Juan C. Lucena

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This article is a reflection on significant recent growth in engineering education programs devoted to service-learning, sustainable development, humanitarian engineering, and so on, which we group under the term “engineering to help” (ETH). ETH programs are touted for their ability to provide engineering students, mainly from wealthy nations, with an(More)
This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often-stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and(More)
This article describes and accounts for variable interests in engineering ethics in France, Germany, and Japan by locating recent initiatives in relation to the evolving identities of engineers. A key issue in ethics education for engineers concerns the relationship between the identity of the engineer and the responsibilities of engineering work. This(More)
The degree to which engineering and social justice as fields of practice are (in)commensurable remains an open question. To illuminate important dimensions of that question, we explore intersections between those fields and two macro-sociological frameworks. Those theoretical frameworks—structural functionalism and social conflict—represent contrasting(More)
Modern engineering education in Egypt started in the aftermath of the French Expedition led by Napoleon Bonaparte which occupied Egypt from 1798 to 1801. Governing from 1805 to 1848, Mohamed Aly, the founder of Egypt's Royal Dynasty, sought to implement a ‘new order’ in the administration of the State he inherited from the Ottoman Empire by introducing a(More)
Each summer in Paris, an enormous military parade commemorates Bastille Day, July 14 1789, when commoners stormed the royal fortress and wrested power from the King, formally initiating what later became known as the French Revolution. The parade is led each year by 2 year students from the École Polytechnique, the top engineering school in France. At the(More)