Session F3B PROGRAM IN ENGINEERING FOR DEVELOPING COMMUNITIES Viewing the Developing World as the Classroom of the 21 st Century Bernard Amadei 1 Abstract - Engineering curricula in modern universities are mostly designed toward solving the problems of the one billion rich but do not address the needs of the five billion poor on our planet. This is unfortunate as the demand of the developing world for engineering solutions is likely to increase in the forthcoming years due to population growth. There is a need for training a new generation of engineers who could better meet the challenges and needs of the developing world. In the College of Engineering at the University of Colorado at Boulder, we are developing a new program in Engineering for Developing Communities (EDC). Its overall mission is to educate globally responsible students who can offer sustainable and appropriate technology solutions to the endemic problems faced by developing communities worldwide (including the US). The components of the new program include education, research and development, and outreach and service. Index Terms – Developing World, Engineering Education, Engineers Without Borders, Poverty.
INTRODUCTION With a current population of 6 billion, the world is becoming a place in which human populations are more crowded, more consuming, more polluting, more connected, and in many ways less diverse than at any time in history. There is growing recognition that humans are altering the Earth’s natural systems at all scales from local to global at an unprecedented rate in the human history. Such changes can be understood only by comparison with events that marked the great transitions in the geo-biological eras of Earth’s history [1]. The question now arises whether it is possible to satisfy the needs of an exponentially growing population while preserving the carrying capacity of our ecosystems and the diversity of our cultural systems. In the next two decades, almost 2 billion additional people are expected to populate the Earth, a number roughly equivalent to the world’s total population in 1940. It is estimated that 95% of that growth will take place in developing or under-developed countries [2]. This growth will create demands on an unprecedented scale for energy, food, land, water, transportation, materials, waste disposal, earth moving, health care, environmental cleanup, and infrastructure. The role of engineers will be critical in fulfilling those demands since most of the growth will take place in large urban areas (megacities) and mostly in the 1
developing world [3]. If engineers are not ready to fulfill that demand, who will? As remarked by Bugliarello [4], the emergence of large urban areas is likely to affect the future prosperity and stability of the entire world. Large increases in urban population will create problems such as additional poverty, massive infrastructure deficits, pressures on land and housing, environmental concerns, disease, capital scarcity, and economic dependence on federal and state governments. Today, it is estimated that somewhere between 835 million and 2 billion people live in some type of city slum and that the urban share of the world’s extreme poverty is about 25% [5]. In order to address the global problems that planet Earth is facing today and is likely to face in the future, humans need to acquire a broader perspective. In general, most human-made projects involve the interactions of non-natural systems (built environment, anthrosphere) with natural systems (biosphere, atmosphere, geosphere, and hydrosphere). Engineering, being a central element of human society, needs to understand and take into account the relationships between natural and non-natural systems when creating structures needed to sustain the quality of life of current and future generations. Thus far, however, humans have demonstrated limited understanding of the dynamic interaction between natural and non-natural systems. This is associated with the complexity of the problems at stake. On one hand, natural systems are traditionally non-linear, chaotic and open dissipative systems. They are characterized by interconnectedness and self-organization. Small changes in the parts of a natural system can have a big impact on its response to disturbance. On the other hand, non-natural systems are designed and built using a Cartesian mindset. Understanding the relationship between natural and nonnatural systems remains a challenge for many, especially traditional scientists and engineers. The problem remains that engineering practice and engineering education are based on a paradigm of control of nature rather than cooperation with nature. In the control of nature paradigm, humans and the natural world are divided and humans adopt an oppositional and manipulative stance toward nature. Despite its reductionistic view of natural systems, this approach has led to remarkable engineering achievements during the 19th and especially 20th centuries. For instance, civil and environmental engineers have played a critical role in improving the condition of humankind on
Bernard Amadei, University of Colorado, Dept. of Civil, Environmental and Architectural Engineering, Boulder, CO 80309,
[email protected]
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Session F3B Earth. Better sanitation, water resource development, and transportation systems combined with progress in medicine and agricultural engineering have had beneficial impacts in improving human conditions and longevity. Ironically, these successes have also unintentionally contributed to more problems due to the resulting population growth [6]. Most of the past engineering achievements have often been developed without considering their social, economic and environmental impacts on natural systems, however. In particular, not much attention has been placed on minimizing the risk and scale of unplanned or undesirable perturbations associated with engineering systems. In many instances, engineering projects have contributed to the degradation of earth natural systems and to the making of a wasteworld side by side with a technological wonderworld [1]. A worldwide transition to a more holistic approach to engineering will require: (i) a major paradigm shift from control of nature to participation with nature, (ii) an increasing awareness of ecosystems, ecosystems services and natural capital preservation and restoration, and (iii) a new nature and human mutually-enhancing mindset that embraces the principles of sustainable development, renewable resources management, appropriate technology, natural capitalism [7], biomimicry [8], biosoma [9], and systems thinking. As emphasized by David Olsen, president of the CEO Coalition to Advance Sustainable Technology, at the Earth Systems Engineering Workshop in Boulder on October 4-6, 2001, we need integrative engineering design “in which technologies and buildings, materials and energy use, work with and support natural systems rather than work against them.” Engineering programs in US universities are widely recognized for their ability to produce graduates with the excellent technical and analytical capabilities held in great demand by employers around the world. In today’s world, however, engineers must be able to complement their technical and analytical capabilities with a broad understanding of issues that are non-technical. In many instances, social, environmental, economic, cultural, and ethical aspects can be more critical to a project than the technical components. Unfortunately, most engineering curricula fa il to expose young engineers to non-technical issues and students are not provided with the tools they need to address such issues. Upon graduation, young engineers are often parachuted into a “real world” for which they are clearly ill prepared. Another issue of equal importance is the education of engineers interested in addressing the problems that are most specific to developing communities. Problems include water provisioning and purification, sanitation, power production, shelter, site planning, infrastructure, food production and distribution, and communication, among many others. Since such global problems are not usually addressed in engineering curricula in the US, we do not have engineering schools that educate engineers to address the needs of the
most destitute people on our planet, many of them living in industrialized countries. This is unfortunate as it is estimated that 20% of the world’s population lack clean water, 40% lack adequate sanitation, and 20% lack adequate housing. Furthermore, engineers have a critical role to play in addressing the complex problems associated with refugees, displaced populations, and large-scale population movement worldwide resulting from political conflicts, famine, land shortage, or natural hazards. Some of these problems have been brought back to our awareness on a daily basis since the tragedy of September 11, 2001. The engineer’s role is critical to the relief work provided by host governments and humanitarian organizations. It can take multiple forms ranging from creating physical infrastructures and sustainable and durable solutions that contribute to peace, welfare and security, to designing solutions that promote sound environmental management practices in order to reduce environmental degradation associated with displaced populations. According to the World Health Organization (WHO), currently 1.8 billion people (30% of the world’s population) live in conflict zones, in transition, or in situations of permanent instability. It is clear that engineering education needs to change (or even be reinvented) in order to address the challenges associated with the global problems mentioned above. Today, there is still a strong disconnect between what is expected of young engineers in engineering firms, the magnitude of the problems that we are facing in our global economy, ABET 2000’s engineering criteria (criteria 3 and 4 for instance), and the limited skills and tools traditionally taught in engineering programs. Engineers of the future will have to be trained to make intelligent and harmless decisions that enhance the quality of life on Earth rather than endanger it. They will also be called to make decisions in a professional environment where they will have to interact with others from many technical and non-technical disciplines.
EARTH S YSTEM ENGINEERING INITIATIVE In response to the global nature of the problems that Earth is facing today and is likely to face in the near future, we have started a new initiative called Earth Systems Engineering (ESE) in the Department of Civil, Environmental, and Architectural Engineering at the University of Colorado at Boulder. Further details about the initiative can be found on the web (http://ese.colorado.edu). In general, the initiative emphasizes the role of civil, environmental and architectural engineering in society and the interaction between the built environment and natural and cultural systems. In 1998, Allenby [10] introduced the concept of Earth Systems Engineering with reference to industrial ecology. The latter is defined as “the multidisciplinary study of industrial systems and economic activities, and their links to fundamental natural systems” [11]. First proposed in Japan in 1970, industrial ecology received attention in the U.S. in
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Session F3B the late 1980s and 1990s through several studies conducted by the National Academy of Engineering on the relationship between engineering and ecological systems. It was the subject of two Gordon Conferences in 1998 and 2000 at Colby-Sawyer College in New London, NH. The success of industrial ecology motivated the U.S. National Academy of Engineering to organize a one-day meeting on Earth System Engineering on October 24, 2000. In that meeting and in the exploratory workshop that led to that meeting, the following working definition of Earth Systems Engineering was adopted: “ESE is a multidisciplinary (engineering, science, social science, and governance) process of solution development that takes a holistic view of natural and human system interactions. The goal of ESE is to better understand complex, nonlinear systems of global importance and to develop the tools necessary to implement that understanding.” As a first step in our ESE initiative, an NSF-sponsored workshop on ESE was conducted at the University of Colorado at Boulder on October 4-6, 2001. The workshop was three days long and brought together about 90 industry, government and university participants from engineering, physical sciences, biological sciences, and social sciences. The overall purpose of the workshop was threefold: (1) provide an intellectual framework for interdisciplinary exchange; (2) provide recommendations on the future course of engineering education, research, and practice in the understanding of the interaction between natural and nonnatural systems at multiple scales from local to regional and global; and (3) create an action plan to implement the recommendations. More specifically, the workshop addressed the interaction of natural systems with the built environment. The three areas of education, research, and outreach were addressed throughout the workshop. The ESE workshop participants unanimously proposed the following definition of the “engineer of the future”: “The engineer of the future applies scientific analysis and holistic synthesis to develop sustainable solutions that integrate social, environmental, cultural, and economic systems.” The workshop participants also recommended that there is a dire need for a transformative model of engineering education and practice for the 21st century that: • Unleashes the human mind and spirit for creativity and compassion; • Expands engineers’ professional and personal commitments to include both technical and nontechnical disciplines; • Inspires engineers to embrace the principles of sustainable development, renewable resources
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management, appropriate technology, and systems thinking; and Prepares engineers for social, economic and environmental stewardships.
The ESE initiative has been selected as one of five major initiatives in the College of Engineering at the University of Colorado at Boulder along with Assistive Technologies; BioTechnology; Computational Science and Engineering; and Micro/Nano Systems for Engineering and Life Sciences. In general, the ESE initiative involves all components of engineering education, research and development, outreach, service, and practice. Our ESE initiative embraces the principles of sustainability, appropriate technology, industrial ecology, renewable resources, natural step and natural capitalism, biomimicry, and system thinking. An example of application of ESE to engineering for the developing world is presented below.
ENGINEERING FOR D EVELOPING COMMUNITIES Engineering schools in the US do not usually address the needs of the most destitute people on our planet, many of them living in industrialized countries including the US. Engineering curricula in modern universities are mostly designed toward solving the problems of the one billion rich but do not address the needs of the five billion poor. This is unfortunate as the demand of the developing world for engineering solutions is likely to increase in the forthcoming years due to population growth. How can engineers in the industrialized world contribute to the relief of the unnecessary hunger, exploitation, injustice and pain (physical and psychological) of those who are trying to survive at the end of each day on our planet? How can they contribute to providing productive work and a good quality of life to the 2.5 – 3 billion people now living on less than $2 a day (and the 3 billion people likely to be added to developing countries by 2050) in an environmentally and socially sustainable way [12]? It is clear that there is a need for training a new generation of engineers who could better meet the challenges and needs of the developing world. The challenge is the education of engineers: • Who have the skills and tools appropriate to address the issues that our planet is facing today and is likely to face within the next 20 years; • Who are aware of the needs of the developing world; and • Who can contribute to the relief of the endemic problems afflicting developing communities worldwide. A Vision to Meet the Challenge In the College of Engineering at the University of Colorado at Boulder, we are developing a new program in
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Session F3B Engineering for Developing Communities (EDC) (www.edccu.org). The underlying theme of the program is “Viewing the Developing World as the Classroom of the 21st Century”. Its overall mission is to educate globally responsible students who can offer sustainable and appropriate technology solutions to the endemic problems faced by developing communities worldwide (including the US). The proposed EDC program is interdisciplinary and involves engineering and non-engineering disciplines (business, sociology, history, etc.). It is being developed in partnership with a wide range of academic and nonacademic groups including: (1) universities, technical, vocational schools, and individuals in the US and in developing communities; (2) engineering companies; (3) humanitarian organizations; (4) NGOs; and (5) interested individuals. The program is being designed to address a wide range of issues such as water provisioning and purification, sanitation, health, power production, shelter, site planning, infrastructure, food production and distribution, communication, and jobs and capital for various developing communities including villages, refugee settlements, etc. Finally, the components of the new program include outreach and service, research and development, and education. The first phase of the EDC program is a certificate awarded to engineering students who meet the course, research and development, and outreach components of the program. We expect to implement the certificate at the undergraduate level starting in fall 2003. Our vision is to expand the program beyond a certificate and provide undergraduate students tracks in different engineering degree programs (civil, mechanical, environmental, chemical, etc.). We have also begun discussions of creating a graduate program in EDC. Outreach and Service – Student Learning and Work in Developing Communities The outreach and service component of the new program is well underway with the launching in fall 2001 of a new national initiative called Engineers Without Borders. This new activity was created as a follow-up to fieldwork in May 2001 when the author took ten undergraduate students from the Department of Civil, Environmental and Architectural Engineering to help with the construction of a water distribution system for a small Mayan village located in southern Belize. The work in Belize led to the creation of a non-profit 501 (c)(3) tax-exempt corporation called Engineers Without Borders TM – USA created under the laws of the State of Colorado. The first chapter of EWB-USA (called EWB-CU) was formed at the University of Colorado at Boulder in late fall 2001. A national workshop was held near Boulder on October 5, 2002. About 50 participants attended the workshop with a representation from academia (11 schools), industry, and national laboratories. The workshop was organized in response to a demand from students interested
in starting their own student chapter of EWB-USA at their own university, and from individuals interested in volunteering and participating in projects sponsored by EWB-USA. As a follow-up to the workshop, about 20 new chapters are expected to come on-line across the US in 2003. In general, EWB-USA is dedicated to helping disadvantaged communities improve their quality of life through implementation of environmentally and economically sustainable engineering projects, while developing internationally responsible engineering students. Most EWB-USA projects involve the design and construction of water, sanitation, and energy systems. These projects are initiated by, and completed with, contributions from the host community, which is trained to operate the systems without external assistance. All EWB-USA projects are designed to be appropriate and self-sustaining. They are conducted by groups of engineering students under the supervision of professional engineers and university professors. The students select a project and go through all phases of conceptual design, analysis and construction during the school year with implementation during breaks and the summer months. By involving students in all steps of the projects, the students become more aware of the social, economic, environmental, political, ethical, and cultural impacts of engineering projects. On-going EWB-USA projects include: • San Pablo, Belize – Design, construction, and improvement of water distribution, sanitation, and power generation systems; • Foutaka Zambougou, Mali – Using appropriate technology to solve local water, sanitation, and electricity problems; • Lemraiveg and PK106, Mauritania – Design and construction of photovoltaic water pumping systems; • Jalapa Valley, Nicaragua – Using appropriate technologies to improve source water, sanitation, energy and communication; • Santa Rita, Peru – Design and construction of a community building and a water management system; • Bayonnais, Haiti – Providing electricity to a rural school; • Santisuk, Thailand – Investigating water and sanitation needs for an over-capacity town. Engineering students at the University of Colorado at Boulder have shown a strong interest in EWB-USA projects. All EWB-CU projects have been financed by small grants from the University of Colorado at Boulder (Outreach Committee; Engineering Excellence Fund; Undergraduate Research Opportunity Program) and private donations. During academic year 2001-2002, about 35 engineering students participated in the projects. Detailed description of these projects can be found on the web (www.ewb-usa.org).
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Session F3B Research and Development – Appropriate and Sustainable Technology • The outreach and service component of the EDC program has revealed that there is an urgent need to develop appropriate technologies that are more specific to the developing world. Appropriate technology is usually characterized as being small scale, energy efficient, environmentally sound, labor-intensive, and controlled by the local community. It must be simple enough to be maintained by the people using it. Furthermore, it must match the user and the need in complexity and scale and must be designed to foster self-reliance, cooperation and responsibility [13, 14]. The field of appropriate technology is not usually addressed in engineering education and university research, as it is often perceived as “low tech” and unimportant. Studies by the World Bank and the United Nations have shown, however, that appropriate technology is critical to bringing more than 3 billion people out of poverty. To respond to the dire need for research and development in the field appropriate technology, we are currently forming a Center for Appropriate and Sustainable Technology (CU-CAST) in the College of Engineering at the University of Colorado at Boulder. The overall purpose of the center is three-fold: (1) provide a university research environment where teams of undergraduate and graduate students could work under the supervision of faculty and professional engineers; (2) foster the innovation, development and testing of various types of technology that can be used to solve water, sanitation, energy, shelter, and health issues in the developing world; and (3) provide the following services: • Database development and maintenance: The center serves as a clearinghouse for various types of technologies and various organizations that already provide services to the developing world. The center responds to a need to (i) coordinate existing services and expertise; (ii) document existing appropriate technology systems and their performance; and (iii) provide a common platform to universities, technical, vocational schools, and individuals in host communities; engineering companies; humanitarian organizations; NGOs; and interested individuals. • Testing and improvement of existing technology: A wide range of appropriate technology systems already exist on the international market. Many of these systems have not been tested under different external conditions (temperature, humidity, etc.) and are poorly documented. The center responds to the need to test existing technologies, identify their range of applications and propose necessary modifications. New technologies must be developed to meet the challenging needs of the developing world. • Technology transfer: The intent is to develop means of transferring successful technologies from one part of the
world to another, while providing entrepreneurial opportunities to host communities. Education and training: The center serves as a training ground for students, practicing engineers, and entrepreneurs in the developed world. It also serves as a platform for “training the trainers” in the developing world and for providing ways to empower developing communities by enhancing local social, technical, managerial, and entrepreneurial skills.
Examples of on-going studies being conducted by students and faculty in the Department of Civil, Environmental and Architectural Engineering at the University of Colorado at Boulder include: • Prototype rope pumps for water wells and ram pumps; • Pesticide removal during basic drinking water treatment methods; • Attenuation of pathogens from latrines to nearby water sources; • Phytoremediation affects on wastewater treatment; • Solar pasteurization; and • Earthenware cooling techniques to provide storage of food and maintain the viability of vaccines at low cost . Two existing centers in the College of Engineering at the University of Colorado at Boulder provide the supporting infrastructure for the EDC program and CU-CAST. The Integrated Teaching and Learning Laboratory (http://itll.colorado.edu) provides integration of hands-on learning experiences into the traditional theory-based engineering curriculum, and integration across the many engineering disciplines through project-based, team-oriented design/build learning experiences. The Discovery Learning Center initiative (http://dlc.colorado.edu) is the College of Engineering’s new platform for continuing innovation in undergraduate engineering education. It is a studentcentered, inquiry-based, educational process where the learner develops critical thinking skills, experiences the passion and excitement of the original research and engages in problem solving with other learners in a collaborative, technology-enhanced educational setting. It is an alternative type of learning, which builds on interactivity and creates long-range impact through personal involvement. Undergraduate students become active members of research groups, involved in all aspects of a problem, from formulation to iterative testing and evaluation of the results.
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Session F3B Education – Teaching Sustainability and Appropriate Technology The education component of the EDC program is designed to include new courses as well as existing courses at the University of Colorado that emphasize issues critical to the understanding of the developing world. The objective is to provide by fall 2003 an opportunity for engineering undergraduate students to enroll in a regular program of study in the College of Engineering and to take at the same time a limited number of their required socio-humanistic electives, technical electives and independent study from a pool of courses emphasizing engineering for developing communities. Upon completion of a certain number of courses (to be determined), students will be able to receive at graduation an EDC certificate in addition to their respective regular degrees. The success of EWB-CU convinced the author that new engineering courses are needed in order to provide students with better tools and skills when conducting outreach work. In 2002, the author developed two new courses in the College of Engineering at the University at Colorado at Boulder. In spring 2002, he introduced a 3-credit hour course entitled “Sustainability and the Built Environment”. The course presented undergraduate and graduate students the fundamental concepts of sustainability and sustainable development. Emphasis was placed on understanding natural systems, the interaction of the built environment with natural systems, and the role of technical and non-technical (economic, social, ecological, ethical, philosophical, political, psychological, cultural) issues in shaping engineering decisions. Information about this course can be found at http://ceae.colorado.edu/~amadei/CVEN4838. In fall 2002, the author introduced a 3-credit hour design course for undergraduate students (engineering freshmen) with emphasis on appropriate technology and on the use of such technology in solving water, sanitation, energy, and health problems in developing communities. The course was offered through the Integrated Teaching and Learning Laboratory (http://itll.colorado.edu). It gave students a thorough understanding of some of the most common and important technologies being introduced in small-scale community developments. Students were asked to create, design and construct appropriate technological systems, processes and devices for a variety of settings associated with the developing world. Examples included: production of biodiesel; production of biomass from bananas; generation of electricity using water turbines; water heating for re fugee camps; water filtration systems; and solar water pumping.
CONCLUSIONS Creating a sustainable world that provides a safe, secure, healthy, productive, and sustainable life for all peoples should be a priority for the engineering profession.
Engineers have an obligation to provide solutions to meet the basic needs of all humans for water, sanitation, food, health and energy while at the same time protect cultural and natural diversity. Improving the lives of the 5 billion people whose main concern is to stay alive by the end of each day on our planet is no longer an option for engineers; it is an obligation. The Engineering for Developing Communities program described in this paper provides a unique opportunity to promote engineering, a discipline that has traditionally been taken for granted by government agencies and political groups. It also provides higher visibility to a profession that is called to play a critical role in creating structures and technology needed to sustain the quality of life of current and future generations, especially in the developing world. The new program presents many opportunities for engineering practice to become involved in engineering education through projects in developing communities around the world (including the US). Finally, it provides an innovative way to educate young engineers interested in addressing more specifically the problems faced by developing countries and communities. It is clear that engineers of the 21st century are called to play a critical role in contributing to peace and security in an increasingly challenged world.
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