Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources
<jats:title>Abstract</jats:title> <jats:p>Within higher education, there are increasing calls for design-focused fields, such as engineering and urban planning, to incorporate social, policy, and ethical considerations into their courses to create and develop more r...
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| Format: | Article |
| Language: | English |
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American Society of Mechanical Engineers
2024
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| Online Access: | https://hdl.handle.net/1721.1/154875 |
| _version_ | 1826208008947892224 |
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| author | Saadi, Jana I Das, Madhurima Roeder, Gillian Ostrowski, Anastasia K Lee, Stella Santos, Marina Breazeal, Cynthia D’Ignazio, Catherine Yang, Maria C Verma, Aditi |
| author2 | Massachusetts Institute of Technology. Department of Mechanical Engineering |
| author_facet | Massachusetts Institute of Technology. Department of Mechanical Engineering Saadi, Jana I Das, Madhurima Roeder, Gillian Ostrowski, Anastasia K Lee, Stella Santos, Marina Breazeal, Cynthia D’Ignazio, Catherine Yang, Maria C Verma, Aditi |
| author_sort | Saadi, Jana I |
| collection | MIT |
| description | <jats:title>Abstract</jats:title>
<jats:p>Within higher education, there are increasing calls for design-focused fields, such as engineering and urban planning, to incorporate social, policy, and ethical considerations into their courses to create and develop more responsible, society-minded designers to solve today’s complex societal issues. At the same time, not all instructors of design courses may feel equipped or comfortable engaging social, policy, and ethical considerations in their courses. Previous work has shown that engineering courses engage less with these considerations than other design fields. More perspectives are necessary to understand how instructors consider engaging these considerations and their motivations behind it. We present a survey of instructors regarding their curricular practices and goals as they relate to social, policy, and ethical considerations to understand the barriers, resources, and changes of these considerations in design education. Our results demonstrate there is an increased awareness for the need for this type of content that is promising for the future of engaging social, policy, and ethical considerations in design curriculum. However, for those instructors interested in including such considerations there are barriers such as the identifiable relevance, lack of time and educational materials inhibiting their inclusion. This can be supported by more educational resources, financial support, and prioritization in design education.</jats:p> |
| first_indexed | 2024-09-23T13:58:52Z |
| format | Article |
| id | mit-1721.1/154875 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2025-02-19T04:23:04Z |
| publishDate | 2024 |
| publisher | American Society of Mechanical Engineers |
| record_format | dspace |
| spelling | mit-1721.1/1548752025-01-05T04:38:13Z Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources Saadi, Jana I Das, Madhurima Roeder, Gillian Ostrowski, Anastasia K Lee, Stella Santos, Marina Breazeal, Cynthia D’Ignazio, Catherine Yang, Maria C Verma, Aditi Massachusetts Institute of Technology. Department of Mechanical Engineering <jats:title>Abstract</jats:title> <jats:p>Within higher education, there are increasing calls for design-focused fields, such as engineering and urban planning, to incorporate social, policy, and ethical considerations into their courses to create and develop more responsible, society-minded designers to solve today’s complex societal issues. At the same time, not all instructors of design courses may feel equipped or comfortable engaging social, policy, and ethical considerations in their courses. Previous work has shown that engineering courses engage less with these considerations than other design fields. More perspectives are necessary to understand how instructors consider engaging these considerations and their motivations behind it. We present a survey of instructors regarding their curricular practices and goals as they relate to social, policy, and ethical considerations to understand the barriers, resources, and changes of these considerations in design education. Our results demonstrate there is an increased awareness for the need for this type of content that is promising for the future of engaging social, policy, and ethical considerations in design curriculum. However, for those instructors interested in including such considerations there are barriers such as the identifiable relevance, lack of time and educational materials inhibiting their inclusion. This can be supported by more educational resources, financial support, and prioritization in design education.</jats:p> 2024-05-09T16:36:31Z 2024-05-09T16:36:31Z 2023-08-20 2024-05-09T16:34:39Z Article http://purl.org/eprint/type/ConferencePaper https://hdl.handle.net/1721.1/154875 Saadi, Jana I, Das, Madhurima, Roeder, Gillian, Ostrowski, Anastasia K, Lee, Stella et al. 2023. "Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources." Volume 6: 35th International Conference on Design Theory and Methodology (DTM). en 10.1115/detc2023-116605 Volume 6: 35th International Conference on Design Theory and Methodology (DTM) Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. application/pdf American Society of Mechanical Engineers ASME |
| spellingShingle | Saadi, Jana I Das, Madhurima Roeder, Gillian Ostrowski, Anastasia K Lee, Stella Santos, Marina Breazeal, Cynthia D’Ignazio, Catherine Yang, Maria C Verma, Aditi Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title | Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title_full | Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title_fullStr | Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title_full_unstemmed | Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title_short | Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources |
| title_sort | incorporating social policy and ethical considerations in engineering and design education an examination of barriers and resources |
| url | https://hdl.handle.net/1721.1/154875 |
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