Engineering and Sustainable Community Development Articles Summary Part II: Reading/Video Analysis Unless otherwise stated, links to readings and videos ar
Engineering and Sustainable Community Development Articles Summary Part II: Reading/Video Analysis Unless otherwise stated, links to readings and videos are provided in the syllabus.
1. Read Chapter 6 from Engineering and Sustainable Community Development by Lucena (posted on the course website). What were the positive and negative outcomes of the project? How sustainable was it? What lessons do you draw? (100-200 words)
2. Read pp. 133-147 & 153-155 in The Field Guide to Human Centered Design. What are the key points? (100-200 words)
3. Read The Power of Lean Data by Dichter, Adams, and Ebrahim. What are the key points? (100-200 words)
https://ssir.org/articles/entry/the_power_of_lean_…
4. (No reading for this question) What do you feel is the responsibility of engineers and designers in the creation of socially just and ecologically sustainable solutions? How is this responsibility shared with others (e.g., end users, policymakers)? What are the limits of this responsibility? Draw upon facts, values, and ethical principles to support your position. (100-200 words)
You can write 125 words per question. No format requirements. Engineering and Sustainable
Community Development
Copyright © 2010 by Morgan & Claypool
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any meanselectronic, mechanical, photocopy, recording, or any other except for brief quotations in
printed reviews, without the prior permission of the publisher.
Engineering and Sustainable Community Development
Juan Lucena, Jen Schneider, and Jon A. Leydens
www.morganclaypool.com
ISBN: 9781608450701
ISBN: 9781608450718
paperback
ebook
DOI 10.2200/S00247ED1V01Y201001ETS011
A Publication in the Morgan & Claypool Publishers series
SYNTHESIS LECTURES ON ENGINEERS, TECHNOLOGY, AND SOCIETY
Lecture #11
Series Editor: Caroline Baillie, University of Western Australia
Series ISSN
Synthesis Lectures on Engineers, Technology, and Society
Print 1933-3633 Electronic 1933-3461
Synthesis Lectures on
Engineers, Technology, and
Society
Editor
Caroline Baillie, University of Western Australia
The mission of this lecture series is to foster an understanding for engineers and scientists on the
inclusive nature of their profession. The creation and proliferation of technologies needs to be
inclusive as it has effects on all of humankind, regardless of national boundaries, socio-economic
status, gender, race and ethnicity, or creed. The lectures will combine expertise in sociology, political
economics, philosophy of science, history, engineering, engineering education, participatory
research, development studies, sustainability, psychotherapy, policy studies, and epistemology. The
lectures will be relevant to all engineers practicing in all parts of the world. Although written for
practicing engineers and human resource trainers, it is expected that engineering, science and social
science faculty in universities will find these publications an invaluable resource for students in the
classroom and for further research. The goal of the series is to provide a platform for the publication
of important and sometimes controversial lectures which will encourage discussion, reflection and
further understanding.
The series editor will invite authors and encourage experts to recommend authors to write on a wide
array of topics, focusing on the cause and effect relationships between engineers and technology,
technologies and society and of society on technology and engineers. Topics will include, but are not
limited to the following general areas; History of Engineering, Politics and the Engineer,
Economics , Social Issues and Ethics, Women in Engineering, Creativity and Innovation,
Knowledge Networks, Styles of Organization, Environmental Issues, Appropriate Technology.
Engineering and Sustainable Community Development
Juan Lucena, Jen Schneider, and Jon A. Leydens
2010
Engineering and Society: Working Towards Social Justice, Part I: Engineering and Society
Caroline Baillie and George Catalano
2009
Engineering and Society: Working Towards Social Justice, Part II: Decisions in the 21st
Century
George Catalano and Caroline Baillie
2009
iv
Engineering and Society: Working Towards Social Justice, Part III: Windows on Society
Caroline Baillie and George Catalano
2009
Engineering: Women and Leadership
Corri Zoli, Shobha Bhatia, Valerie Davidson, and Kelly Rusch
2008
Bridging the Gap Between Engineering and the Global World: A Case Study of the
Coconut (Coir) Fiber Industry in Kerala, India
Shobha K. Bhatia and Jennifer L. Smith
2008
Engineering and Social Justice
Donna Riley
2008
Engineering, Poverty, and the Earth
George D. Catalano
2007
Engineers within a Local and Global Society
Caroline Baillie
2006
Globalization, Engineering, and Creativity
John Reader
2006
Engineering Ethics: Peace, Justice, and the Earth
George D. Catalano
2006
Engineering and Sustainable
Community Development
Juan Lucena, Jen Schneider, and Jon A. Leydens
Colorado School of Mines
SYNTHESIS LECTURES ON ENGINEERS, TECHNOLOGY, AND SOCIETY #11
M
&C
Morgan
& cLaypool publishers
ABSTRACT
This book, Engineering and Sustainable Community Development, presents an overview of engineering
as it relates to humanitarian engineering, service learning engineering, or engineering for community
development, often called sustainable community development (SCD). The topics covered include
a history of engineers and development, the problems of using industry-based practices when designing for communities, how engineers can prepare to work with communities, and listening in
community development. It also includes two case studiesone of engineers developing a windmill
for a community in India, and a second of an engineer mapping communities in Honduras to empower people to use water effectivelyand student perspectives and experiences on one curricular
model dealing with community development.
KEYWORDS
humanitarian engineering, sustainable engineering, service learning engineering, engineering for community development, sustainable community development (SCD),
Engineers Without Borders (EWB), appropriate technology, social justice, international engineering
vii
Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1
Engineers as Problem Solvers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2
Engineers Beliefs About Community Development . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.3
Engineers, Development, and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.4
What Makes this Book Different? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.5
Who is this Book for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.6
Brief Outline of the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2
Engineers and Development: From Empires to Sustainable Development . . . . . . .13
2.1
Engineers and the Development of Empires (18th and 19th Centuries) . . . . . . . . . 13
2.2
Engineers and National Development (19th to 20th Centuries) . . . . . . . . . . . . . . . . 15
2.3
Engineers and International Development (20th Century) . . . . . . . . . . . . . . . . . . . . . 19
2.4
Engineers and the Questioning of Technology (the 1970s) . . . . . . . . . . . . . . . . . . . . . 27
2.5
Engineers and the Lost Decade of Development (the 1980s) . . . . . . . . . . . . . . . . . 31
2.6
Engineers Move Toward Sustainable Development (1980s-1990s) . . . . . . . . . . . . . . 33
2.7
Engineers Heed the Call to Sustainable Development (late 1990s-present) . . . . . . 36
2.8
The Explosion of Engineering to Help (ETH) Activities (2000-Present) . . . . . . 39
2.9
The Emergence of Community in Sustainable Development and ETH
Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
2.10 Summary1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
3
Why Design for Industry Will Not Work as Design for Community . . . . . . . . . . . . 55
viii
3.1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
3.2
One Design Project: Description and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3.3
Design Courses and Design Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
3.3.1 Syllabus
65
3.3.2 Objectives
66
3.3.3 Constraints
66
3.3.4 Expectations from Students
3.4
69
Course Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
3.4.1 Design Process
71
3.4.2 Leadership and Teamwork Dynamics
3.4.3 Design Tools and Approaches
3.5
73
74
The Actual Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
3.5.1 Location
75
3.5.2 Course Practices
3.5.3 Teamwork
76
78
3.6
The Written Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
3.7
The Final Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
3.8
Conclusions: What Can You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
4
Engineering with Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
4.1
What we Mean by Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
4.1.1 How one Engineer Views Community
87
4.2
Challenge #1: Engineering Problem-Solving (EPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
4.3
Challenge #2: Engineering Mindsets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
4.4
Challenge #3: Community Development Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
4.5
Challenge #4: Engineers Belief in Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
4.6
From Engineering for Development to ESCD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
4.6.1 The Importance of Self-Reflection
4.6.2 Learn About the Community
107
108
ix
4.6.3 Figure out Ways the Time-Scale of your Project can be Expanded
111
4.6.4 Make Plans for Failure
111
4.6.5 Design a Landing Pad
111
4.6.6 Develop Meaningful Assessments of Yourself and Your Project
4.7
112
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
5
Listening to Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
5.1
Listening in Big Development: The El Cajón Dam Case . . . . . . . . . . . . . . . . . . . . . 118
5.2
Listening in Little Development: Brick Making Kilns in Peshawar, Pakistan . . . 121
5.3
Where is Listening in Engineering Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
5.4
What is Contextual Listening? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
5.5
Dimensions of Contextual Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
5.6
Barriers to Contextual Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
5.6.1 Engineering Problem Solving
5.6.2 Engineering Design
5.7
134
136
Benefits of Contextual Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
5.7.1 Contextual Listening Counters Biases
137
5.8
5.7.2 Contextual Listening Fosters a Community-Centric Approach to
Problem Solving
139
5.7.3 Contextual Listening Integrates Multiple Human and Sectoral
Perspectives
139
Problem, Definition, and Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
5.9
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Recommended Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
6
ESCD Case Study #1: Sika Dharis Windmill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
6.1
Case Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
6.2
Case Specifics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
x
6.2.1 Introduction
154
6.2.2 Background
155
6.2.3 Phase One: Participatory Planning
6.2.4 Phase Two: Project Implementation
7
157
163
6.3
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
6.4
Questions for Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
ESCD Case Study #2: Building Organizations and Mapping Communities in
Honduras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
7.2
Becoming an Engineer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
7.3
Discovering Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
7.4
Changing an Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
7.5
Doing Big Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
7.6
Moving to Sustainable Community Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
7.7
Questions for Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
8
Students Perspectives on ESCD: A Course Model . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
8.1
What Was this Course About? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
8.2
Development Projects Involve History and Politics . . . . . . . . . . . . . . . . . . . . . . . . . 187
8.2.1 How Did Students Respond to this Challenge?
8.3
189
Development Problems are More Than Just Technical Problems . . . . . . . . . . . . . 191
8.3.1 How Did Students Respond to this Challenge?
192
8.4
Engineering Problem Solving and Design Methods Have Strengths and
Limitations when Applied to Development Projects . . . . . . . . . . . . . . . . . . . . . . . . 194
8.4.1 How Did Students Respond to this Challenge?
194
8.5
I Learned How to Measure My Development Project Against SCD Criteria . .197
8.5.1 How Did Students Respond to this Challenge?
198
8.6
How Students Resist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
8.7
Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
CONTENTS
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
9
Beyond Engineers and Community: A Path Forward . . . . . . . . . . . . . . . . . . . . . . . . . 204
9.1
What Might be Missing from this Account of Engineering and Sustainable
Community Development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
9.2
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Authors Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
xi
Preface
We wrote this book because we care deeply about engineers and engineering education. One
author of this book (Lucena) holds degrees in mechanical and aeronautical engineering, and the
three of us have devoted a combined 40 years of our lives to educating engineers. We read and
have published in several engineering education journals, and two of us have co-edited a journal on
engineering studies. Also, we have conducted numerous interviews with students and faculty involved
in engineering design. At our own university, we participated in the creation and implementation
of a minor in Humanitarian Engineering, which from its inception placed senior design as its most
important course. These experiences have shaped our view of engineering education, particularly as
it relates to sustainable community development (SCD). In many ways, these experiences have also
inspired us to write this book.
As we talk with students and faculty and closely study syllabi, engineering education journals,
and conference proceedings, we have also come to realize that many engineering faculty and students
involved in SCD activities hold problematic assumptions and follow industry-inspired practices and
methods when trying to work with communities. These experiences and realizations have motivated
us to write Engineering and Sustainable Community Development with the goal of helping all of us
involved in engineering education to critically reflect on our practices, question their appropriateness
for SCD, and begin transforming them to meaningfully include community.
We want to thank all the reviewers who took the time to read our chapter drafts and found
constructive ways to provide us with honest and valuable feedback: Chris Byrne, Nalini Chhetri,
Rebekah Green, Kelly Jones, Nina Miller, Dean Nieusma, Marie Paretti, and Cameron Turner. We
want to acknowledge in particular our colleague David Frossard, who has walked with us many of
the paths that led to this book, particularly the teaching of the course Engineering and Sustainable
Community Development and the revisions of many of the books chapters. Many people were
involved in the creation and delivery of this course, especially a core group of faculty who met
regularly for three years and participated in its piloting: Tina Gianquitto, Carl Mitcham, Barbara
Moskal, Junko Munakata-Marr, Dave Munoz, Marcelo Simoes, and Jay Straker. Gustavo Esteva
and Anu Ramaswami, colleagues who visit our course regularly and give us inspiration and insights,
greatly influenced us in making community central in engineering projects and activities. Several
undergraduate and graduate students were active participants in improving our course and our
understanding of SCD.
We want to express our most sincere thanks and appreciation to those at the National Science
Foundation who created and supported the program Ethics Education in Science and Engineering
(EESE), in particular Rachelle Hollander and Sue Kemnitzer. EESE funded the grant that made
this book possible …
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