Abstract
This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.
Highlights
Underpinned by technology and science, the discipline of engineering has traditionally been recognized as a profession and industry contributing to economic development and prosperity of nations
While communities have benefited greatly from engineering, its impacts may increase the gap between social classes and damage the world’s environmental health. As these trends amplify in capitalist societies, we argue that it is compelling to contemplate a new approach to engineering education—both in curriculum and pedagogy
Acknowledging the importance of immersing all learners, including engineers and future engineers in meaningful experiences, we are inspired by the New London Group (2000) whose work called for effective pedagogy to move beyond situated practice to incorporate two critical elements: the conscious control and awareness about parts of a system and the ability to critique a system as it relates to ideology and power
Summary
This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus
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