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\u27Cosmic Traffic Control\u27 for Christian Professor Who\u27ll Serve At Air Force Academy
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2023-2024 Men\u27s Track & Field Team
Get PDFColor photograph of a men\u27s track and field teamhttps://digitalcommons.cedarville.edu/mens_track_and_field_gallery/1058/thumbnail.jp
Cedarville Magazine, Summer 2024: Soli Deo Gloria
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Educating for Shalom in Engineering
Get PDFCreated in the image of God, humans have a unique purpose within creation. We are given the task of worshipping God (Isaiah 43:21), sharing the gospel of Jesus Christ (Matthew 28:18-20), discovering and developing the potentials of creation (Genesis 2:15), struggling and praying for shalom (Isaiah 1:17), and celebrating instances of God’s coming kingdom (Isaiah 9:1-7, Colossians 1:19-20). As Christian engineering educators, we have the additional task of preparing students to become capable engineers and to use those skills in response to God’s call in their lives. We have the blessing of not only teaching the technical aspects of engineering, but also of directing those skills towards shalom.
The shalom framework for education proposed by Nicholas Wolterstorff is an example of how to teach students to work towards restoration. Specifically, it suggests that educators should teach students to recognize injustice, pray for and struggle for shalom, and celebrate glimpses of it on earth. Wolterstorff describes shalom as finding delight in right relationships between God, other humans, the non-human creation, and oneself. He adds that while we will not see the fulfillment of shalom in our lives, we are nonetheless called to pray and work towards it until God finishes the task.
This paper provides the biblical bases for working, teaching, and engineering for shalom. It provides a summary of the shalom framework for education as presented by Wolterstorff as well as other engineers and scholars. Finally, it includes practical examples for how to incorporate this framework into the engineering curriculum
Incorporating ABET Student Outcomes 2 and 4 into Christian Engineering Curricula
Get PDFThe ABET student outcomes require that engineering programs assess students’ ability to consider public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors in engineering design. Furthermore, students must demonstrate their ability to consider the impact of engineering solutions in global, economic, environmental, and societal contexts. While these requirements may initially feel like a burden, at least in the sense that more is required in program assessment, they present an opportunity for Christian engineering programs to further emphasize their distinctive approach to educating engineers. Incorporating these important topics into the curriculum in a meaningful way leads to organic connections between Christian faith and engineering practice. In this paper, one engineering program at a small Christian institution shares its approach to incorporating healthy discussion around these ideas, including assessment of student understanding, into the culminating design experience
DEI can be Consistent with Catholicism, but it Promotes a Culture that Excludes Faithful Christians
Get PDFABET’s diversity, equity, and inclusion (DEI) can be consistent with Catholic teachings specifically and Bible-rooted Christianity in general, but ABET’s DEI culture is an anti-Christian culture. In this paper I argue that
a) Christians can faithfully fulfill the current legal requirements of ABET DEI
b) ABET supports behaviors that are inconsistent with Christianity (these are not legal ABET requirements, but part of the ABET culture)
c) It is likely that ABET believes anti-Christian practices are part of DEI
d) Even if ABET DEI can be acceptable to Christians, it sends a message that faithful Christians are not welcome
e) While ABET does not currently require anti-Christian practices, ABET’s practices promote a culture that excludes faithful Christian