Current engineering education not only disconnects students from their social influence as practicing engineers but perpetuates injustices by denying them within a meritocratic culture (Cech, 2013). Aerospace engineering is not exempt from its social responsibility, as is seen through the issues of space resource mining, space debris pollution, military-industrial complexes, and space territorialization. Engineering education research in the United States is exploring ways to foster engineers’ socio-technical expertise through the introduction of macroethics into their undergraduate learning (e.g. Andrade & Tomblin, 2018). Macroethics considers how engineers’ decisions influence humanity and the societal responsibility of the engineering field (Benham et al., 2021; Gupta, 2017; Palmer et al., 2022), and is in contrast to microethics about individual decisions such as faking data. Macroethics education is a tool to reshape engineering education from logical positivist perspectives to those rooted in justice.
In this work in progress, this paper reviews how a macroethics lesson was piloted within a junior-level spacecraft dynamics course in an undergraduate aerospace engineering program at the University of Michigan. The lesson introduces students to one macroethics topic, orbital debris, that directly connects to the “technical” topics of the course. We believe this socio-technical integration will stress to students that engineering cannot be separated from its societal impact. This paper reviews the lesson’s learning goal, class structure, and results of its execution, and provides a reflection on how this contributes to an overarching research project. We also assess students’ response to the lesson through closed- and open-ended survey questions.
Building off of a prior macroethics lecture-based intervention at the University of Colorado Boulder, the goal of the lesson is for students to gain the confidence and tools to discuss macroethics in aerospace engineering. More specifically, the goal is to understand that there are a variety of perspectives on any given issue and that power and positionality affects how people think about these issues. As the dominant aerospace engineering culture is created by those with power, this lesson gives an opportunity for marginalized viewpoints to be acknowledged and respected. To achieve this learning goal, the lesson alternates between discussing and lecturing. Orbital debris is used as an example to introduce macroethical discussion as well as the concepts of stakeholders, positionality, and ethical lenses.
The goal of our overarching research project is to restructure aerospace engineering to incorporate macroethics throughout students’ undergraduate career, and this intervention is a stepping stone toward changing classroom ‘cultural spaces’ (Cech, 2013). Integrating discussions of power within technical aerospace courses draws engineering out of a positivist and meritocratic mindset and can help move toward a reconstruction of science and engineering that is founded in justice.
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