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Home
About
Leadership
Board of Directors
Past Officers
Corporate Advisory Council
Regions
Annual Report
Bylaws
Contact Us
Membership
Academic
2024-2025 Membership Renewal
Annual Survey
Benefits
Membership Brochure
Dues Structure
Corporate
Benefits
Annual Report
Membership Directory
ECE Community Forums
Committees
Awards
Editorial
Nominations
Program
Working Groups
Communications and Branding
Community
Curriculum
Diversity
MakerSpaces
New Chairs
Robotics
T.I.M.E.E.
Meetings
Calendar of Events
ECEDHA Summit Series
2025 ECEDHA Annual Conference and ECExpo
Past Programs
2022 ECEDHA Annual Conference and ECExpo
2023 ECEDHA Annual Conference and ECExpo
2024 ECEDHA Annual Conference and ECExpo
Exploring Remote Labs with SDR - A Practical Approach
The Hacker Fab - A DIY Approach Micro/Nano-fabrication
Awards
Nomination Guidelines
Past Winners
ECE Resources
ECE Branding Initiative
ECE Job Postings
ECE Source eNewsletter
ECE TECH TALKS Podcast
ECE Webinars
ECE Virtual Spotlights
ECE Insights
ECE Product Resource Guide
Project RECET
The Inventor's Patent Academy (TIPA)
ECE Product Resource Guide - DRAFT
2024 Annual Conference Highlights: Engineering for Social Justice/Social Good
ECE Resources
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May 2024
2024 Annual Conference Highlights: Engineering for Social Justice/Social Good
May 2024
2024 ECEDHA Annual Conference: Engineering for Social Justice/Social Good
Among the diverse sessions at the 2024 ECEDHA Annual Conference was the Engineering for Social Good/Social Justice Panel. This session highlighted innovative ways to integrate these vital concepts into the ECE curriculum. Moderated by Dr. Ramiro Jordan, a University of New Mexico professor, the panel featured contributions from Dr. Darshan Karwat of Arizona State University and Dr. Otsebele Nare of Hampton University. The panelists discussed their educational strategies and the real-world applications that prepare students to tackle societal challenges through engineering solutions.
Dr. Nare shared his account of curriculum adaptation at Hampton University, which faced the challenge of reducing their credit hours while maintaining robust educational offerings. The solution was creatively integrating courses like engineering ethics into general education, enhancing the interdisciplinary nature of their programs. This initiative not only streamlined their curriculum but also aligned it closely with the needs of a rapidly evolving professional landscape
. This adjustment not only met credit requirements but also enhanced the integration of ethical considerations into the core curriculum.
Hampton University and the University of Virginia initiated a collaborative approach, allowing students from diverse backgrounds to interact and engage in joint projects. This method has fostered a mutual-benefit ethos, enriching the participants' academic and practical learning experiences.
Dr. Karwat emphasized the potential of engineering practices to address broader societal issues such as environmental protection and social justice. His work at the re-Engineered lab at Arizona State University focuses on reshaping engineering education to prioritize these values. Through collaboration with community groups and governmental organizations, Dr. Karwat and his colleagues are redefining research agendas to produce societally impactful outcomes. Karwat's initiatives at Arizona State University are particularly noteworthy. He explores how collaborations between engineers, scientists, and community groups can redefine the research landscape to include societally impactful questions. For example, his project with the Department of Energy's Water Power Technologies Office aims to integrate environmental and social justice considerations into federal R&D funding policies. This approach not only changes the scope of research but also affects the kind of proposals that are encouraged and funded.
Dr. Jordan shared about the Peace Engineering Consortium, a global collaboration aimed at redefining engineering education and practice to address the world's grand challenges through a peace-centric approach. The consortium was formalized during the first global peace engineering conference held in November 2018 in Albuquerque, New Mexico. It includes diverse educational institutions, from universities like Drexel and Stanford to international members, and operates in close partnership with IEEE and other organizations. Dr. Jordan highlighted the importance of verifiable, trusted data in combating disinformation and making informed decisions. He also discussed the challenges of ensuring that engineering solutions do not inadvertently cause harm or exacerbate inequalities. By promoting a deep understanding of the life cycle of products and technologies, peace engineering aims to foster solutions that are not only innovative but also sustainable and equitable.
The discussion also touched on the challenges of disseminating these advanced educational models beyond the university level, into community colleges and K-12 systems. Dr. Ramiro Jordan discussed ongoing efforts to extend the reach of these educational reforms through collaborations with governmental agencies and other academic institutions. He stressed the importance of creating accessible and inclusive educational opportunities that can adapt to the rapid pace of technological development and its societal implications. Dr. Karwat recommended embedding frameworks like the "Engineering for One Planet Framework" developed by the Lemelson Foundation into engineering courses.
Another significant theme of the panel was the need for interdisciplinary cooperation to fully address the social impacts of engineering work. Participants debated how engineers can better collaborate with professionals in policy, business, and social sciences to enrich their understanding of the broader consequences of their technical solutions. This holistic approach is crucial for developing engineering solutions that are not only technically sound but also socially just and environmentally sustainable.
The Engineering for Social Good/Social Justice Panel at the 2024 ECEDHA Annual Conference highlighted the essential role of academia in fostering an engineering ethos aligned with the challenges and opportunities of the 21st century. By integrating social justice and intentionality of societal social good into the core of ECE education, institutions are paving the way for a new generation of engineers equipped to make significant contributions to society.