Educating Engineers to Work Ethically with Global Marginalized Communities.

Ethical reasoning is an important ability for engineers working with marginalized communities in global contexts. However, the ethical awareness and development that are critical for this work may not be included in traditional engineering education. This article presents faculty perspectives on the ethical and societal issues (ESI) that should be taught and the pedagogies that are used to prepare students for development engineering. Among 60 survey respondents who taught courses focused on global and/or development (GD) issues, the ESI topics that were particularly congruent included poverty, sustainability, social justice, and engineering decisions under uncertainty. Faculty interviews highlighted that GD should foreground the human side of engineering, respectful partnerships with communities grounded in an asset perspective, and considerations of historical elements. Discussions, case studies, design, and reflection are impactful pedagogies that can complement learning through service to achieve ESI educational goals.

Exploratory Investigation of Personal Influences on Educators' Engagement in Engineering Ethics and Societal Impacts Instruction.

Cultivating an understanding of ethical responsibilities and the societal impacts of technology is increasingly recognized as an important component in undergraduate engineering curricula. There is growing research on how ethics-related topics are taught and outcomes are attained, especially in the context of accreditation criteria. However, there is a lack of theoretical and empirical understanding of the role that educators play in ethics and societal impacts (ESI) instruction and the factors that motivate and shape their inclusion of this subject in the courses they teach and co-curricular activities they mentor. The goal of this research was to explore the role of faculty's personal influences on their inclusion of ESI instruction in these settings. Personal influences are distinguished from external or environmental drivers such as teaching assignments, university policies, and department curriculum decisions. This research employed a grounded theory methodology and extracted data from interviews with 19 educators who teach ESI to engineering students to develop an emergent conceptualization of personal influences. Four categorie were identified: intrapersonal (drawing on self-interests and beliefs), interpersonal (drawing on relationships to engage in the intersectional field of ESI), academic (using their experiences as a student), and professional (leveraging non-academic work to understand the application of ESI and bring ESI into the classroom). The findings suggested a wide range of entry points (based on varying interests, beliefs, interactions, and backgrounds) into ESI instruction for faculty members who do not currently teach ESI and for those looking to expand the inclusion of ESI in their courses. Based on these findings, departments and administrators are encouraged to foster educators' agency, support access to professional development and engagement, facilitate interdisciplinary collaboration, and broaden hiring decisions to account for the impact of educators' holistic identity on their instruction.

Promoting the Quarry Workers' Hazard Identification Through Formal and Informal Safety Training.

BACKGROUND: The surface mining industry has one of the highest fatality rates among private industries in the United States. Despite recent decreases in the fatality rates of comparable industries, the fatality rate in the surface mining industry has increased. Meanwhile, a lack of safety research in surface mining has hindered efforts to improve safety strategies in the surface mining workplace. METHOD: This study examined quarry workers' hazard identification skills by conducting a case study of a surface mining facility in the Mid-Atlantic region of the United States. Semistructured interviews were conducted with eight quarry workers who were employed at the mine facility. In addition to the interviews, data were collected through field notes, notes from an expert meeting with safety managers, and site photographs to explore quarry workers' safety behaviors in the workplace. RESULTS: The results showed that quarry workers identified hazards and improved their safety performance by translating safety knowledge learned from training into practice, acquiring hands-on work experience, learning from coworkers, and sharing responsibilities among team members. CONCLUSION: This study contributes to understanding quarry workers' safe performance beyond what they have learned in safety training to include their interaction with other workers and hand-on experience in the workplace. This study informs practitioners in the surface mining industry to build a safe work environment as they design effective safety programs for employees.