Last week, Engineers Without Borders UK published my team’s research in the form of the GLOBAL RESPONSIBILITY OF ENGINEERING REPORT. The EWB-UK webpage about the report explains “Drawing on the experience of engineers working in the built environment sector, our latest report explores the extent to which global responsibility is embedded in engineering practice.”
The report is rich visually, and also in content:
The qualitative research reported in this publication was conducted by me, with support from my University College London colleagues, Dr. Inês Direito and Professor John Mitchell, and with advice from the EWB staff and its project Advisory Board.
Through a study of existing literature and interviews with engineers working in the built environment sector, in this report, we highlight the existing understanding and role of global responsibility as a concept within the sector. We explore the following: What is understood by global responsibility in engineering, and what are some of the preceding concepts that have led to this point? How well is the urgency for adopting a globally responsible approach in engineering grasped? To what extent do engineers feel it is their responsibility to take action and what is accelerating or dampening that?
Engineers Without Borders UK (2022)
EWB staff members helped transform my team’s research into the report format commonly used in the UK. They also provided the report’s case studies, photographs, and illustrations. EWB staff who were instrumental in shaping the delivery were: Dr. Jonathan Truslove, Katie Cresswell-Maynard, and Emma Crichton.
Advisory Board members providing conceptual direction included: Jon Prichard, Dr. Rob Lawlor, Thomas Gunter, Professor Nick Tyler, Dr. Rhys Morgan, and the Royal Academy of Engineering’s Education and Skills Committee.
The correct citation for this publication, based on APA guidelines includes the authors’ names:
I’d like to give special thanks to my colleagues at UCL (Inês, John and Nick) as well as the University of Leed’s Dr. Rob Lawlor for their encouragement and support throughout this project. I also send thanks to the EWB team for getting the publication across the finish line.
As a result of many people’s hard work, the report delivers our research findings to a new audience. You can find other outputs of the research project in two academic journal articles published by the UCL team, and you can download them directly, using the links below:
Most days, I find myself communicating with colleagues from afar on various projects, proposals, and ideas. On a typical day, I hear from Dr. Inês Direito in London (UK), Dr. Lelanie Smith in Pretoria (South Africa) and Dr. Carlos Efrén Mora Luis in Tenerife (Spain). We have many overlapping interests–one being how to understand student motivations and emotions and how to use this understanding to help students tackle and persist through challenges. I often hear from our co-author Dr. Bill Williams, from outside Lisbon (Portugal) as well.
In addition to engineering motivations, we are also all interested in sustainability — environmental, economic and social. So over the past few weeks, WhatsApp and Signal chats have been rich and frequent.
Today alone, Lelanie, Inês, and I discussed research plans. Inês, Bill, and I submitted a conference paper on Brexit (with Inês in the lead and comments from Bill and me). Inês and I refined a journal manuscript on engineering ethics (with me in the lead and verbal input from Inês — she will edit my current version in the morning).
Down in the Spanish Canaries, Carlos has been fighting sand storms, as dust from the Sahara Dessert enveloped the islands. The weekend’s sandstorms were one of a number of challenges he’s faced recently, but he’s never one to give up.
Carlos and I didn’t win the grant we applied for this past September, despite having put months into the proposal. We’ve picked ourselves up, brushed off the disappointment, and developed a plan to perfect and resubmit. I know all too well that resubmitting makes a world of difference! It’s the best way to win funding. Yesterday, I was rallying our troops, gathering support for a new round of work. I am confident that eventually we will succeed.
But we haven’t been sitting around waiting for success to come.
In December, Carlos submitted an additional grant proposal, this one to the Cabildo of Tenerife, Spain, for €56,000. He received funding for the project titled “INGENIA.” Carlos explained to me that the word “Ingenia” comes from “Ingenio,” which is “Ingenuity” in English. So the project is fostering “Ingenuity” to support sustainability education.
I’m honored that (as a result of me coaching him on how to write grant proposals) he included me as a co-PI.
On the 31st of January, Carlos and his colleagues in Tenerife launched his extremely well-designed INGENIA project. It was a true thrill when over 300 people attended his launch that Friday!
Carlos has summarized in English that “INGENIA wants to show that students can find sustainable solutions to real life problems linked to SDGs in Tenerife.” Students will build their own research teams and find a supervisor who will help manage the financial resources for their project.” In other words, the students “will have to find relevant problems and then propose solutions. The final part of the process is selling their solutions to companies and administrative public offices.”
Students will engineer their solutions and compete for funding to realize their projects. Below, I’ve included information that Carlos wrote to described the project, which is being conducted in Spanish. I can understand a bit by reading the Spanish materials he produced, but he was kind enough to translate for me/us!
The Spanish public universities agreed recently contributing to the 2030 Agenda by building and transferring knowledge and skills to society about the Sustainable Development Goals (SDGs). Universities can contribute with teaching, learning, and student-participation methods to transfer not just the skills, but the motivation needed to face the SDGs. Like other Spanish higher education institutions, University of La Laguna (ULL) endorsed the United Nations (UN) SDGs initiative, and has a detailed understanding of the importance of its local problems linked to the environmental, social, and economical sustainability of the Canary Islands.
INGENIA is a project coordinated by ULL that is focused on the needs of the local society in the Canaries that supports building knowledge and skills on the participating students. INGENIA uses Project-oriented Problem Based Learning (PoPBL) learning strategies to motivate the students to find and propose solutions to real problems linked to the SDGs around their own environment.
Train university and high school academic staff in using active learning strategies to impulse SDGs.
Educate postgraduate students, and academic staff, in facilitating techniques and strategies to guiding students in complex projects linked to SDGs.
Develop real student projects with a high potential for positive impact in the Canarian society.
INGENIA will be implemented in three stages:
Informative and training actions. Informative actions will include a conference to be held at ULL in its theatre showing how students can change the world. Training actions will include workshops with specialists in Engineering Education focused on PBL and the evaluation of the impact of student projects. Goal: Get teachers motivated to help students in writing their proposals. Each of these teachers will also serve as guarantors for a team of students, and guarantors will assume the financial responsibility of the projects they back.
Training of facilitators. A group of postgraduate students will receive specific training for PBL, Motivation, Conflict Management, and Project Management. Facilitators will collaborate with guarantors in guiding the student teams. Goal: Having at least one facilitator for each wining proposal.
Project development: INGENIA will include a call for proposals. Student teams must justify the relevance of the problem and the feasibility of their solutions. Winning teams will receive funding for their projects, and must execute their projects within two months. At the end of this period, each team will write a report to identify the impact of their solutions. Students will participate in a public exhibition in October 2020, and will also have the opportunity to show their solutions to companies and public institutions with the aim of getting additional funding to continue their projects.
Carlos explained that the 31st was a day full of feeling. One of the speakers told such a moving story that the audience shed tears of emotion. Specifically, two students described their experiences; the second of these is working with ‘invisible’ people, meaning people who appear in social statistics, but have no work, no home, and thus no address. Carlos said she did an excellent job transmitting her feelings. She said, for instance, “that one day, she cooked rice for homeless people, but she was so busy that she forgot to turn off the cooking plate.” The rice was damaged, but she salvaged and packed up as much rice us she could, and went to give it to people in the street in Tenerife. She gave a portion to one man, and stayed looking at him. As the man was eating that rice, he stopped, looked at her eyes, and said what a lovely smile she had.
When she finished her narrative at the launch, one retired professor raised his hand to say something, but when he tried to start broken into tears. He cited numbers — the number of people invisible to all of us — and then he said that he had lived this experience along with her, and that she had touched his heart. The student walked down from the stage and gave the professor a big embrace. All the assistants, students, and teachers in the audience started to applaud.
It is this sort of change Carlos hopes to inspire among more students, and this is the sort of communication I received from Carlos daily.
After the student’s talk, many people were in tears, including Carlos. But he couldn’t stop to weep: he was next up on the stage.
Carlos needed to explain details of the program and how it will run. He had to explain the schedule and what will be expected of the various people working together in teams — including the student team members as well as the post-graduate and faculty member (e.g., professors) advising each team.
Carlos said the event was so motivating, inspiring them all to go out and find problems to solve. He received oodles of questions from students and academics wanting to participate. He said “Yes, I still can’t believe it, but something positive happened today!”
I have included images that are copyright of the photographer, Emeterio Suárez Guerra, and used with permission of Carlos.
This group realized there was a fill material in the crevices of their “Roman Travertine” tile sample.
Today we discussed “natural factors” that affect architectural design, such as rock and soil composition. This tied directly to yesterday’s studio class on the HU Point. Today, I was using a technique known as the “flipped classroom” to teach Architectural Ecology. I learned about this technique during my Fulbright fellowship at DIT.
I had assigned my students to read a chapter before class. When they arrived, we started class with ten minutes of journaling. I asked them to write about the aspect of the chapter they thought was most important to them regarding our site at the Hampton University Point, and to explain why. I also asked them to identify a topic in the chapter that they didn’t fully understand and explain why/what they didn’t understand about it.
Journaling is my own way of assessing students’ level of understanding of the content. After ten minutes, I collected journal papers then “flipped the classroom”. Each student joined the other members of his/her learning group, discussed the issues of confusion they’d each identified, explained to each other what they understood (this is known as “peer teaching”), and researched information on line using their laptops and smart phones.
I circulated around the room, listening, observing, pointing them in the right direction where necessary, and making sure they were achieving accurate interpretations.
It became clear that soil and rock composition was the major topic of confusion, so I went ahead and distributed the rock samples I have on hand. Each group got their own unique rock type to analyze, research, and introduce to the rest of the class. The students did a great job of staying on topic in their discussions, learning, and teaching leach other.
They made sense of sedimentary, igneous, and metamorphic rock. They began to understand issues of texture, particle size, expandability, drainage, and bearing capacity while they were talking among themselves with my guidance.
A member of each group presented findings to the class and we discussed overarching issues.
Then I projected the Prezi file on the screen, which I’d formatted using a table of contents so we could zoom directly into whichever specific issues were causing confusion. In this case, we needed to go over the soil classification pyramid a bit, but they had already developed pretty strong understanding through the group discussions and rock presentations.
Amazingly, everyone stayed engaged for 1.25 hours!
I didn’t have to nag students to pay attention.
By the end, they seemed to have very good understanding of all the content of the chapter. I found I had ten minutes to spare at the end to bush on topics of my choice (ones I thought a student or two might still have misconceptions about).
I am loving this new, more interactive, way of teaching.
It’s called “flipping the classroom” because the content is delivered before class (in this case, through a reading), and class time is used to gauge accuracy and depth of understanding and to build upon that base. It seems to be a much better us of time than presenting everything with equal emphasis, before assessing if the students already understand it!
Not everyone came into the class having read, unfortunately. This problem should correct itself in the future because each student gets a grade for each journal entry. They have to show basic understanding of the reading in order to earn points. They generally start seeing the importance of this after a day or two.
Today we discussed natural factors, such as rock and soil composition, and researched issues on line.
And we related the chapter we read to the site we are using for studio (this is a photo of the same team on site yesterday).
Edward and Charles explored the properties of (Crab Orchard) limestone.
Edward explained how the holes had been created in this piece in the process of quarrying it.
Here’s a beautiful little piece of “Rainforest Green” which is a marble. This sample had a weak point which lead to a break.
This group realized there was a fill material in the crevices of their “Roman Travertine” tile sample.
We all enjoyed the iridescent properties of this piece of onyx, which is a metamorphic rock.
The Irish are hipper with recycling than we are in most places in the States. The Dublin Institute of Technology, for instance, provides some bins that are clearly labelled and located in sensible places.
Recycle bins at the train station “guarantee to recycle 70% of the contents” deposited into them. That beats us by leaps and bounds!
Recycling at DIT’s headquarters on Aungier Street.
The Society of College and University Planners just sent out this email:
In four days there have been more than 500 downloads of this week’s featured Planning for Higher Education article. If you haven’t gotten yours yet, it’s available here for a limited time.We are already seeing some great Mojo discussion and blogging in response to Shannon Chance’s feature article “Learning from LEED & USGBC.” Chance is a registered architect and associate professor of architecture at Hampton University. Chance offers her insights on LEED & USGBC a model systems approach to sustainability for higher education planning. Like many other environmental and design professionals, she also recognizes its limitations.
Arlen Solochek agrees that “LEED and the resultant sustainability movement has been an absolute game changer for everyone.” But while LEED has definitely “raised environmental consciousness,” it is not necessarily as “nimble and responsive” as it should be. He also notes that LEED standards are becoming compulsory according to institutional and governmental regulation. Other limits include inflexible point system and the expense of soft costs and certification. Both Solochek and Chance agree that “the bigger issue is not just stopping at more sustainable buildings. How many of our institutions are trying to infuse sustainable concepts into their academic courses, into their students’ and staff’s lives and habits outside LEED?” (Solochek).
According to Michael Haggans, Chance’s article “…balances criticism of the LEED ‘gaming-for-points’ process that many have seen in practice, with a well documented account of the evolutionary improvements that are now underway.” Alexandria Stankovich offers a student perspective on LEED & USGBC in relation to higher education planning on the Mojo blog.
The class I taught this past summer at The College of William and Mary is being featured by the university’s public relations department for helping students move ideas into action and spurring environmental change. Check it out at:
One of our many field trips in the summer “Educational Planning for Environmental Sustainability” class at William and Mary. This one, to the campus herb gardens, was coordinated by student Justine Okerson and led by W&M’s current Sustainability Fellow, Patrick Foley. The cafeterias at W&M get all the herbs they use from these gardens.