ArticleEnvironmental engineering science2021
Educating Engineers to Work Ethically with Global Marginalized Communities.
Article in Environmental engineering science, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Engineering Ethics Interventions and Assessments: A Systematic Literature Review.Science and engineering ethics · 2026Pooled it
- Global Environmental Engineering for and with Historically Marginalized Communities.Environmental engineering science · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Ethical reasoning is an important ability for engineers working with marginalized communities in global contexts. However, the ethical awareness and development that are critical for this work may not be included in traditional engineering education. This article presents faculty perspectives on the ethical and societal issues (ESI) that should be taught and the pedagogies that are used to prepare students for development engineering. Among 60 survey respondents who taught courses focused on global and/or development (GD) issues, the ESI topics that were particularly congruent included poverty, sustainability, social justice, and engineering decisions under uncertainty. Faculty interviews highlighted that GD should foreground the human side of engineering, respectful partnerships with communities grounded in an asset perspective, and considerations of historical elements. Discussions, case studies, design, and reflection are impactful pedagogies that can complement learning through service to achieve ESI educational goals.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.