From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating of Social Justice in Engineering Science Courses
From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating of Social Justice in Engineering Science Courses
复制标题
从圣牛到奶牛：将社会正义融入工程科学课程的挑战和机遇
DOI：
10.18260/p.24143
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
J. Leydens
中科院分区：
文献类型：
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作者：
J. Lucena;J. Leydens
工程科学（ES）课程中固有的社会公正（SJ）维度在促进学生参与和学习方面发挥了什么作用？这种整合在培养更多的社会公正和更好的工程师方面能发挥什么作用？虽然本次会议的其他论文以不同的方式解决这些问题，但本文通过定义SJ，确定在此背景下的内在含义，解释为什么工程科学是一个合适的，但存在问题的课程网站，并提出与此整合相关的挑战和机遇，为这些问题提供了一个框架。首先，我们探讨了为什么ES被认为是工程教育的神圣之牛。其次，我们展示了SJ维度在ES中固有的某些方式。第三，我们提供了与工程相关的社会正义的操作性定义和六个社会正义工程（ESJ）标准，以指导教育者试图将社会正义融入社会正义课程。第四，我们概述了这种整合的两个具体课程示例如何与这些标准相结合。第五，我们提出一体化的挑战和机遇。最后，我们允许尝试这些整合的工程教育工作者分享他们的观点。通过本文提出的框架，以及本次会议中其他论文中的例子，我们试图鼓励其他工程科学教育者考虑将社会正义纳入他们的课程。
What role can the social justice (SJ) dimensions inherent in engineering science (ES) courses play in promoting student engagement and learning? What role can this integration play in educating more socially just and perhaps better engineers? While the other papers in this session address these questions in diverse ways, this one provides a framework for these questions by defining SJ, identifying what inherent means in this context, explaining why engineering sciences are a fitting, yet problematic, curricular site for integration, and presenting challenges and opportunities related to this integration. First, we explore why the ES are considered the sacred cow of engineering education. Second, we show certain ways in which SJ dimensions are inherent in the ES. Third, we provide an operational definition of SJ as it relates to engineering and six engineering-for-social-justice (ESJ) criteria to guide educators attempting to integrate SJ in ES courses. Fourth, we outline how two specific curricular examples of this integration engage these criteria. Fifth, we present challenges and opportunities involved in this integration. Finally, we allow the voices of engineering educators attempting these integrations to share their perspectives. Through the framework presented here, and the examples drawn from the other papers in this session, we seek to encourage other engineering science educators to consider integrating social justice into their courses.