thank you one of the most rewarding aspects of being a professor at mines is
aspects of being a professor at mines is
aspects of being a professor at mines is working with students as they make
working with students as they make
working with students as they make connections in the mid-2000s riding a
connections in the mid-2000s riding a
connections in the mid-2000s riding a wave of post-911 interest in public
wave of post-911 interest in public
wave of post-911 interest in public public issues and global issues students
public issues and global issues students
public issues and global issues students started to ask a whole new set of
started to ask a whole new set of
started to ask a whole new set of questions I’ve been here 20 years and
questions I’ve been here 20 years and
questions I’ve been here 20 years and mid 2000s was a turning point and those
mid 2000s was a turning point and those
mid 2000s was a turning point and those questions were absolutely different than
questions were absolutely different than
questions were absolutely different than the ones they were asking before one of
the ones they were asking before one of
the ones they were asking before one of those questions was from a student
those questions was from a student
those questions was from a student sitting across from me in my office how
sitting across from me in my office how
sitting across from me in my office how do I take my interest in engineering and
do I take my interest in engineering and
do I take my interest in engineering and combine it with my passion for social
combine it with my passion for social
combine it with my passion for social justice engineering social justice I was
justice engineering social justice I was
justice engineering social justice I was both baffled and intrigued it was that
both baffled and intrigued it was that
both baffled and intrigued it was that question that was planted by multiple
question that was planted by multiple
question that was planted by multiple students in the middle of the 2000s that
students in the middle of the 2000s that
students in the middle of the 2000s that ended up being launching a journey that
ended up being launching a journey that
ended up being launching a journey that lasted over ten years that journey is my
lasted over ten years that journey is my
lasted over ten years that journey is my story today it’s the story that took me
story today it’s the story that took me
story today it’s the story that took me to the National Academy of Engineering
to the National Academy of Engineering
to the National Academy of Engineering to work on two National Science
to work on two National Science
to work on two National Science Foundation grants and also to publish
Foundation grants and also to publish
Foundation grants and also to publish multiple papers and a forthcoming book
multiple papers and a forthcoming book
multiple papers and a forthcoming book so this combination of engineering and
so this combination of engineering and
so this combination of engineering and social justice was something that
social justice was something that
social justice was something that students were looking at and for me
students were looking at and for me
students were looking at and for me what’s rewarding about my job is working
what’s rewarding about my job is working
what’s rewarding about my job is working with people who are curious hardworking
with people who are curious hardworking
with people who are curious hardworking and determined to find answers and
and determined to find answers and
and determined to find answers and that’s a great description of mine
that’s a great description of mine
that’s a great description of mine students in their first year here they
students in their first year here they
students in their first year here they asked really important questions like
asked really important questions like
asked really important questions like will I make it here will I make friends
will I make it here will I make friends
will I make it here will I make friends here do I belong and in their final year
here do I belong and in their final year
here do I belong and in their final year here they asked congratulation get here
here they asked congratulation get here
here they asked congratulation get here any sooner and after graduation will I
any sooner and after graduation will I
any sooner and after graduation will I ever use differential quit equations
ever use differential quit equations
ever use differential quit equations again and more importantly where will my
again and more importantly where will my
again and more importantly where will my engineering and science career take me
engineering and science career take me
engineering and science career take me next in between that first and last
next in between that first and last
next in between that first and last at mines a lot happens and a lot of
at mines a lot happens and a lot of
at mines a lot happens and a lot of passions are ignited and nurtured last
passions are ignited and nurtured last
passions are ignited and nurtured last year in a survey of mine students this
year in a survey of mine students this
year in a survey of mine students this group of set of passions came up from
group of set of passions came up from
group of set of passions came up from the survey and what you see there is a
the survey and what you see there is a
the survey and what you see there is a tremendously wide array of interests
tremendously wide array of interests
tremendously wide array of interests that mine students have and want to
that mine students have and want to
that mine students have and want to engage while they’re here that that
engage while they’re here that that
engage while they’re here that that particular set of interests is
particular set of interests is
particular set of interests is interesting to me because I’m a
interesting to me because I’m a
interesting to me because I’m a professor in humanities Arts and Social
professor in humanities Arts and Social
professor in humanities Arts and Social Sciences and I want students to be able
Sciences and I want students to be able
Sciences and I want students to be able to be whole people to engage these in
to be whole people to engage these in
to be whole people to engage these in multiple parts of their curriculum one
multiple parts of their curriculum one
multiple parts of their curriculum one aspect of this process is working with
aspect of this process is working with
aspect of this process is working with students as they ask really really
students as they ask really really
students as they ask really really important questions like who and what is
important questions like who and what is
important questions like who and what is engineering for who is best served by
engineering for who is best served by
engineering for who is best served by engineering who is constrained by
engineering who is constrained by
engineering who is constrained by engineering how can engineering be a
engineering how can engineering be a
engineering how can engineering be a force to benefit and help prosper those
force to benefit and help prosper those
force to benefit and help prosper those who were traditionally underserved those
who were traditionally underserved those
who were traditionally underserved those kinds of questions became very
kinds of questions became very
kinds of questions became very fascinating to me and again those seeds
fascinating to me and again those seeds
fascinating to me and again those seeds were planted by students in the mid
were planted by students in the mid
were planted by students in the mid 2000s the next stop in this journey came
2000s the next stop in this journey came
2000s the next stop in this journey came about as a result of my work on
about as a result of my work on
about as a result of my work on connecting engineering and sustainable
connecting engineering and sustainable
connecting engineering and sustainable community development my colleague is
community development my colleague is
community development my colleague is and I were working on this book when we
and I were working on this book when we
and I were working on this book when we received an invitation to a workshop at
received an invitation to a workshop at
received an invitation to a workshop at the National Academy of Engineering in
the National Academy of Engineering in
the National Academy of Engineering in 2008 and that particular workshop
2008 and that particular workshop
2008 and that particular workshop featured people working across multiple
featured people working across multiple
featured people working across multiple lines and one of those was people
lines and one of those was people
lines and one of those was people connecting engineering and social
connecting engineering and social
connecting engineering and social justice and while we were at this
justice and while we were at this
justice and while we were at this workshop we realized that this
workshop we realized that this
workshop we realized that this connection is something that we have not
connection is something that we have not
connection is something that we have not made in our own work but it filled in a
made in our own work but it filled in a
made in our own work but it filled in a missing dimension and we met the author
missing dimension and we met the author
missing dimension and we met the author at this workshop of this book
at this workshop of this book
at this workshop of this book engineering and social justice donna
engineering and social justice donna
engineering and social justice donna riley and we watched as donna riley and
riley and we watched as donna riley and
riley and we watched as donna riley and several others had very intense
several others had very intense
several others had very intense sometimes heated debates with the head
sometimes heated debates with the head
sometimes heated debates with the head of the army corps of engineers and
of the army corps of engineers and
of the army corps of engineers and others who were there
others who were there
others who were there whether engineering and social justice
whether engineering and social justice
whether engineering and social justice should be separated or whether as she
should be separated or whether as she
should be separated or whether as she argued in this book
argued in this book
argued in this book they’re already inherently intertwined
they’re already inherently intertwined
they’re already inherently intertwined what we need to do is just acknowledge
what we need to do is just acknowledge
what we need to do is just acknowledge that reality when we came back to campus
that reality when we came back to campus
that reality when we came back to campus we were so curious about whether
we were so curious about whether
we were so curious about whether engineering and social justice have a
engineering and social justice have a
engineering and social justice have a connection and whether they are
connection and whether they are
connection and whether they are commensurable or incommensurable fields
commensurable or incommensurable fields
commensurable or incommensurable fields of practice so we did what good
of practice so we did what good
of practice so we did what good academics do when they’re curious we
academics do when they’re curious we
academics do when they’re curious we wrote a grant and this grant led us to
wrote a grant and this grant led us to
wrote a grant and this grant led us to work on an NSF grant from 2009 to 2013
work on an NSF grant from 2009 to 2013
work on an NSF grant from 2009 to 2013 in that grant we learned a lot but one
in that grant we learned a lot but one
in that grant we learned a lot but one of our key take-home pata points was we
of our key take-home pata points was we
of our key take-home pata points was we defined engineering for social justice
defined engineering for social justice
defined engineering for social justice in this way
and this gave us a very clear set of
and this gave us a very clear set of objectives and also means by which to
objectives and also means by which to
objectives and also means by which to achieve those objectives and once we had
achieve those objectives and once we had
achieve those objectives and once we had that clearly in mind we were able to
that clearly in mind we were able to
that clearly in mind we were able to evaluate different engineering projects
evaluate different engineering projects
evaluate different engineering projects in terms of the degree to which they
in terms of the degree to which they
in terms of the degree to which they engaged some of our criteria another
engaged some of our criteria another
engaged some of our criteria another thing we encountered in our research is
thing we encountered in our research is
thing we encountered in our research is a disjuncture between engineering
a disjuncture between engineering
a disjuncture between engineering practice that is what engineers do and
practice that is what engineers do and
practice that is what engineers do and the way in which young engineers are
the way in which young engineers are
the way in which young engineers are educated that is engineering education
educated that is engineering education
educated that is engineering education the disjuncture actually comes from
the disjuncture actually comes from
the disjuncture actually comes from thorough research on engineering
thorough research on engineering
thorough research on engineering practice and what it finds is that
practice and what it finds is that
practice and what it finds is that people who stayed in engineering that is
people who stayed in engineering that is
people who stayed in engineering that is more than 10 years actually found a
more than 10 years actually found a
more than 10 years actually found a tremendous amount of joy in connecting
tremendous amount of joy in connecting
tremendous amount of joy in connecting the social and the technical and making
the social and the technical and making
the social and the technical and making that connection very much part of their
that connection very much part of their
that connection very much part of their work in fact one of the leading studies
work in fact one of the leading studies
work in fact one of the leading studies concludes by saying most people found
concludes by saying most people found
concludes by saying most people found these challenges of the social socio
these challenges of the social socio
these challenges of the social socio technical to be the most interesting in
technical to be the most interesting in
technical to be the most interesting in their work but this made us wonder okay
their work but this made us wonder okay
their work but this made us wonder okay so if indeed research on engineering
so if indeed research on engineering
so if indeed research on engineering practice accentuates problem defining
practice accentuates problem defining
practice accentuates problem defining and solving on really complex open-ended
and solving on really complex open-ended
and solving on really complex open-ended socio technical problems where do
socio technical problems where do
socio technical problems where do students learn that in their in
students learn that in their in
students learn that in their in education so we began to look at
education so we began to look at
education so we began to look at different engineering curricula
different engineering curricula
different engineering curricula including one of our own this one and
including one of our own this one and
including one of our own this one and many others and you of course you can’t
many others and you of course you can’t
many others and you of course you can’t see the boxes here but this particular
see the boxes here but this particular
see the boxes here but this particular section has all of the core technical
section has all of the core technical
section has all of the core technical core courses so chemistry physics
core courses so chemistry physics
core courses so chemistry physics calculus and then it has upper division
calculus and then it has upper division
calculus and then it has upper division courses in this case it’s mechanical
courses in this case it’s mechanical
courses in this case it’s mechanical engineering so statics dynamics etc and
engineering so statics dynamics etc and
engineering so statics dynamics etc and so we asked is that socio technical
so we asked is that socio technical
so we asked is that socio technical integration and problem definition
integration and problem definition
integration and problem definition happening there or is it happening over
happening there or is it happening over
happening there or is it happening over here in the design courses or is it over
here in the design courses or is it over
here in the design courses or is it over in my neck of the woods in the
in my neck of the woods in the
in my neck of the woods in the humanities and social science courses
humanities and social science courses
humanities and social science courses what our analysis found is that here in
what our analysis found is that here in
what our analysis found is that here in the big space where most of the credits
the big space where most of the credits
the big space where most of the credits our students encounter mostly technical
our students encounter mostly technical
our students encounter mostly technical predefined closed-ended decontextualized
predefined closed-ended decontextualized
predefined closed-ended decontextualized problems over here in my neck of the
problems over here in my neck of the
problems over here in my neck of the woods we did the exact opposite we
woods we did the exact opposite we
woods we did the exact opposite we divorced the we focused on the social
divorced the we focused on the social
divorced the we focused on the social but divorced it from the technical with
but divorced it from the technical with
but divorced it from the technical with a few exceptions in both cases primarily
a few exceptions in both cases primarily
a few exceptions in both cases primarily the socio technical integration happened
the socio technical integration happened
the socio technical integration happened inside design courses so here and here
inside design courses so here and here
inside design courses so here and here but if you’ll notice those are a
but if you’ll notice those are a
but if you’ll notice those are a minority of the overall curriculum it’s
minority of the overall curriculum it’s
minority of the overall curriculum it’s a very small percentage so that made us
a very small percentage so that made us
a very small percentage so that made us wonder okay how do we address this issue
wonder okay how do we address this issue
wonder okay how do we address this issue and more importantly what’s blocking
and more importantly what’s blocking
and more importantly what’s blocking that socio technical integration well
that socio technical integration well
that socio technical integration well the easy answer was engineering courses
the easy answer was engineering courses
the easy answer was engineering courses are very technical and often my
are very technical and often my
are very technical and often my engineering colleagues tell me there’s
engineering colleagues tell me there’s
engineering colleagues tell me there’s more technical content that can possibly
more technical content that can possibly
more technical content that can possibly fit in any given semester and that’s
fit in any given semester and that’s
fit in any given semester and that’s true but it’s an incomplete answer a
true but it’s an incomplete answer a
true but it’s an incomplete answer a more complete answer acknowledges
more complete answer acknowledges
more complete answer acknowledges engineering ideologies and engineering
engineering ideologies and engineering
engineering ideologies and engineering mindsets and those are up here in the
mindsets and those are up here in the
mindsets and those are up here in the interest of time I’m going to talk about
interest of time I’m going to talk about
interest of time I’m going to talk about two ideologies and two mindsets in
two ideologies and two mindsets in
two ideologies and two mindsets in engineering so let’s start with the
engineering so let’s start with the
engineering so let’s start with the first one technical social dualism so
first one technical social dualism so
first one technical social dualism so this one comes from a book in which an
this one comes from a book in which an
this one comes from a book in which an author of one of the chapters looked at
author of one of the chapters looked at
author of one of the chapters looked at how a particular ideologies which are
how a particular ideologies which are
how a particular ideologies which are circulating in engineering in
circulating in engineering in
circulating in engineering in but are often invisible to most people
but are often invisible to most people
but are often invisible to most people it’s kind of like the fish in the water
it’s kind of like the fish in the water
it’s kind of like the fish in the water we inhabit this water but we don’t know
we inhabit this water but we don’t know
we inhabit this water but we don’t know we’re swimming in it these ideologies
we’re swimming in it these ideologies
we’re swimming in it these ideologies help us often hinder us from thinking
help us often hinder us from thinking
help us often hinder us from thinking about social and justices so one of them
about social and justices so one of them
about social and justices so one of them is technical social dualism which is
is technical social dualism which is
is technical social dualism which is just the idea that the technical and the
just the idea that the technical and the
just the idea that the technical and the social should remain separate that they
social should remain separate that they
social should remain separate that they are not overlapping circles on a Venn
are not overlapping circles on a Venn
are not overlapping circles on a Venn diagram but two completely different
diagram but two completely different
diagram but two completely different domains which of course was the opposite
domains which of course was the opposite
domains which of course was the opposite of what we found in our studies of
of what we found in our studies of
of what we found in our studies of engineering practice in about 25 years
engineering practice in about 25 years
engineering practice in about 25 years of research into science and technology
of research into science and technology
of research into science and technology studies what they found was many of the
studies what they found was many of the
studies what they found was many of the case studies showed just the opposite
case studies showed just the opposite
case studies showed just the opposite that there was an assumption of Technol
that there was an assumption of Technol
that there was an assumption of Technol technical social dualism when in fact
technical social dualism when in fact
technical social dualism when in fact the two were inextricably intertwined
the two were inextricably intertwined
the two were inextricably intertwined the next ideology is called
the next ideology is called
the next ideology is called depoliticization
depoliticization
depoliticization which I had to practice five times so I
which I had to practice five times so I
which I had to practice five times so I could say it this is the idea that
could say it this is the idea that
could say it this is the idea that politics have nothing to do with
politics have nothing to do with
politics have nothing to do with engineering even though engineering
engineering even though engineering
engineering even though engineering happens in a social context it is not
happens in a social context it is not
happens in a social context it is not something that occurs in a vacuum
something that occurs in a vacuum
something that occurs in a vacuum it happens in the society and therefore
it happens in the society and therefore
it happens in the society and therefore it it shapes and is shaped by politics
it it shapes and is shaped by politics
it it shapes and is shaped by politics but D politicization suggests that those
but D politicization suggests that those
but D politicization suggests that those remain completely separate if you look
remain completely separate if you look
remain completely separate if you look at this technological artifact you might
at this technological artifact you might
at this technological artifact you might just say okay so it’s a short-handled
just say okay so it’s a short-handled
just say okay so it’s a short-handled hoe big deal how could that be political
hoe big deal how could that be political
hoe big deal how could that be political how could that have cultural historical
how could that have cultural historical
how could that have cultural historical social dimensions but if you unpack the
social dimensions but if you unpack the
social dimensions but if you unpack the history of this particular technological
history of this particular technological
history of this particular technological artifact what you find is that it was
artifact what you find is that it was
artifact what you find is that it was used as a technology of control so that
used as a technology of control so that
used as a technology of control so that the migrant workers in the fields would
the migrant workers in the fields would
the migrant workers in the fields would have to be hunched over and the foreman
have to be hunched over and the foreman
have to be hunched over and the foreman could see from a laura long distance who
could see from a laura long distance who
could see from a laura long distance who was working that is who was bent over
was working that is who was bent over
was working that is who was bent over and who was not and also it was a way in
and who was not and also it was a way in
and who was not and also it was a way in which they ensured because it’s a non
which they ensured because it’s a non
which they ensured because it’s a non economic position and it’s not easy to
economic position and it’s not easy to
economic position and it’s not easy to talk when you’re hunched over like that
talk when you’re hunched over like that
talk when you’re hunched over like that that workers couldn’t talk about things
that workers couldn’t talk about things
that workers couldn’t talk about things they couldn’t talk about forming a union
they couldn’t talk about forming a union
they couldn’t talk about forming a union or getting better wages or anything else
or getting better wages or anything else
or getting better wages or anything else for that
for that
for that that that was shut down and in that
that that was shut down and in that
that that was shut down and in that sense
sense
sense Langdon winners research reinforces why
Langdon winners research reinforces why
Langdon winners research reinforces why the technology which may itself seem
the technology which may itself seem
the technology which may itself seem neutral actually was part of a regime of
neutral actually was part of a regime of
neutral actually was part of a regime of power Authority and control now that’s
power Authority and control now that’s
power Authority and control now that’s an extreme example in most cases Technol
an extreme example in most cases Technol
an extreme example in most cases Technol technologies and their political
technologies and their political
technologies and their political dimensions are much more subtle and in
dimensions are much more subtle and in
dimensions are much more subtle and in fact one of the authors of this that
fact one of the authors of this that
fact one of the authors of this that discussed this ideology reinforces that
discussed this ideology reinforces that
discussed this ideology reinforces that they’re often implicit in norms and
they’re often implicit in norms and
they’re often implicit in norms and ideologically infused processes of
ideologically infused processes of
ideologically infused processes of problem definition and solutions so an
problem definition and solutions so an
problem definition and solutions so an example is we often focus our
example is we often focus our
example is we often focus our technologies on low-cost mass use but
technologies on low-cost mass use but
technologies on low-cost mass use but that itself has ideological dimensions
that itself has ideological dimensions
that itself has ideological dimensions to it Saudi politicization basically has
to it Saudi politicization basically has
to it Saudi politicization basically has this idea that the political and the
this idea that the political and the
this idea that the political and the cultural and the historical and the an
cultural and the historical and the an
cultural and the historical and the an engineering need to remain separate but
engineering need to remain separate but
engineering need to remain separate but that’s going to keep people from
that’s going to keep people from
that’s going to keep people from thinking about how can engineering and
thinking about how can engineering and
thinking about how can engineering and social justice work together the next
social justice work together the next
social justice work together the next step in our journey involved writing yet
step in our journey involved writing yet
step in our journey involved writing yet another grant this one to integrate
another grant this one to integrate
another grant this one to integrate social justice concepts inside the belly
social justice concepts inside the belly
social justice concepts inside the belly of the beast
of the beast
of the beast the technical curriculum specifically
the technical curriculum specifically
the technical curriculum specifically one course called feedback introduction
one course called feedback introduction
one course called feedback introduction to feedback and controls which is
to feedback and controls which is
to feedback and controls which is required if you’re in mechanical or
required if you’re in mechanical or
required if you’re in mechanical or electrical engineering and this
electrical engineering and this
electrical engineering and this particular course gave us an opportunity
particular course gave us an opportunity
particular course gave us an opportunity to say instead of seeing this as a
to say instead of seeing this as a
to say instead of seeing this as a zero-sum game where it’s either students
zero-sum game where it’s either students
zero-sum game where it’s either students have technical content or they have
have technical content or they have
have technical content or they have social justice exposure we looked at in
social justice exposure we looked at in
social justice exposure we looked at in a completely different way
a completely different way
a completely different way how could social justice dimensions help
how could social justice dimensions help
how could social justice dimensions help students learn the technical better
students learn the technical better
students learn the technical better that was our research question in this
that was our research question in this
that was our research question in this research process and one of the things
research process and one of the things
research process and one of the things we encountered is that students are very
we encountered is that students are very
we encountered is that students are very very used to another form of technical
very used to another form of technical
very used to another form of technical problem solving where the problem comes
problem solving where the problem comes
problem solving where the problem comes to them predefined they don’t have to do
to them predefined they don’t have to do
to them predefined they don’t have to do any of the problem definition that’s
any of the problem definition that’s
any of the problem definition that’s that turns out to be critical among what
that turns out to be critical among what
that turns out to be critical among what engineer engineers in the workplace do
engineer engineers in the workplace do
engineer engineers in the workplace do that
that
that it’s that complex negotiation between
it’s that complex negotiation between
it’s that complex negotiation between clients communities and other
clients communities and other
clients communities and other stakeholders about what is the problem
stakeholders about what is the problem
stakeholders about what is the problem in the first place because each of those
in the first place because each of those
in the first place because each of those stakeholders has different a different
stakeholders has different a different
stakeholders has different a different sense of what the problem is and what we
sense of what the problem is and what we
sense of what the problem is and what we found is that when students get hundreds
found is that when students get hundreds
found is that when students get hundreds sometimes thousands of predefined
sometimes thousands of predefined
sometimes thousands of predefined problems in their engineering curriculum
problems in their engineering curriculum
problems in their engineering curriculum it makes them have an uncritical
it makes them have an uncritical
it makes them have an uncritical acceptance of authority because they
acceptance of authority because they
acceptance of authority because they think someone else gives me the problem
think someone else gives me the problem
think someone else gives me the problem I just solve it but it’s not that simple
I just solve it but it’s not that simple
I just solve it but it’s not that simple problem definition is a crucial
problem definition is a crucial
problem definition is a crucial dimension in engineering practice the
dimension in engineering practice the
dimension in engineering practice the final the final mindset is a Willington
final the final mindset is a Willington
final the final mindset is a Willington willingness to help and unlike the other
willingness to help and unlike the other
willingness to help and unlike the other ideologies and mindsets this one is an
ideologies and mindsets this one is an
ideologies and mindsets this one is an opportunity not a barrier a willingness
opportunity not a barrier a willingness
opportunity not a barrier a willingness to help is basically this idea that
to help is basically this idea that
to help is basically this idea that anyone who’s been around engineers for
anyone who’s been around engineers for
anyone who’s been around engineers for as long as I have or or or even longer
as long as I have or or or even longer
as long as I have or or or even longer recognizes that there’s a helping spirit
recognizes that there’s a helping spirit
recognizes that there’s a helping spirit here engineers are problem solvers they
here engineers are problem solvers they
here engineers are problem solvers they say I see a problem I want to make a
say I see a problem I want to make a
say I see a problem I want to make a difference and that helping spirit is
difference and that helping spirit is
difference and that helping spirit is fundamental to good social justice work
fundamental to good social justice work
fundamental to good social justice work like this work with a group of minds
like this work with a group of minds
like this work with a group of minds engineers building a bridge connecting
engineers building a bridge connecting
engineers building a bridge connecting two villages in Central America so this
two villages in Central America so this
two villages in Central America so this willingness to help becomes absolutely
willingness to help becomes absolutely
willingness to help becomes absolutely crucial in helping students learn how
crucial in helping students learn how
crucial in helping students learn how problem definition and engineering and
problem definition and engineering and
problem definition and engineering and social justice really have lots of
social justice really have lots of
social justice really have lots of significant overlaps one of the biggest
significant overlaps one of the biggest
significant overlaps one of the biggest takeaways from our research was came
takeaways from our research was came
takeaways from our research was came through interviewing juniors and seniors
through interviewing juniors and seniors
through interviewing juniors and seniors and sitting down with them in interviews
and sitting down with them in interviews
and sitting down with them in interviews and focus groups and asking them what
and focus groups and asking them what
and focus groups and asking them what role do you think the social and the
role do you think the social and the
role do you think the social and the technical play a year or two from now
technical play a year or two from now
technical play a year or two from now when you’ve graduated and you’re out and
when you’ve graduated and you’re out and
when you’ve graduated and you’re out and you’re actually in engineering practice
you’re actually in engineering practice
you’re actually in engineering practice and their comments were oh yeah that’s
and their comments were oh yeah that’s
and their comments were oh yeah that’s something that’s really important both
something that’s really important both
something that’s really important both the socio technical and social justice
the socio technical and social justice
the socio technical and social justice are important dimensions for practicing
are important dimensions for practicing
are important dimensions for practicing engineers and then we asked them what
engineers and then we asked them what
engineers and then we asked them what exposure did you have to socio technical
exposure did you have to socio technical
exposure did you have to socio technical dimensions and social justice in your
dimensions and social justice in your
dimensions and social justice in your undergraduate engineering education and
undergraduate engineering education and
undergraduate engineering education and most of them told us that with a very
most of them told us that with a very
most of them told us that with a very few exceptions
few exceptions
few exceptions they have limited to no exposure and we
they have limited to no exposure and we
they have limited to no exposure and we see this as an opportunity to integrate
see this as an opportunity to integrate
see this as an opportunity to integrate engineering and social justice across
engineering and social justice across
engineering and social justice across different components of the curriculum
different components of the curriculum
different components of the curriculum where it’s most relevant and some places
where it’s most relevant and some places
where it’s most relevant and some places are much more relevant than others our
are much more relevant than others our
are much more relevant than others our future work looks at how engineering and
future work looks at how engineering and
future work looks at how engineering and social justice can work in three
social justice can work in three
social justice can work in three particular components of the oven
particular components of the oven
particular components of the oven engineering curriculum so in engineering
engineering curriculum so in engineering
engineering curriculum so in engineering design the engineering sciences and also
design the engineering sciences and also
design the engineering sciences and also humanities and social sciences courses
humanities and social sciences courses
humanities and social sciences courses for engineers so one of the things I
for engineers so one of the things I
for engineers so one of the things I want to do is circle back to the
want to do is circle back to the
want to do is circle back to the mid-2000s when a group of students
mid-2000s when a group of students
mid-2000s when a group of students walked into my office and said how do we
walked into my office and said how do we
walked into my office and said how do we make this connection between our
make this connection between our
make this connection between our interest in engineering and our passion
interest in engineering and our passion
interest in engineering and our passion for social justice first of all if there
for social justice first of all if there
for social justice first of all if there any alumni in the room and you were one
any alumni in the room and you were one
any alumni in the room and you were one of those people come find me today
of those people come find me today
of those people come find me today because I want to thank you and shake
because I want to thank you and shake
because I want to thank you and shake your hand this particular research has
your hand this particular research has
your hand this particular research has been pivotal for me it’s changed the way
been pivotal for me it’s changed the way
been pivotal for me it’s changed the way I teach and what I teach it’s changed
I teach and what I teach it’s changed
I teach and what I teach it’s changed the way I do research and the way I see
the way I do research and the way I see
the way I do research and the way I see this connection between engineering and
this connection between engineering and
this connection between engineering and social justice and in particular what
social justice and in particular what
social justice and in particular what engineering can do to leverage social
engineering can do to leverage social
engineering can do to leverage social justice for a better future I also want
justice for a better future I also want
justice for a better future I also want to thank the National Science Foundation
to thank the National Science Foundation
to thank the National Science Foundation for supporting us through two of their
for supporting us through two of their
for supporting us through two of their grants and most of all I want to give a
grants and most of all I want to give a
grants and most of all I want to give a big shout-out to CSM students past and
big shout-out to CSM students past and
big shout-out to CSM students past and present for doing what you do and for
present for doing what you do and for
present for doing what you do and for your intense curiosity which has a
your intense curiosity which has a
your intense curiosity which has a ripple effect on us professors thank you
ripple effect on us professors thank you
ripple effect on us professors thank you very much I appreciate it
very much I appreciate it
very much I appreciate it [Applause]
”
Be First to Comment