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Mentoring Young Adults in the Development of Social Responsibility

Mentoring Young Adults in the Development of Social Responsibility AbstractThe mission, values, and objectives of engineering programs worldwide include statements about social responsibility and commitment to the development of a better society. For example, to (i) instil in students a discriminating way of thinking so that they act in responsible ways to meet the needs and requirements of our changing contemporary world; (ii) foster tolerance and commitment to civic duties and human rights; and (iii) foster the ability and passion to work wisely, creatively, and effectively for the betterment of humankind. Learning outcomes for graduates in most engineering programs address ethics, integrity, social responsibility, compassion, and living a life with purpose. Such outcomes are aligned with the CDIO Syllabus v2.0, particularly in CDIO 2.5.2 “Ethics, Integrity, and Social Responsibility” and CDIO 2.5.3 “Proactive Vision and Intention in Life”. While many engineering programs state objectives and learning outcomes in these areas, few have developed effective teaching and learning strategies that systemically address them. For the most part, engineering programs are not adequately addressing ethics, integrity, and social responsibility. This paper is based on the assumption that young adults in our engineering classrooms want to live lives that matter, that is, they want to contribute to the betterment of society through the pursuit of their careers. Sometimes, cultural factors present challenges to their pursuits. A culture of individualism, for example in the United States, emphasises freedom, independence, and competition, often at the expense of others. In other cultures, for example, in much of the Global South, the emphasis is less on independence and more on solidarity, collaboration, and social responsibility. This paper examines the meaning and foundations of social responsibility and addresses ways in which engineering programs can help students to develop social responsibility. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australasian Journal of Engineering Education Taylor & Francis

Mentoring Young Adults in the Development of Social Responsibility

Brodeur, D R
Australasian Journal of Engineering Education , Volume 19 (1): 13 – Jan 1, 2013
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13 pages

Mentoring Young Adults in the Development of Social Responsibility

Abstract

AbstractThe mission, values, and objectives of engineering programs worldwide include statements about social responsibility and commitment to the development of a better society. For example, to (i) instil in students a discriminating way of thinking so that they act in responsible ways to meet the needs and requirements of our changing contemporary world; (ii) foster tolerance and commitment to civic duties and human rights; and (iii) foster the ability and passion to work wisely,...
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Publisher
Taylor & Francis
Copyright
© Australasian Association of Engineering Education
ISSN
1325-4340
eISSN
2205-4952
DOI
10.7158/22054952.2013.11464077
Publisher site
See Article on Publisher Site

Abstract

AbstractThe mission, values, and objectives of engineering programs worldwide include statements about social responsibility and commitment to the development of a better society. For example, to (i) instil in students a discriminating way of thinking so that they act in responsible ways to meet the needs and requirements of our changing contemporary world; (ii) foster tolerance and commitment to civic duties and human rights; and (iii) foster the ability and passion to work wisely, creatively, and effectively for the betterment of humankind. Learning outcomes for graduates in most engineering programs address ethics, integrity, social responsibility, compassion, and living a life with purpose. Such outcomes are aligned with the CDIO Syllabus v2.0, particularly in CDIO 2.5.2 “Ethics, Integrity, and Social Responsibility” and CDIO 2.5.3 “Proactive Vision and Intention in Life”. While many engineering programs state objectives and learning outcomes in these areas, few have developed effective teaching and learning strategies that systemically address them. For the most part, engineering programs are not adequately addressing ethics, integrity, and social responsibility. This paper is based on the assumption that young adults in our engineering classrooms want to live lives that matter, that is, they want to contribute to the betterment of society through the pursuit of their careers. Sometimes, cultural factors present challenges to their pursuits. A culture of individualism, for example in the United States, emphasises freedom, independence, and competition, often at the expense of others. In other cultures, for example, in much of the Global South, the emphasis is less on independence and more on solidarity, collaboration, and social responsibility. This paper examines the meaning and foundations of social responsibility and addresses ways in which engineering programs can help students to develop social responsibility.

Journal

Australasian Journal of Engineering Education – Taylor & Francis

Published: Jan 1, 2013

Keywords: Ethics; social responsibility; vision; cooperative learning; service learning

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