Pub Date : 2018-06-08DOI: 10.1080/19378629.2018.1480627
Antónia Fialho Conde, M. Massa-Esteve
ABSTRACT The practice of mathematics underwent a major transformation in the seventeenth century due to new procedures and concepts that also showed their utility for military architecture. The circulation of this knowledge can be found in several works. In this paper, we focus on an early work on Portuguese fortifications, Methodo Lusitanico de Desenhar as Fortificaçoens das Praças Regulares & Irregulares (Lusitanic Method of Drawing Fortifications of Regular and Irregular Military Posts), published posthumously in 1680, the author of which was the leading Portuguese Chief Cosmographer and Chief Engineer, Luis Serrão Pimentel (1613–1679). Methodo Lusitanico was a novel work containing the author’s own theoretical explorations of the art and science of fortification in Portugal arising from the theoretical investigations and military education sponsored by the Portuguese Crown. The aim of our contribution is to show the European influences on Portuguese science in the seventeenth century through the analysis of an early work on modern fortifications written in the Portuguese language and by a Portuguese scholar. As far as the contents of the book are concerned, we show that Serrão Pimentel analyzes and reviews the published methods of fortification, and modifies them by introducing new procedures to improve the use of mathematics in the teaching of engineers. Our analysis also shows that Serrão Pimentel was a leading mathematician and a skillful teacher who had read the main mathematical works published at his time, such as Stevin’s decimal arithmetic, and used them in practice.
摘要17世纪，由于新的程序和概念在军事建筑中的应用，数学实践发生了重大变革。这种知识的传播可以在几部作品中找到。在这篇论文中，我们重点关注了葡萄牙防御工事的早期工作，Methodo Lusitanico de Desenhar as Fortificaçoens das Praças Regulares&Irregulares（绘制正规和非正规军事哨所防御工事的卢西塔尼克方法），发表于1680年，其作者是著名的葡萄牙首席宇宙学家和总工程师Luis Serrão Pimentel（1613-1679）。《卢西塔尼科卫理公会》是一部小说，作者在葡萄牙王室赞助的理论调查和军事教育中，对葡萄牙的防御艺术和科学进行了理论探索。我们的贡献旨在通过分析一位葡萄牙学者用葡萄牙语撰写的关于现代防御工事的早期著作，展示17世纪欧洲对葡萄牙科学的影响。就本书的内容而言，我们展示了Serrão Pimentel对已出版的防御方法进行了分析和回顾，并通过引入新程序对其进行了修改，以改进数学在工程师教学中的应用。我们的分析还表明，Serrão Pimentel是一位杰出的数学家，也是一位技术娴熟的教师，他阅读了当时出版的主要数学著作，如Stevin的十进制算术，并将其用于实践。
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Pub Date : 2018-01-02DOI: 10.1080/19378629.2018.1427748
Cyrus C. M. Mody
Anew journal editorwho follows a successful predecessor faces a daunting challenge. Doubly so if that predecessor was the founder of the journal. Everyone in engineering studies, and everyone associated with Engineering Studies, owes Gary Downey an enormous debt for putting the journal on its feet, bringing it through nine great volumes, and integrating itwith the International Network for Engineering Studies (INES) andother institutions in our field. Much of my own research highlights the importance of institutions such as journals, conference series, professional societies, academic centers, and funding streams in constituting research communities. I knowhowmuch a field like engineering studies needs those institutions, but also how difficult it can be for the people who try to hold those institutions together. Several of the community builders I’ve written about were driven to distraction, ill health, or megalomania, or simply gave up and left the fields they helped establish. Fortunately, Gary hasn’t succumbed and will remain a vital part of INES and a resource for the journal. For myself and the entire editorial team: thank you, Gary!
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Pub Date : 2018-01-02DOI: 10.1080/19378629.2017.1410160
G. Date, S. Chandrasekharan
ABSTRACT There is a consensus that engineering design practice and education needs to change, to address the sustainability challenges facing the planet. This shift towards sustainability engineering requires illustrating successful design practices that embed sustainability values, particularly designs that move away from the current focus on input–output efficiency, towards eco-social and socio-technical approaches to design. We present three cases where the designs illustrate such a widening of the design space, to include parameters beyond input–output efficiency and optimization for profit, and leading to innovative socio-technical solutions. These cases suggest that the socio-technical connection is highly plastic, allowing for a range of ways in which the ecological, social, and technical could come together to form innovative and sustainable solutions. They illustrate a novel design principle – ‘Solving for Pattern’ – where the designs seek to address many problems simultaneously in an interconnected way. These cases indicate that designing for sustainability requires a broadening of the roles and identities of engineering designers, to include themes wider than engineering sciences and mathematics. Including these and similar case studies in engineering curricula could support the shift towards such a broader engineering design identity, where sustainability is a key component of design practice.
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Pub Date : 2018-01-02DOI: 10.1080/19378629.2018.1447576
Emily York
ABSTRACT This is a story of critical participation in engineering and applied science spaces that examines the challenges and opportunities of STS (Science and Technology Studies) experiments in relation to disciplinary identity, institutional values, and the power dynamics at work in the experiment. Comparing my experiences as an STS graduate student negotiating access in a research-oriented nanoengineering department geared toward capital formation, and as an assistant professor in a teaching-oriented applied science department geared toward holistic problem-solving, I highlight the necessity of creating mutual benefit and shared interest for STS approaches to gain traction in these spaces. At the same time, I describe the ways that institutional imperatives and power dynamics enable and constrain the possibilities for doing so. I argue that making STS relevant in STEM spaces requires paying close attention to the language through which scientists and engineers express their perspectives, values, and challenges, and it requires exercising a level of opportunism in identifying ways to make STS insights visible and legitimate. Teaching in a multidisciplinary curriculum builds on shared interest in education, potentially enabling disparate perspectives to come into dialogue as part of mutual world-building.
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Pub Date : 2018-01-02DOI: 10.1080/19378629.2018.1424860
K. Edström
ABSTRACT The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895–1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg's views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg's ideals, arguments, and proposed strategies are fully recognisable in the current discussion. Further, Söderberg and CDIO share the ideal of mutually supporting professional and disciplinary preparation, implying that the tension should not be a zero-sum game. The paths to this ideal were different, however, as Söderberg wanted to integrate theoretical aspects to improve an overly practical education, while CDIO is about improving an overly theoretical education by integrating also other necessary professional aspects.
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Pub Date : 2017-09-02DOI: 10.1080/19378629.2017.1397159
Greg Rulifson, A. Bielefeldt
ABSTRACT Engineering should include concern for people, communities, and societal welfare at the heart of the profession. Focusing on these helping attributes of engineering may help draw individuals, particularly women, into the field. However, are prosocially motivated individuals leaving engineering during college due to the lack of social responsibility (SR) typically portrayed in their education? Understanding more about students’ reasons for leaving in relation to perceived social responsibilities through their careers can help fill this literature gap. Thirty-four students initially majoring in engineering participated in a qualitative study of SR in engineering. Among this cohort, 7 of 14 women motivated to help people/society through engineering left, compared with 0 of 7 whose professional motivations were less related to social impact goals. Three rounds of hour-long interviews with nine students who left engineering explored reasons for leaving, if/how their personal SR impacted their decision, and social impact opportunities they envisioned through their new potential career path. The interviews show professional prosocial desires are motivation to leave combined with unsupportive environments, decontextualized technical courses, and curricular difficulty. These results provide insights for those trying to: understand why talented students choose to leave engineering, and create a more responsible and caring engineering profession.
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Pub Date : 2017-09-02DOI: 10.1080/19378629.2017.1397677
Jennifer C. Mallette
ABSTRACT As engineering fields strive to be more inclusive of women, focusing on perceptions of women's work is vital to understanding how women can succeed and the limitations they may face. One area in need of more attention is the connection between communication and women's experiences in engineering. This article examines the gendered nature of writing labor in engineering, focusing on case studies of three women who were able to use writing effectively, yet how communication emerged as a gendered form of labor subject to gendered perceptions. While these women's communication skills led to professional success, their association with writing echoes a historical division, where writing is viewed as less valuable than technical knowledge. This division has the potential to disadvantage women who are asked to take on more writing-related tasks. In addition, their writing and communication are subject to gendered perceptions of being ‘chatty’ or blunt rather than effective or efficient. Articulating these perceptions and attitudes can lead to a breakdown of the binary between writing and technical labor as well as appropriately valuing the contributions women make in engineering through writing.
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Pub Date : 2017-09-02DOI: 10.1080/19378629.2017.1408631
D. Riley
ABSTRACT Rigor is the aspirational quality academics apply to disciplinary standards of quality. Rigor's particular role in engineering created conditions for its transfer and adaptation in the recently emergent discipline of engineering education research. ‘Rigorous engineering education research’ and the related ‘evidence-based’ research and practice movement in STEM education have resulted in a proliferation of boundary drawing exercises that mimic those in engineering disciplines, shaping the development of new knowledge and ‘improved’ practice in engineering education. Rigor accomplishes dirty deeds, however, serving three primary ends across engineering, engineering education, and engineering education research: disciplining, demarcating boundaries, and demonstrating white male heterosexual privilege. Understanding how rigor reproduces inequality, we cannot reinvent it but rather must relinquish it, looking to alternative conceptualizations for evaluating knowledge, welcoming diverse ways of knowing, doing, and being, and moving from compliance to engagement, from rigor to vigor.
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Pub Date : 2017-09-02DOI: 10.1080/19378629.2017.1401630
Xiaofeng Tang, Dean Nieusma
ABSTRACT In many engineering ethics classes, codes of ethics are presented as if they are self-evident yardsticks for gauging ethical decisions in engineering. In this article, we argue that focusing solely on the content of ethics codes without examining the professional contexts in which codes are created – and are made meaningful – misses important opportunities to understand the engineering profession's ethical aspirations and how such codes affect engineers’ professional identities. Our analysis demonstrates a ‘contextualized reading’ of an engineering code of ethics through a historical case study consisting of two successive episodes: In the first episode, we show how engineers’ yearning for ethical support and their competing interpretations of professional interests catalyzed the creation of the first Institute of Electrical and Electronics Engineers (IEEE) Code of Ethics in 1974; the second episode of the case documents the complex institutional processes followed by IEEE members to ensure compliance with the code of ethics in professional practice. For engineering studies scholars, tracing the historical context of codes of ethics offers a pathway to understand engineers’ ‘existential struggles’ – that is, how engineers responded to major challenges and crises as a profession – at a particular historical moment. For engineering ethics educators, revealing how ethics codes operate in the institutional context of professional organizations prepares students to appreciate the ethical horizon of the profession they inherit as well as to redirect or expand that horizon moving into the future.
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Pub Date : 2017-09-02DOI: 10.1080/19378629.2017.1415674
Cyrus C. M. Mody, A. Akera, A. Bix, Honghong Tinn
I’m pleased to report that, beginning January 1, 2018, Cyrus Mody will serve as Editor-inChief of Engineering Studies: Journal of the International Network for Engineering Studies. After I announced in April 2017 that I would like to step down as editor, Atsushi Akera (Rensselaer), serving in his capacity as INES Co-coordinator, convened and chaired a search committee to locate the next editor. Committee members included Amy Sue Bix (Iowa State), Vivian Lagesen (NTNU), DonnaRiley (Purdue), andMatthewWisnioski (Virginia Tech), with contributions from Erin Cech (Michigan) and Honghong Tinn (Earlham). The committee did a superlative job, drafting a position announcement, screening candidates, conducting interviews with four finalists, and recommending that INES offer the five-year position to Cyrus. Fortunately, Cyrus accepted. He subsequently joined the editorial staff as Consulting Editor to help facilitate a smooth transition. Many thanks to the search committee for high-quality infrastructural scholarship in engineering studies. Cyrus C. M. Mody is Professor and Chair in the History of Science, Technology, and Innovation at Maastricht University. He holds an S.B. in Engineering Sciences from Harvard University and an M.A. and Ph.D. in Science & Technology Studies from Cornell University. Aftermanaging the Nanotechnology and Innovation Studies program at the Chemical Heritage Foundation, he joined the history faculty at Rice University, where he achieved tenure and promotion to Associate Professor. Cyrus is author of Instrumental Community: Probe Microscopy and the Path to Nanotechnology (MIT Press, 2011) and The Long Arm of Moore’s Law:Microelectronics andAmerican Science (MIT Press, 2017). Hewas awarded the 2014 Paul Bunge Prize by the German Chemical Society and the 2013 Cushing Memorial Prize from the University of Notre Dame Program in History and Philosophy of Science. Cyrus studies the commercialization of academic research, countercultural science and engineering, and the longue durée of responsible research and innovation (RRI). In 2015, he moved to Maastricht University’s Faculty of Arts and Social Sciences, where he teaches in the Arts and Culture bachelor’s program and the Cultures of Arts, Science, and Technology research master’s program. The journal has taken important steps in building engineering studies as a welcoming multidisciplinary arena and expandingwhat counts as quality scholarshipwithin it. Its presencehashelpedmany scholars build careers that participate critically inworlds of engineers and engineering. In particular, it has made research on engineers and engineering beyond EuroAmerican contexts much more visible, and it has become a go-to outlet for research and critical participation on women and gender in engineering. At the same time, many opportunities exist to further expand the journal’s support for the engineering studies community, related scholarly communities, and those who benefit from their contributions. I
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