Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers

John Jongho Park,Jeremy Smith,Mihee Park

doi:10.3390/su13168845

John Jongho Park, Jeremy Smith + Show 1 more

Open Access

https://doi.org/10.3390/su13168845

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Abstract

Humanitarian Engineering extends engineering practice to provide a focus on addressing social inequities and contributing to sustainable development for all. This study investigated undergraduate engineering students’ concepts of Humanitarian Engineering and motives to be Humanitarian Engineers as they acquire knowledge and skills and build a professional identity as engineers who can work in complex socio-technical sustainability contexts. Qualitative data were collected from an open-ended survey of 46 engineering students followed by semi-structured interviews with ten students at a U.S. university. Survey data provided individual characteristics that conceptualized and guided interviews to explore key relationships among participants’ concepts of Humanitarian Engineering and motivations. A central idea of a “Humanitarian Engineer” identity emerged, influenced by various motivations. Students envisioning themselves as Humanitarian Engineers were associated with socio-cultural background, motivation to practice engineering skills, and desire to travel. A value-related motivation, the desire to help others, appeared as a strong catalyst for developing students’ professional identities and empowering a possible future self as Humanitarian Engineers. To support sustainability education in engineering demands, initial motivation factors associated with student Humanitarian Engineer identity development are researched to support potential future practice and career development.

Highlights

There is a growing interest in cultivating Humanitarian Engineers who can play a significant role working on sustainable development [1]
A study by Engineers Without Borders (EWB)-Australia (EWB-A) explored the motivations of students at multiple universities in Australia to engage in the optional Humanitarian Engineering (HumEng) initiatives that EWB-A
Data were collected from HumEng courses, which prepare engineering students to develop creative solutions for sustainability challenges, in a research-focused university located in the US northeast

Summary

Introduction

There is a growing interest in cultivating Humanitarian Engineers who can play a significant role working on sustainable development [1]. Ever since the establishment of the first national Engineers Without Borders (EWB) in 1982, Ingénieurs sans Frontières in France [2], for the purpose of offering humanitarian or development assistance supported by engineering and technology, the number of organizations with similar missions has increased This includes independent EWBs in other countries, Engineers Against Poverty in 1998, Engineers for a Sustainable World in 2001, and Engineering for Change in 2009 [3]. Student engagement in HumEng offerings at higher education is often linked to interests in social responsibility [13] and connectedness [14], sustainability [1], and global [6] and professional [11] competencies These areas are commonly explored through a range of curriculum approaches including problem-based learning (PBL), service-learning (SL), and study abroad. A study by EWB-Australia (EWB-A) explored the motivations of students at multiple universities in Australia to engage in the optional HumEng initiatives that EWB-A delivers, including short-term study abroad experiences, volunteering, and final year SL

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