engineering Education through Humanitarian Ethics; and Engineering and Social Justice. Juan has served as member of key advising groups such as NSF/Sigma Xi Committee on Globally Engaged S&E Workforce, NAE’s Center for Engineering Ethics and Society and the IEEE Global Humanitarian Award. He has directed the Science, Technology, and Globalization Program at Embry-Riddle and the McBride Honors Program at CSM. He has been Boeing Senior Fellow in Engineering Education at the NAE and co-editor of the journal Engineering Studies.
Dean Nieusma is Division Director and Associate Professor of Engineering, Design, & Society. He received his Ph.D. in science and technology studies from Rensselaer Polytechnic Institute and bachelor’s degrees in mechanical engineering and general studies from the University of Michigan. Prior to graduate school, he worked as a manufacturing engineer at Ford Motor Co. His research focuses on integrating social and technical dimensions of engineering in education and practice, with a focus on design and project-based learning. He is also broadly interested in the social and ethical implications of technologies and the application of engineering and design expertise to enduring social and environmental problems. He has received several awards and fellowships for research, teaching, and service, including a Fulbright fellowship (Sri Lanka) and, most recently, ASEE’s Olmsted Award for contributions to the liberal education of engineers.
Co-Director of Humanitarian Engineering &