International Perspectives on Engineering Education

The two volumes together provide an extensive space for a varied array of individuals, established and ascending, who are reflecting thoughtfully about engineering education and practice from a variety of perspectives and disciplines at a possible inflection point for the profession. (Glen Miller, Technology, Knowledge and Learning, Vol. 22, 2017)

Steen Hyldgaard Christensen M.A. in Scandinavian Language and Literature and the History of Ideas, Aarhus University. Ph.D. in Educational Studies, Aalborg University. Senior lecturer at Aarhus University, School of Business and Social Sciences, Herning, Denmark, until 2014. From 2014, adjunct associate professor at Aalborg University, Denmark. He has initiated six big international inter- and metadisciplinary research projects on engineering including PROCEED and coordinated fi ve of them. He has acted in roles of editor-in-chief and coauthor of four books: Profession, Culture, and Communication: An Interdisciplinary Challenge to Business and Engineering (Institute of Business Administration and Technology Press 2003); Philosophy in Engineering (Academica 2007); Engineering in Context (Academica 2009); and Engineering, Development and Philosophy: American, Chinese, and European Perspectives (Springer 2012). Besides, he has coauthored A Hybrid Imagination: Science and Technology in Cultural Perspective (Morgan & Claypool Publishers 2011) together with Andrew Jamison and Lars Botin. In addition, he has published a number of articles on engineering epistemology, culture, and education. Current research interest includes academic drift in engineering education and structural dynamics in higher education. Christelle Didier B.S. in Electrochemistry Engineering, M.A. in Education, Ph.D. in Sociology from Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris. From 1993 to 2013, Assistant Professor, Lille University, France, Ethics Department. Assistant Professor, Charles de Gaulle University of Lille, Education Department. Member of CIREL (EA 4354). Coauthor of Ethique industrielle (DeBoeck, Brussels, 1998) and author of Penser lthique des ingnieurs (PUF, Paris 2008) and Les ingnieurs et lthique: Pour un regard sociologique (Hermes 2008). She has published many articles on ethics and social responsibility in the engineering profession and education and on the engineering professions values (from interviews and extensive surveys). Her research areas are engineering ethics and values, including historical, cultural, and gender perspective, sustainable development and corporate social responsibility, social responsibility. Andrew Jamison B.A. in History and Science from Harvard University, Ph.D. in Theory of Science from University of Gothenburg (Gteborg). Docent in Theory of Science, University of Gothenburg. Professor of Technology, Environment, and Society at Aalborg University. Coordinator of Program of Research on Opportunities and Challenges in Engineering Education in Denmark (PROCEED), 20102013, and author, most recently, of The Making of Green Knowledge: Environmental Politics and Cultural Transformation (Cambridge 2001), Hubris and Hybrids: A Cultural History of Technology and Science , with Mikael Hrd (Routledge 2005), A Hybrid Imagination: Science and Technology in Cultural Perspective (Morgan & Claypool Publishers 2011) together with Steen Hyldgaard Christensen and Lars Botin, and The Making of Green Engineers: Sustainable Development and the Hybrid Imagination (Morgan and Claypool 2013). Martin Meganck M.Sc. in Chemical Engineering from Ghent University, Ph.D. in Chemical Engineering, and M.A. Moral Theology both from KU Leuven. Lecturer in Philosophy and Ethics in the Faculty of Engineering Technology, researcher at the Center for Science, Technology, and Ethics, and the Theological Faculty of the KU Leuven. Teaching areas include Philosophy of Science, Philosophy of Technology, and Professional and Business Ethics. He was coauthor and coeditor of Philosophy in Engineering (Academica 2007) and Engineering in Context (Academica 2009). Carl Mitcham B.A. and M.A. in Philosophy from University of Colorado, Boulder. Ph.D. in Philosophy from Fordham University. Professor of Philosophy of Science and Technology, Renmin University of China, Beijing; Liberal Arts and Internati

General Introduction.- The Engineering - Context Nexus: A Perennial Discourse; Steen Hyldgaard Christensen, Christelle Didier, Andrew Jamison, Martin Meganck, Carl Mitcham and Byron Newberry.- Section 1. Histories, Dynamics and Structures in Engineering Education.- Section Introduction Atsushi Akera and Erin Cech.- Chapter 1. A Historical Survey of the Structural Changes in the American System of Engineering Education.- Atsushi Akera and Bruce Seely.- Chapter 2. The Role of Research in Academic Drift Processes in European and American Professional Engineering Education outside the Universities; Steen Hyldgaard Christensen and Byron Newberry.- Chapter 3. Structural Transformations in Higher Engineering Education in Europe; Bernard Delahousse and Wilhelm Bomke.- Chapter 4. Engineering Brazil: National Engineering Capability at Stake; dison Renato Silva, Roberto Bartholo, and Domcio Proena Jr.- Chapter 5. Engineering Education in India: A Comprehensive Overview; Balasundaram Subramanian.- Chapter 6. Engineering Education in Slavic Languages Countries; Maria Kostyszak, Jan Wadowski, and Marcin Zard.- Section 2. Ideologies of Engineering Education.- Section Introduction; Brent K. Jesiek and Christelle Didier; Chapter 7. Confucianism, Marxism, and Pragmatism: The Intellectual Contexts of Engineering Education in China; Qin Zhu and Brent K. Jesiek.- Chapter 8. Meritocracy, Technocracy, Democracy: Understandings of Racial and Gender Equity in American Engineering Education; Amy Slaton.- Chapter 9. Challenges of Overcoming Structural Barriers for African American Engineers in the United States and in the African Diaspora; Derrick Hudson.- Chapter 10. Depoliticization and the Structure of Engineering Education; Erin Cech and Heidi Sherick.- Section 3. Reforming Engineering Education: Experiences and Cases.- Section Introduction; Steen Hyldgaard Christensen and Niels Mejlgaard.- Chapter 11. Bridging Sustainable Community Development and Social Justice ; Juan Lucena.- Chapter 12. Energy Ethics in Science and Engineering Education; Joseph Herkert, Rachelle Hollander, Clark Miller, Frazier Benya, Chad Monfreda, and Lynette Os-borne.- Chapter 13. Engineering for the Real World: Diversity, Innovation and Hands-on Learning; Jessica Rolston and Elizabeth Cox.- Chapter 14. Fostering Hybridity: Teaching about Context in Engineering Education; Andrew Jamison, Niels Mejlgaard, and Jette Egelund Holgaard.- Chapter 15. Constructions of the Core of Engineering: Technology and Design as Modes of Social Intervention; Ulrik Jrgensen.- Chapter 16. Transforming Engineering Education: For Technological Innovation and International Development; Tony Marjoram.- Chapter 17. Appropriate Curricula for Engineering Management Programs: A South African Approach; Alan C. Brent.- Section 4. Innovative Approaches and New Pathways.- Section Introduction.- Dean Nieusma and Louis L. Bucciarelli.- Chapter 18. Design-based Research: A Strategy for Change in Engineering Education; Anette Kolmos.- Chapter 19. Engineering Education Research as Engineering Research; Jonte Bernhard.- Chapter 20. Analyzing Context by Design: Engineering Education Reform via Social-Technical Integration; Dean Nieusma.- Chapter 21. PDS: Engineering as Problem Definition and Solution.- Gary Lee Downey.- Chapter 22. Implementing Social Awareness into Engineering Curricula; Javier Caavate, Manuel Jos Lis Arias and Josep Maria Casass.- Chapter 23. Engineering as a Socio-technical Process: Case-based Learning from the Example of Wind Technology Development; Matthias Heymann.- Chapter 24. Getting Context back into Engineering Education; Anders Buch and Louis L. Bucciarelli.- Chapter 25. Techno-Anthropology and Engineering Education: Between Hybridiza-tion and Social Responsibility; Lars Botin and Tom Brsen.