2010
DOI: 10.1061/(asce)ei.1943-5541.0000009
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Model of Integrating Humanitarian Development into Engineering Education

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Cited by 67 publications
(61 citation statements)
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“… Increase awareness about this need and other needs related to adaptive technology. Through our work, we hope to impact the lives of families who have children with special needs while providing a unique societal focused project for our students, which has recently been cited as an area of growth for engineering education 10,11 .…”
Section: Toy Adaptation Programmentioning
confidence: 99%
“… Increase awareness about this need and other needs related to adaptive technology. Through our work, we hope to impact the lives of families who have children with special needs while providing a unique societal focused project for our students, which has recently been cited as an area of growth for engineering education 10,11 .…”
Section: Toy Adaptation Programmentioning
confidence: 99%
“…Amadei and Wallace [2] indicate that the top-down approaches for delivering aid to underdeveloped nations have not produced satisfactory results, and that engineers have not been involved in the technical aspects of these efforts. Amadei and Sandekian [1] argue that the engineering profession must embrace a new mission statement to contribute to the building of a more sustainable, stable, and equitable world. Moskal and her colleagues [12] describes a Humanitarian Engineering program at the Colorado School of Mines.…”
Section: Humanitarian Engineering Educationmentioning
confidence: 99%
“…Alternate educational models such as service learning [33] has the potential to allow students to develop competencies such as communication, working in cross-disciplinary teams and ethics which are required to work on the engineering projects of solving sociotechnical problems. Engineering educators need a change of perspective for education if future engineers are to be educated who are prepared to work within the local and global social complexities with a sense of professional responsibility of addressing human needs while taking into account the broader sustainability [34,35].…”
Section: Educating Socially Competent and Responsible Engineersmentioning
confidence: 99%