Professional Social Responsibility in Engineering

This chapter presents a range of viewpoints on the social responsibilities of the engineering profession. These social responsibilities of the engineering profession are in many ways synonymous with macroethics. Analysis of the engineering codes of ethics and educational requirements are used to support these arguments, and are compared with the perceptions of engineering students and working engineers. The social responsibilities of engineers include human safety and environmental protection in engineering designs. But it may extend further to include pro bono work and considerations of social justice issues. Research has found that perceptions of the professional social responsibilities of engineers vary across different countries/cultures, engineering disciplines (e.g., mechanical versus environmental engineers) and by gender. The impact of engineering education and broader college experiences on evolving notions of professional social responsibility will be described, in particular community engagement. Concerns about decreasing commitment to socially responsible engineering among college students, a so-called “culture of disengagement” will be presented, as well of the interaction of students’ social goals for engineering and leaving engineering studies

Service-Learning and Civic Engagement as the Basis for Engineering Design Education

Service-learning (SL) is among the pedagogies that can be used to teach students the engineering design process. The similarities and differences of SL as implemented via engineering design are compared to community and civic engagement typical in disciplines such as social sciences. Although engineering design can be conceptualized via a number of paradigms, a human-centered design approach is particularly well-suited to SL projects. SL projects typically engage engineering students and instructors with stakeholders who do not have technical backgrounds. This approach is different than many industrially-sponsored projects that are more typical in capstone design projects and poses unique challenges and opportunities for engineering design education. Best practice recommendations for SL design projects have been distilled, with a particular emphasis on developing reciprocal partnerships and meaningful student reflection. SL design projects can lead to a rich array of knowledge, skills, and attitude outcomes among students, including ethical development, humility and empathy, and creativity and innovation. Enhanced recruiting and retention using this pedagogy has also been reported. Assessment of community partner satisfaction, learning, and outcomes are generally less well documented. SL design projects can be integrated into courses ranging from first-year to senior capstone, providing benefits to communities while enhancing students’ skills

Collegiate service engagement correlations with engineering job selection and satisfaction

Curricular and co-curricular service programs are becoming more common in engineering education. For some students, these experiences align with preexisting desires to use engineering to help others; for others it instills these expectations for one&rsquo;s career.&nbsp; To date, there has been a lack of research on the long-term impacts of these service experiences on engineers&rsquo; career pathways, including satisfaction with an ability to help others through one&rsquo;s career. A survey asked engineering alumni to describe characteristics of their most and least satisfying jobs with respect to an ability to help others or society. Results showed that for individuals in their first job since graduation, undergraduate collegiate service correlated with an ability to help others as a motivator for job selection, and graduate level collegiate service correlated with satisfaction with an ability to help others through one&rsquo;s job. For participants who had worked at more than one job, graduate service correlated with their least satisfying job with respect to helping others. The results point to the formative effect that service can have on career aspirations and perceptions, but also highlight the complexity of these issues and the need for more in-depth and nuanced assessments of the effects of collegiate experiences on post-collegiate pathways. </div

Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students

This research explored correlations between the social responsibility attitudes of engineering students and their participation in service-learning and/or extracurricular engineering service activities, such as Engineers Without Borders (EWB). Social responsibility attitudes were measured using a survey with fifty Likert items. The survey also collected information about students&rsquo; participation frequency in service-learning courses, EWB, and service trips. Survey responses were received from students at five institutions who were primarily in their first or senior year and majoring in civil, environmental, or mechanical engineering. Findings showed that incoming first-year students with higher frequency of service-learning participation during high school had higher average social responsibility. College service-learning courses had a beneficial impact on social responsibility attitudes. In open-ended responses, a number of students directly cited service-learning courses as impacting their views of social responsibility.&nbsp; Students who participated in EWB had more positive social responsibility attitudes than students who did not participate in EWB. This is due, primarily, to students with high social responsibility opting into activities like EWB. Future research is needed to determine the specific aspects of the service-learning experiences that foster positive attitudes toward social responsibility in engineering students, such as types of structured reflection and reciprocal partnerships with the community. </div

Sustainability in Mechanical Engineering Undergraduate Courses at 100 Universities

Mechanical engineers have an important role in contributing to a more sustainable future. However, the extent that sustainability is currently being integrated into mechanical engineering (ME) curricula is unclear. This research characterized sustainability integration in undergraduate ME courses at 100 universities. Criterion-based selection resulted in a range of institution types and geographic locations (including institutions outside the United States); 93 of the 100 programs were accredited by the Engineering Accreditation Commission (EAC) of ABET. For 90 institutions, the data came from the Association for the Advancement of Sustainability for Higher Education (AASHE) Sustainability Tracking, Assessment &amp; Rating System (STARS). Course catalog information was used for ten additional schools, in addition to comparing catalog data to STARS for ten institutions. Overall, sustainability topics were found in at least one elective or required undergraduate ME course at 83 institutions; only 43 institutions included sustainability in at least one required ME course; 16 institutions offered ten or more ME courses that integrated sustainability topics. Courses with sustainability integration at the greatest number of institutions were thermodynamics, engineering design, introduction to engineering, and heat transfer. Few of these courses appeared to integrate all three sustainability pillars (environmental, social, and economic). Leading institutions for sustainability integrations across the curriculum were identified. This work offers a picture of sustainability incorporation in undergraduate mechanical engineering programs, with the hope of catalyzing greater and more visible sustainability integration in the future.</p

Working Engineers’ Satisfaction with Helping People and Society Through Their Jobs

This research explored the extent that working engineers were satisfied with their ability to help or serve people and/or society through their jobs. Over 450 engineering graduates responded to an online survey, including alumni recently transitioning to the workforce from 16 U.S. institutions and professional volunteers with Engineers Without Borders-U.S.A. Only 18% of the respondents currently working in engineering jobs had some level of dissatisfaction with helping others through their job; this differed by job sector and discipline but not gender or between recent alumni and service-active engineers. Forty per cent cited dissatisfaction with service aspects of their work as a contributing factor for leaving an engineering job. A few seemed to have left engineering careers due to dissatisfaction with their ability to help others. The results point to the importance of aligning personal goals for helping people/society with engineering careers; employers facilitating these connections may reap benefits in employee retention.</p

Designing Value into Engineering Learning Through Service Activities Using a Blueprint Model

Both course-based service-learning (S-L) and extracurricular community service activities, together referred to as Learning Through Service, provide the opportunity for rich learning, personal growth, and tangible beneficial outcomes for students, community partners, and faculty. However, to fully realize this potential careful planning and design of the Learning Through Service (LTS) effort are required. This paper describes a framework with nine important elements to consider for LTS program design: (1) stakeholders, (2) value propositions, (3) relationships, (4) channels, (5) key activities, (6) resources, (7) partnerships, (8) value stream returns, and (9) value stream costs/outlays. This LTS development framework is based on the Business Canvas Model used in developing and evaluating the business viability of an innovative product or service. For LTS, the stated program design attributes were identified based on the personal LTS experience of the research team and input from additional experts. These nine elements can be effectively presented as a blueprint for an LTS program. Thoughtful planning in each of these areas will help ensure that the program goals are met and provide optimal benefits for all of the stakeholders. These elements also help to identify where management and assessment efforts are best targeted. Specific examples for each of the nine attributes from thirty-four different LTS programs are presented. Some of these LTS programs were in the planning phases and missing elements that could make the programs more meaningful, such as student reflection or engaging community partners as equals. Together, the model and examples provide guidance for others who are interested in designing a new LTS program, or improving an existing one.</div

Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students

This research explored correlations between the social responsibility attitudes of engineering students and their participation in service-learning and/or extracurricular engineering service activities, such as Engineers Without Borders (EWB). Social responsibility attitudes were measured using a survey with fifty Likert items. The survey also collected information about students&rsquo; participation frequency in service-learning courses, EWB, and service trips. Survey responses were received from students at five institutions who were primarily in their first or senior year and majoring in civil, environmental, or mechanical engineering. Findings showed that incoming first-year students with higher frequency of service-learning participation during high school had higher average social responsibility. College service-learning courses had a beneficial impact on social responsibility attitudes. In open-ended responses, a number of students directly cited service-learning courses as impacting their views of social responsibility.&nbsp; Students who participated in EWB had more positive social responsibility attitudes than students who did not participate in EWB. This is due, primarily, to students with high social responsibility opting into activities like EWB. Future research is needed to determine the specific aspects of the service-learning experiences that foster positive attitudes toward social responsibility in engineering students, such as types of structured reflection and reciprocal partnerships with the community. </div