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1. Robots for Social Justice (R4SJ): Toward a More Equitable Practice of Human-Robot Interaction

   Zhu, Yifei ; Wen, Ruchen ; Williams, Tom ( March 2024 , ACM/IEEE International Conference on Human-Robot Interaction)

   In this work, we present Robots for Social Justice (R4SJ): a framework for an equitable engineering practice of Human-Robot Interaction, grounded in the Engineering for Social Justice (E4SJ) framework for Engineering Education and intended to complement existing frameworks for guiding equitable HRI research. To understand the new insights this framework could provide to the field of HRI, we analyze the past decade of papers published at the ACM/IEEE International Conference on Human-Robot Interaction, and examine how well current HRI research aligns with the principles espoused in the E4SJ framework. Based on the gaps identified through this analysis, we make five concrete recommendations, and highlight key questions that can guide the introspection for engineers, designers, and researchers. We believe these considerations are a necessary step not only to ensure that our engineering education efforts encourage students to engage in equitable and societally beneficial engineering practices (the purpose of E4SJ), but also to ensure that the technical advances we present at conferences like HRI promise true advances to society, and not just to fellow researchers and engineers. 

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2. Engineering student perceptions of social justice in a feedback control systems course

   https://doi.org/10.1002/jee.20412  

   Leydens, Jon A. ; Johnson, Kathryn E. ; Moskal, Barbara M. ( July 2021 , Journal of Engineering Education)

   Although engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem‐solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social justice dimensions of engineering.

   This study sought to understand student perceptions of social justice in the context of control systems courses.

   This study used a qualitative, case study methodology. Inductive analysis was used to analyze focus groups and interviews conducted over 3 years.

   Through inductive analysis, we identified three primary interrelated domains: (1) varied descriptions of social justice emerged, (2) diverse perceptions surfaced on how the social and technical dimensions of engineering problems interrelate, and (3) students' conceptions of engineers yielded insight into their perspectives on social justice.

   That students did not vary substantively in perceptions of social justice across course sections suggests that prior knowledge of social justice shaped student perceptions. The findings also indicate that what students value shapes what they are learning and that student perceptions were informed by students' understanding of ethics and of engineering ideologies. These findings imply a need for distributed curricular integration of social justice concepts and for presenting social justice in the context of engineering problem‐solving. Such presentation could reinforce sociotechnical considerations inherent in engineering practice, clearly rendering visible inherent social justice considerations in engineering problems.

    

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3. Engineering Ethics Education for Social Justice

   Douglas, Elliot P. ; Holbrook, J. Britt ( January 2020 , Frontiers in education)

   null (Ed.)

   This Work-in-Progress Innovative Practice paper describes incorporation of social justice into engineering ethics education. Current teaching of engineering ethics pays inadequate attention to social justice, mirroring engineering education in general. While many authors have called for a reconsideration of the fundamental canons of engineering ethics, there has been relatively less work on teaching and developing ethics from viewpoints that highlight social justice. We have recently begun a project to address this gap, focusing on curriculum design and collecting preliminary data to demonstrate the efficacy of our approach. In this paper we describe the theoretical foundations for the class, the design principles, and the research approach to determine its effectiveness. 

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4. Just by design: exploring justice as a multidimensional concept in US circular economy discourse

   https://doi.org/10.1080/13549839.2021.1994535  

   Berry, Brieanne ; Farber, Brianna ; Rios, Fernanda Cruz ; Haedicke, Michael A. ; Chakraborty, Sujan ; Lowden, Sara Sophia ; Bilec, Melissa M. ; Isenhour, Cindy ( January 2021 , Local Environment)

   ircular economies are often framed as addressing a trio of problems: environmental degradation, economic stagnation, and social ills, broadly defined. Our paper centers on this last claim – that circular economies promise social benefits. There is a dearth of literature focused on the social dimensions of circular economies (Geissdoerfer, Martin, Paulo Savaget, Nancy M. P. Bocken, and Erik Jan Hultink. 2017. “The Circular Economy – A New Sustainability Paradigm?” Journal of Cleaner Production 143 (February): 757–768. doi:10.1016/j.jclepro.2016.12.048.), and even less attention to the meaning of social justice in the context of circular economies, let alone how it might be enacted in policy and practice. Drawing on data generated from focus groups with circular economy experts and a content analysis of US-based governmental, NGO, and business literature on circular economies, we explore whether and how justice emerges in circular economy discourse. We explore the narratives that these actors use to describe justice, and the barriers they see in achieving just and inclusive circular economies. We aim to identify the ways in which social justice is defined and discussed – or not – by the actors who seem to be most actively pushing for a circular economy (CE). Our work addresses the critical need to articulate clearly what it is we mean by social justice in relation to the CE. For if the CE is to contribute to sustainable social transformations, justice must be more than a buzzword – the CE must be just by design. 

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5. Lessons Learned from Teaching Culturally Relevant Engineering Design in K–12 Classrooms and Applying Them to Undergraduate Engineering Courses

   Klemetsrud, BJ ; Bowman, FM ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   When confronted with systematic racism, social justice, and equity issues, engineering and STEM education often assumes that these topics will be covered in other courses and are not relevant to STEM. However, engineering as a discipline has one of the greatest effects on society’s well-being. From the raw materials used, products created, and emissions generated, all aspects of engineering have direct and indirect impacts on humanity. Our current engineering education project works with upper elementary and middle school teachers to apply a culturally relevant engineering design (CRED) framework within their classrooms. This framework is adapted from UTeachEngineering and culturally relevant pedagogy from Gay and Billings is embedded within each step of the design process. The North Dakota Native American Essential Understandings are used to frame and inform the culturally relevant pedagogy. Tribal elder’s stories and experiences are centered along with community leaders in each of the school’s communities. Responses from students and teachers has been overwhelmingly positive. Teachers have noticed increased engagement from all students when cultural and community leaders have been invited into the classroom and involved in the engineering design process. Students who normally do not see themselves represented in STEM professions have taken active leadership roles in their group’s engineering design process. Teachers have also recognized that culturally relevant pedagogy can be utilized in all aspects of their curricula. With the success of the project in elementary and middle school classrooms, the question then became, how can we see similar success in our college classrooms? When brainstorming how to incorporate culture and community in our curricula it became apparent that best practices in engineering education have the opportunity to intentionally involve community and cultural leaders. ABET learning outcomes require the “consideration of public health, safety, and welfare” in engineering design and “the impact of engineering solutions in global, economic, environmental, and societal contexts.” When making engineering design decisions, who will be affected if there is an accidental release of chemicals to the environment? Which communities are affected by global warming? Will the public be able to afford the new product that is being produced? Will the new processes or products add value to people’s lives? And how do we train future engineers to consider all community members, not just those who look like them, but those from the most marginalized groups? This talk will introduce our culturally relevant engineering design framework, provide ways to include community and cultural leaders within courses, and how, with the help of Northwestern’s Anti-Racism, Diversity, Equity and Inclusion resources, to create homework problems that reflect social justice and equity issues within engineering 

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