Engineering Justice

Jon A. Leydens, PhD, is an Associate Professor in the Division of Humanities, Arts, and Social Sciences at Colorado School of Mines. Juan C. Lucena, PhD, is a Professor and Director of Humanitarian Engineering in the Division of Engineering, Design & Society at Colorado School of Mines.

• A Note from the Series Editor xiiiAbout the Authors xvForeword xviiPreface xxiiiAcknowledgments xxviiIntroduction 11 Pressing Issues for Engineering Education and the Engineering Profession 31.1 A Mismatched Curriculum 31.2 Responsibility that Emerges from the Transformative Power of Engineering 71.3 Inquiring into the Framing of Benefits and Constraints 91.4 Transitioning from Weak to Robust Sustainability 91.5 Fostering Inclusive Excellence 101.6 Engaging Emerging Interest Groups 112 Research Methods 123 Theoretical Frameworks 134 Engineering for Social Justice 144.1 Emerging Organizations Provide New Opportunities 154.2 Calls from Engineering Education Leaders 164.3 Emerging Scholarship on Engineering and Social Justice 185 Engineering for Social Justice Criteria 195.1 Listening Contextually to Develop Trust and Empathy 215.2 Identifying Structural Conditions 235.3 Acknowledging Political Agency and Mobilizing Power 245.4 Increasing Opportunities and Resources 265.5 Reducing Imposed Risks and Harms 275.6 Enhancing Human Capabilities 285.7 Engineering and Social Justice Criteria Combined 306 Guidelines for Engineering for Social Justice Implementation 316.1 Cradle-to-Grave Analysis 316.2 Transcending Temporal Delimitations 336.3 Culling Multiple Perspectives 337 Further Chapters 347.1 Ideologies and Mindsets that Render Social Justice Invisible or Irrelevant 347.2 Engineering Design 357.3 Engineering Sciences 367.4 Humanities/Social Science Courses for Engineering Students 367.5 E4SJ as Catalyst for Inclusive Excellence in Engineering 377.6 Conclusion 378 Benefits of E4SJ Approach 37References 381 Social Justice is often invisible in Engineering Education and Practice 451.1 Generic Barriers to Rendering Social Justice Visible 461.1.1 Normalcy 461.1.2 Superiority 471.1.3 Unconscious Biases 471.1.4 Personal and Broader Societal Framing 481.2 Engineering-Specific Barriers to Rendering Social Justice Visible: Ideologies 491.2.1 Technical–Social Dualism 501.2.2 Depoliticization 521.2.3 Meritocracy 551.3 Engineering-Specific Barriers to Rendering Social Justice Visible: Mindsets 561.3.1 Centrality of Military and Corporate Organizations 571.3.2 Uncritical Acceptance of Authority 581.3.3 Technical Narrowness 591.3.4 Positivism and the Myth of Objectivity 591.3.5 Willingness to Help and Persistence 60References 632 Engineering Design for Social Justice 672.1 Why Engineering Design Matters 692.1.1 Why Design Resembles Actual Engineering Practice Yet Has Limitations 702.1.2 Why Design is an Important Yet Undervalued Component of Engineering Education 712.2 Engineering for Social Justice: Criteria for Engineering Design Initiatives 712.2.1 Listening Contextually 742.2.2 Identifying Structural Conditions 782.2.3 Acknowledging Political Agency and Mobilizing Power 792.2.4 Increasing Opportunities and Resources 822.2.5 Reducing Imposed Risks and Harms 852.2.6 Enhancing Human Capabilities 862.3 Social Justice Criteria Combined 882.4 Benefits of Integrating SJ in Design 892.5 Limitations of Social Justice Criteria 95Appendix 2.A Engineering for Social Justice Self-Assessment Checklist 98Appendix 2.B Design for Social Justice Charrette 100Acknowledgments 102References 1023 Social Justice in the Engineering Sciences 1073.1 Why are the Engineering Sciences the Sacred Cow of the Engineering Curriculum? 1083.1.1 Engineering Sciences as Shapers of Engineering Identity 1083.1.2 Pedagogical Tradition in the Engineering Sciences 1123.2 Why Social Justice is Inherent in Engineering Sciences Course Content 1143.3 Making Social Justice Visible without Compromising Technical Excellence 1163.3.1 Social Justice Definition 1163.3.2 E4SJ Criteria 1193.4 Examples of Making SJ Visible in the Engineering Sciences 1203.4.1 E4SJ Criteria Engaged in Introduction to Feedback Control Systems 1203.4.2 E4SJ Criteria Engaged in Continuous-Time Signals and Systems 1273.4.3 E4SJ Criteria Engaged in Mass and Energy Balances 1283.5 Challenges of Integrating Social Justice into the Engineering Sciences 1323.5.1 Accreditation 1323.5.2 Student Attitude 1333.5.3 Faculty Attitude 1333.6 Opportunities Associated with Integrating Social Justice 1353.6.1 Student Perspectives on Opportunities 1363.6.2 Teaching and Scholarship Opportunities for Faculty 1393.7 Author Narratives on Challenges and Opportunities 1413.7.1 IFCS Reflection by Dr. Johnson 1413.7.2 CTSS Reflection by Dr. Huff 1423.7.2.1 CTSS Follow-Up Reflection by Dr. Huff 1433.7.3 Mass and Energy Balances Reflection by Dr. Riley 1443.8 Conclusion 145Appendix 3.A IFCS Case Study Matrix. The Case Study Options are Mapped to Technical and Social Justice Learning Objectives 146Appendix 3.B SJ Integration Issues. For Future IFCS Course Iterations, the Key SJ Integration Issues and Their Potential Solutions are Explored 147Acknowledgments 149References 1494 Humanities and Social Sciences in Engineering Education: From Irrelevance to Social Justice 1554.1 Humanities and Social Sciences, the Engineering Curriculum, and the Distancing of Engineering Education from Pressing Social Problems 1574.2 The Cold War, the Anti-Technology Movement, and a Marginalized HSS 1604.2.1 Humanities and Social Sciences in 1960s and 1970s Engineering Education 1614.2.2 The Emergence and Evolution of STS 1624.3 It is Time: Integration of Engineering and Social Justice Through the HSS–The Historical Convergence of ABET 2000 and More 1634.3.1 Changes in the Institutional Landscape 1654.3.2 Changes in the Scholarly Landscape 1664.4 Emerging Curricular Innovations 1684.5 Engineering and Social Justice at Colorado School of Mines 1704.5.1 Background 1704.5.2 Description of the Course “Engineering and Social Justice” 1714.5.3 Course Learning Outcomes 1724.6 Intercultural Communication at Colorado School of Mines 1734.6.1 Course Background 1744.6.2 Course Description 1744.6.3 Learning Outcomes 1774.7 Document Design and Graphics at Utah State 1774.7.1 Course Background 1784.7.2 Course Description 1784.7.3 Learning Outcomes 1794.8 Benefits and Limitations 1824.8.1 Benefits 1824.8.2 Limitations 183Appendix 4.A Privilege Walk Questions 184Appendix 4.B Privilege by Numbers Activity 187Appendix 4.C Intercultural Communication Foundational Questions 188Acknowledgments 189References 1905 Transforming Engineering Education and Practice 1975.1 Practical Guidelines: From Problem Space to Program Space 1995.1.1 E4SJ in the Problem Space 1995.1.2 E4SJ in the Course Space 2025.1.3 E4SJ in Boundary Spaces 2065.1.4 E4SJ in the Program Space 2075.2 Broader Implications of E4SJ-Infused Transformations 2085.2.1 Changing Who Becomes an Engineer 2085.2.2 Changing the Culture of Engineering 2115.2.3 From a Culture of Disengagement to One of Greater Public Engagement 2155.3 Identity Challenges and Inspirations 2175.3.1 Engineering Student Identity Issues 2175.3.2 Engineering Faculty Identity Issues 223Appendix 5.A Assignment and Examples of Problem Rewrites 228References 2376 Conclusion: Making Social Justice Visible and Valued 2436.1 Engineering Justice into Your Career 2446.1.1 Recognizing Barriers and Opportunities to Making E4SJ Visible 2456.1.2 Developing Creative Framing on the Road to Tenure and Promotion 2466.1.3 Engaging Other Stakeholders and Building a Community of Practice 2506.1.4 Supporting Students interested in E4SJ Beyond the Classroom 2506.1.5 Enacting E4SJ Outside the Home Institution 2526.2 Future E4SJ Research Directions 2536.2.1 Longitudinal Studies 2536.2.2 Vehicles for Giving Voice to Marginalized Groups 255References 255Index 259