Service or community engaged learning has gained momentum as a strategy for developing engineering students’ professional skills while facilitating engagement with the real-world complexities of engineering problem-solving. Along with other critical scholars of engineering education, we argue that embedding social justice frameworks into engineering education, including sensibility around difference, power, and privilege, is required in order for engineering to meet the great sustainability and equity challenges of our time. This paper investigates how social justice course content and community engaged learning experiences can change engineering student attitudes toward civic engagement and social responsibility. We also explore how such content increases interest in engineering among students underrepresented in the field. Using pre-/post-survey data and focus group discussions, we conducted a quantitative and qualitative evaluation of student experience in an advanced undergraduate engineering course at a public research university that integrated social justice content with hands-on community engaged projects. Our analysis of survey results show that (1) students placed greater importance on justice-oriented civic engagement and socially responsible engineering after completing the course; (2) women and underrepresented racial/ethnic groups demonstrated greater interest in community engaged projects, and women indicated a greater interest in engineering at the end of the course than men; and (3) participation in a community engaged project also increased students’ interest in engineering, humanized problems that might have traditionally been construed as technological, and deepened the value students placed on non-technical forms of knowledge and their sense of moral and ethical responsibilities.
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