{"id":60980,"date":"2022-01-05T13:09:00","date_gmt":"2022-01-05T18:09:00","guid":{"rendered":"https:\/\/world.edu\/?p=60980"},"modified":"2022-01-05T13:09:00","modified_gmt":"2022-01-05T18:09:00","slug":"future-engineers-need-to-understand-their-works-human-impact-heres-how-my-classes-prepare-students-to-tackle-problems-like-climate-change","status":"publish","type":"post","link":"https:\/\/world.edu\/future-engineers-need-to-understand-their-works-human-impact-heres-how-my-classes-prepare-students-to-tackle-problems-like-climate-change\/","title":{"rendered":"Future engineers need to understand their work\u2019s human impact \u2013 here\u2019s how my classes prepare students to tackle problems like climate change"},"content":{"rendered":"

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\nEngineers spend much of their time absorbed in the technical aspects of problems, whether they\u2019re designing the next generation of smartphones or building a subway.<\/p>\n

As recent news stories attest, this technocentric approach has some critical limitations, and the result can end up harming rather than helping society.<\/p>\n

For example,\u00a0artificial intelligence algorithms<\/a>\u00a0designed by software engineers to promote user engagement turn out to undermine democracy and promote hate speech.\u00a0Pulse oximeters<\/a>, key tools in diagnosing COVID-19, work better on light skin than dark. Power plants and engines, which have enabled much of the \u201cprogress\u201d seen since the Industrial Revolution, have fueled\u00a0climate change<\/a>.<\/p>\n

As an engineering professor, I have spent the past six years trying to figure out how to educate the next generation of engineers to avoid these mistakes.<\/p>\n

Research shows that one of the key problems is that engineering classes often focus on\u00a0decontextualized problems<\/a>, failing to take into account the social context. We ask students to spend far too much time solving mathematical equations and far too little time thinking about the human dimensions of the problems they are trying to solve.<\/p>\n

Practicing engineers are called on to solve ill-posed, messy problems that do not have one correct answer that\u2019s easily found in a textbook. Students need the opportunity to confront, rather than avoid, this complexity during these crucial formative years when they learn to think like engineers.<\/p>\n

The Cold War influence that lingers today<\/strong><\/h4>\n

Most engineering programs focus on standard \u201cengineering science\u201d courses, such as\u00a0statics<\/a>, thermodynamics and circuits, that trace their influences back to the technological race with the former Soviet Union during the Cold War, as Jon Leydens and Juan Lucena explain in their book \u201cEngineering for Justice<\/a>.\u201d<\/p>\n

It was then \u2013 some seven decades ago \u2013 that engineering curriculums began to emphasize the scientific and mathematical basis of engineering, cutting back on hands-on engineering design and humanities courses. While most engineering programs now incorporate these types of courses, engineering classes themselves still often have a persistent divide between the\u00a0social and technical<\/a>.
\n

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Engineering schools began focusing almost exclusively on science and math during the Cold War. Fox Photos via Getty Images<\/p><\/div><\/p>\n

Even more disheartening, my colleague Erin Cech\u2019s work on the \u201cculture of disengagement<\/a>\u201d found that engineering students seemed to graduate from college more disengaged from social issues than when they started.<\/p>\n

In a longitudinal survey of students across four universities, she found that students\u2019 commitment to public welfare declined significantly over the course of their engineering education. The study, published in 2013, surveyed 326 students each year during college as well as 18 months post-graduation. She found that students\u2019 \u201cbeliefs in the importance of professional and ethical responsibilities, understanding the consequences of technology, understanding how people use machines, and social consciousness all decline.\u201d<\/p>\n

Far from improving students\u2019 ability to engage on these critical issues when they graduate, the traditional approach may be making things worse. Some schools have changed their approach in recent years, but many have not.<\/p>\n

How I\u2019m encouraging a \u2018sociotechnical\u2019 mindset<\/strong><\/h4>\n

I believe that engineers need to move away from a technocentric approach and adopt a sociotechnical mindset, as I explain in my book \u201cDrones for Good: How to Bring Sociotechnical Thinking into the Classroom<\/a>.\u201d By this I mean we need to start thinking about the ways in which the social and technical are always connected. These aspects should not be separated, with technical challenges going to the engineers and social challenges going to the sociologists.<\/p>\n

Sociotechnical thinking is the capacity to identify this relationship and to solve problems with this relationship in mind.<\/p>\n

In order to validate this approach to education, my colleagues and I have extensively studied the impact of sociotechnical thinking on student performance in a wide range of classes and contexts, including courses in\u00a0energy<\/a>,\u00a0drones<\/a>\u00a0and\u00a0design<\/a>. Most recently, with funding from the National Science Foundation, we developed a new course, Integrated Approach to Energy, that integrated sociotechnical thinking from the first day.<\/p>\n

We begin the semester not with the fundamental laws of thermodynamics, but instead with a practical conversation about how people actually use energy. As the semester progresses, we examine not only the technical intricacies of solar and wind, but also the ways in which fossil fuels have profoundly damaged our world.
\n

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Many elements of engineering have social impacts, particularly discussions of energy and climate change. leventince via Getty Images<\/p><\/div><\/p>\n

Our peer-reviewed research<\/a>\u00a0on this class \u2013 conducted through interviews and analysis of students\u2019 work and behavior \u2013 has shown that with a sociotechnical approach students maintain a high level of technical achievement but also develop awareness of the social implications of engineering practice.<\/p>\n

Cautious optimism for the future<\/strong><\/h4>\n

The field of education is notoriously resistant to change, and\u00a0engineering education<\/a>\u00a0is no exception. As I write this, however, there is room for cautious optimism.<\/p>\n

College students today are part of a generation that has turned the tide on years of declining\u00a0civic engagement<\/a>. Young leaders like climate activists\u00a0Greta Thunberg<\/a>\u00a0and\u00a0Leah Thomas<\/a>\u00a0have begun to call a powerful older generation to account.<\/p>\n

This transformative mindset has made its way into the engineering classroom. College students are increasingly ready for conversations about the ways engineers can promote a\u00a0sustainable future<\/a>\u00a0or engage with issues of\u00a0social justice<\/a>.<\/p>\n

Several new engineering programs, including the department of\u00a0integrated engineering <\/a>at the University of San Diego, where I teach, and\u00a0engineering, design and society<\/a>\u00a0at the Colorado School of Mines, are making sociotechnical thinking central to their curriculum. Other engineering schools, like Harvey Mudd, Smith and Olin, require their students to take a substantial number of humanities and social science courses and have made hands-on learning central to their curriculum.<\/p>\n

In my view, the broad lesson is that it\u2019s not enough to think society is one thing and technology is another. Anyone with a social media account can tell you it\u2019s not that simple.<\/p>\n

Author Bio: <\/strong>Gordon D. Hoople is Assistant Professor of Engineering at the University of San Diego<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Engineers spend much of their time absorbed in the technical aspects of problems, whether they\u2019re designing the next generation of smartphones or building a subway. As recent news stories attest, this technocentric approach has some critical limitations, and the result can end up harming rather than helping society. For example,\u00a0artificial intelligence algorithms\u00a0designed by software engineers […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[428841],"coauthors":[11733],"class_list":["post-60980","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-technocentric-approach"],"acf":[],"yoast_head":"\nFuture engineers need to understand their work\u2019s human impact \u2013 here\u2019s how my classes prepare students to tackle problems like climate change - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/future-engineers-need-to-understand-their-works-human-impact-heres-how-my-classes-prepare-students-to-tackle-problems-like-climate-change\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Future engineers need to understand their work\u2019s human impact \u2013 here\u2019s how my classes prepare students to tackle problems like climate change - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Engineers spend much of their time absorbed in the technical aspects of problems, whether they\u2019re designing the next generation of smartphones or building a subway. 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