2024 ASEE Annual Conference & Exposition

Engineering Education in Human Rights and Sustainability: Exploring Students’ Motivations and the Learning Outcomes from an Undergraduate Class at the University of Connecticut

Presented at Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

How does a Human Rights framework in engineering curriculum affect undergraduate students’ attitudes and opinions of sustainability and human rights? Deepening inequality worldwide, aggravated by climate injustices and the effects of the COVID-19 pandemic, has increased engineering scholars’ awareness of the necessity of developing a new engineering pedagogy and corresponding ethical framework to prepare an engineering workforce that can perform successfully and efficiently in multicultural and globalized settings. The University of Connecticut (UConn) has pioneered in developing a curriculum that equips engineering students with core concepts and methodological tools necessary to analyze the role of engineering in society, using a Human Rights framework. This paper explores learning outcomes in an existing course within this curriculum (i.e., “Engineering for Human Rights”) by analyzing original exit survey data from enrolled students. Our survey instrument integrated New Ecological Paradigm (NEP) statements to assess variation in perceptions of the usefulness of the course content as it relates to sustainability. The findings of this study have implications and suggestions for designing interdisciplinary curricula that integrate engineering, sustainability, and human rights in engineering education.

Authors
  1. Minju Lee University of Connecticut [biography]
  2. Shareen Hertel University of Connecticut [biography]
  3. Sophia Fenn University of Connecticut [biography]
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