[IEEE 1991 International Symposium on Technology and Society - ISTAS `91 - Toronto, Ont., Canada (21-22 June 1991)] Proceedings of the 1991 International Symposium on Technology and Society - ISTAS `91 - Changes required in engineering and technology education to meet the future needs of a global society

Professor Nandagopal N.S. Associate Professor, Engineering Technology Department University of Houston-Downtown h e Main Street, Houston, Texas 77002 Abstract The dynamics of the interplay between technology, society, and the global cmunity is complex and intriguing and provides many challenges for future engineers and technologists. It will become increasingly important to consider the social, economic, and ecological consequences of the developnent and use of technology. It is obvious that engineering and technology education cannot remain static against this backdrop. The issues mentioned above should be introduced, studied and discussed in undergraduate engineering and technology curricula. This paper will make a case for exposing engineering and technology students to social, ethical, economic and global aspects of their profession. It will also describe the efforts at the University of Houston-Downtown to incorporate these themes as part of undergraduate education in engineering technology. The dmamics of the use and imdementation of technoloav in the future Technology is influenced by many variables not only in its own field but also by social, ecological and economic factors. Because of the influence of these seemingly peripheral issues, technology has to constantly change and adopt to the needs of modern society. Therefore, its development and use is an extremely dynamic process. The implementation and use of technology will have much broader consequences in the twenty-first century. It will be necessary for scientists, engineers and technologists involved in this effort to show greater sensitivity to social, economic and ecological issues. They will have to demonstrate a broader vision and consider future lmplications of their activities. Challenges facing the technological work force Scientists, engineers and technologists of the future will face tremendous challenges in the developnent, implementation and use of technology. Leaders around the world will be looking increasingly towards the use of technology to solve social, economic and ecological problems. The technological work force will have to get used to this expanded role and the responsibilities that come with It. Technology will be transferred across national borders at a pace that we have never witnessed before. The technological work force will have to increase their awareness of the problems associated with technology transfer and they will have to play a key role if this transfer of technology is to be successful [l]. Engineers and technologists will 370 .- . . Changes Required In Ehgineering Education have t o assert themselves and seek leadership roles i n e f for t s related t o the use and t ransfer of technology. Obviously, t h i s calls f o r greater sens i t iv i ty on the i r part t o social , economic, political, and cul tural issues on a global scale. The technological work force w i l l have t o assume increasing responsibil i t ies in meeting the growing needs of a populous society with limited resources. In try- t o meet the needs of a sustainable global society, the technological work force w i l l encounter e thical , po l i t i ca l , cul tural , and economic problems i n addition t o the routine technical problems. The technological work force w i l l face great challenges i n bringing the peripheral issues mentioned above within its realm of knowledge, s k l l l s and experience. The rapid developnent of technology in itself poses enormous problems. A s the awareness of the world population grows i n the areas of ecology and the environment, sc ien t i s t s and engineers w i l l be under increasing pressure t o provide inexpensive and innovative solutions t o problems i n these areas. In addition, there w i l l be increas- demands to develop and disseminate technology that can be accessed by a majority of the world population. This w i l l no doubt revolutionize the way i n which technology is being developed, transferred, and adopted. With so many variables and complexities associated with the implementation of technological ideas and concepts, it becomes an imperfect art at bes t . Thus, sc ien t i s t s , engineers and technologists of the future w i l l be working i n an environment filled with challenges and problems that are not necessarily technical i n nature. They w i l l have to show great i n i t i a t ive and leadership i n surmounting these challenges. There is no doubt tha t they are capable of facing these challenges provided their creative ta len ts are channeled i n the r ight direction. It is c lear that the future c a l l s fo r a hi@ly sophisticated technological work force [3]. The need f o r changes i n engineering and technology education Engineering and technology educatlon cannot afford to remain s t a t i c against the backdrop of the dynamic interactions associated with the development and use of technology. Education has t o play a crucial motivational role i n changing the T1culturell of sc ien t i s t s , engineers and technologists as mere masters of their c raf t and nothing else. The goal of technical education should be t o produce versa t i le professionals who are cognizant of their roles as major agents of change i n a global technological society. They need t o be made aware of the responsibil i t ies they would face i n controlling the use of technology towards sustainable development and growth. Another goal of any sound educational program should be t o produce individuals who can meet the needs of the society they serve i n an effective manner. In order t o meet these important goals, engineering and technology education must undergo some changes. It must aim t o broaden the vision and thinking of the students i n these programs. Current programs tend t o focus only on the technical content with not much at tent ion being paid t o "general educationI1 issues. Also, there is too much emphasis on discipline-oriented, specialized research and graduate programs while undergraduate programs and interdisciplinary research are not given the attention they deserve. We must bear Ln mFnd that the technological 37 1 Changes Required In Engineering Education work force w i l l be comprised mainly of persons with undergraduate degrees i n engineer- and technology. If this work force is t o meet the challenges of the f'uture effect ively, its education must sensi t ize it t o the peripheral issues surrounding the technological field. Thus, there is a clear need f o r undergraduates in technical degree programs t o be exposed t o e thical , economic, social , po l i t i ca l , and global issues that are l ike ly t o influence their future professional practice. More than ever before, there is a need fo r relevant and useful general education components i n engineering and technology education. A recent survey conducted among engFneering pract i t ioners in industry indicated a strong need fo r courses that deal t with ethics , econanics, global issues and comnunication s k i l l s [2]. The overwhelming response t o this survey a l so suggested that industry p a c t i t i o n e r s see the need f o r some important and timely changes i n engineering education. It is also important t o note that j u s t requiring additional coursework i n liberal arts and hunanities w i l l not f u l f i l l this need. Course requirements i n humanities and liberal arts m u s t be reexamined and changed t o include interactions of these areas with the technological f ield. As an example, engineering and technology students f u l f i l l i n g course requirements i n govement must be exposed t o issues such as how government pol ic ies a f fec t the development and use of technology. It is crucial that topics such as ethics and global issues are infused in to the curriculum by faculty i n engineering and technology as part of their f'technicalff course requirements. The change i n "culture" can be achieved only if engineering and technology faculty are a big par t of the e f fo r t . These topics could be introduced through coursework, seminars, guest lectures and discussion sessions. It is highly desirable that every engineering and technology student be required t o take a senior-level capstone course (or courses) that would address most of the interdisciplinary issues as part of their t ransi t ion in to professional l i f e . In graduate inst i tut ions, interdisciplinary research addressing these issues must be increased and encouraged. The outcome of these research projects could be used in designing and teaching courses that effect ively deal with these issues. A t the undergraduate level, students must be encouraged t o take e lec t ive courses that a re interdiscipl inary i n nature. Faculty in technical discipl ines must be the ca ta lys t s for their students t o broaden their perspectives and change their a t t i tudes and outlook as professionals. Bnphasizing topics such as ethics , society, and econcmics a t the undergraduate level where future engineers and technologists are s t i l l in the learning mode w i l l have a las t ing effect . There is no doubt that the future c a l l s fo r sane innovative thinking and bold experhentation on the par t of educators i n technical discipl ines . Ebgineering and technology education must be i n tune with the dynamics of the development and use of technology. Efforts at the University of Houston-Downtown The University of Houston-Downtown of fers four-year Bachelor of Science degrees i n Engineering Technology with majors i n Electrical/Electronics Design, Engineering Design Technology, Process 372 Changes Required In Ehgineering Education and Piping Design, and Structural Analysis and Design. The curricula for these degree programs consist of courses i n physical sciences, mathematics, engineering technology and also general education courses l i k e english, history, and government. All engineering technology students are a lso required t o take the 'Technology Seminar" course. This is a senior-level capstone course specif ical ly designed t o prepare the graduating students f o r t rans i t ion in to professional life. Some of the topics discussed i n the course include: the nature of the engineering and technology professions, job search s t ra tegies , professional developnent, the role and a c t i v i t i e s of professional societ ies , and e th ica l and global aspects of the technical professions. These topics are covered through lectures, discussions, and c lass presentations by students. A signif icant part of the course is spent i n analyzing and discuss- e th ica l , social and global issues related t o engineering and technology through the use of case studies. After background lectures on these topics, students present, analyze and discuss cases involving these issues. An informal and stimulating atmosphere is maintained i n the classroom and students are encouraged t o express their ideas freely. Guest speakers with appropriate backgrounds are a lso invited t o address the class . The students are a lso required t o undertake and complete a lSeminar Project' i n which they research topics involving ethical , global o r social issues i n the engineering profession and subnit a project report. Several good student projects have resulted from th is e f for t . During the Technology Seminar course, many films and tapes that address e thical , social and global issues in engineering are shown t o the students. Most of the engineering technology students are a l so required to take Fngineering Economics. In addition, the faculty in engineering technology emphasize the importance of good comnunication s k i l l s by requiring ora l presentations and written reports wherever appropriate. "hey relate t o students the importance of topics l i k e ethics, safety, and qual i ty whenever the opportunity presents itself in technical courses. Contrary t o c m o n perceptions, students i n these technical degree programs have shown a l o t of interest and enthusiasm towards these topics. They par t ic ipate act ively i n the class discussions. The f a c t that students i n technical degree programs can relate t o these issues in an effect ive manner has been somewhat of an eye-opener. The experiences i n teaching the Technology Seminar course have revealed the a b i l i t y of students i n technology programs t o think i n different dimensions and t o be sensi t ive t o the social , economic, e th ica l , and global issues that influence the i r profession. Thus, courses i n general education, and courses l i k e Technology Seminar and Ehgineering Economics add divers i ty and ve r sa t i l i t y t o the engineering technology curriculum a t the University of Houston-Downtown. By means of these courses, students are able t o broaden their learning experiences and a r e much better prepared for the t rans i t ion in to t h e i r professional careers. The experiences of the faculty and feedback from industry advisory consnittees have reinforced the need f o r supplementing the technical knowledge of engineering technology graduates with good overall s k i l l s i n other areas 373 Changes Required In m i n e e r i n g Education that are relevant t o their profession. The enthusiasm and in te res t shown by the students towards the Technology Seminar course is indeed i n sharp contrast t o t he i r typical a t t i t ude towards general education courses. Conclusions Scient is ts , engineers and technologists have a crucial role t o play in preparing f o r a sustainable society in the future. Appropriate use of technology w i l l be looked upon as a solution t o many of the global problems. Innovative technology will have t o be developed and used i n response t o global challenges such as environmental pollution and optimum use of resources. More than ever before, it is important f o r the technological work force to be aware of t h e i r responsibi l i t ies as builders of the future technological societ ies . It is essent ia l for them t o change t h e i r task-oriented posture and look at the broader issues involved i n technological problems such as ethics , economics, and impact on the global society. To a cer ta in extent, some of the sc i en t i s t s , engineers and technologists w i l l have to become visionaries and leaders; with a clear vision as t o how t h e i r ta lents and skills could be used i n building a harmonious and thriving global society fo r the future. It is important that the seeds of the issues and ideas mentioned i n this paper are planted i n the minds of young engineers and technologists while they are at school. Hopefully, they w i l l grow i n a f e r t i l e learning enviroment and germinate t o produce versa t l le , open-minded professionals who can respond effect ively t o the changing needs of a dynamic global society. Towards th i s end, engineering and technology education w i l l have t o undergo some changes. Deep specialization at the cost of relevant general education must be avoided. Faculty must be encouraged t o develop and teach courses which deal effect ively with these issues. Interdisciplinary research and teaching must also be increased. Faculty in technical degree programs must work collectively towards changing the %ulture" and expectations of t he i r students as mere highly paid spec ia l i s t s i n the i r discipl ine. Students must be encouraged and advised t o se lec t e lect ives which are more interrliscii>linary i n nature. A random increase of course requirements i n the humanities is also not a desirable change. To be effect ive, courses tha t bring t o l i gh t the interaction between technology and peripheral issues l i k e ethics and economics must be designed and taught. The courses must c lear ly i l l u s t r a t e how these issues w i l l a f fec t the professional practice of the technological work force. Finally, the following quotations [4], which support some of the convictions expressed i n t h i s paper a re presented: - Whether o r not it draws on new Scient i f ic research, tech- nology is a branch of moral philosophy, not of Science. It aims at prudent goods fo r the comnonweal and t o provide e f f ic ien t means fo r these goods ... philosopher, a technician should be able t o c r i t i c i z e the programs given him (or her) t o implement." As a moral - Paul Goodman 374 Changes Required In m i n e e r i n g Education - llphilosophy, though unable t o t e l l us with cer ta inty w h a t is the t rue answer t o the doubts which it raises, is able t o suggest many poss ib i l i t i es which enlarge our thoughts and free them fm the tyranny of custom.11 - Bertrand Russell - "To undertake a great work, and especially a work of a novel type, means carrying out an experiment. a struggle with the forces of nature without the assurance of emerging as the victor of the first attack." It means taking up - Louis Marie Henri Navier - "Mankind cannot survive without technology. But unless technology becames a t rue servant of m a n , the survival of mankind is i n jeopardy. And i f technology is t o be the servant, then the engineer's paramount loyalty must be t o society. - Victor Paschkis - 'I We have not been seeing our Spaceship Earth as an integral ly - designed machine which t o be pers is tent ly successful must be comprehended and serviced in tota1.I' - Buckminster f i l ler - Wlucation is a mechanism f o r inducing change and for providing the means of accmodat ion and adjustment t o change. A t the same time, as an ins t i tu t ion , education is given the responsibil i ty f o r insuring the preservation and t ransfer and therefore, the continuity of society 's knowledge, sk i l l s , and values.I1 - Henry David References [l] N. S. Nandagopal "Introducing Global Issues Into Engineering and Technology Curricula." Annual Conference of American Society fo r Engineering Education IASEE) . New Orleans. June 1991 Paper t o be presented a t the [2] N. S . Nandagopal and Edward R. Sheinberg. IIIndustry's Perception of Educating Fhgineers In the 21st Century,I1 1990 h u a l Conference Proceedings of the Southwest Section, American Society For Ehgineering Education (ASEE), vol. #1, pp. 127-131. C31 Nandagopal, N. S., Why and How Should Students i n Technical Programs Be Exposed t o Ethical and International Issues," IEEE Proceedings on the Conference on ' A Delicate Balance: Technics, Culture and Consequences' Sponsored by IEEE and SSIT, Los Angeles, October, 1989, pp. 93-96. [4 ] Martin, Mike W., and Schinziger, Roland A . , Ethics i n w i n e e r i n g , Second Edition, 1989, McGraw Hill. 375