Fostering Global Engineers through the Study of the Humanities: Assessment of the Course "Science and Religion in Japan" from a Racial Equity Perspective

Abstract This was an exploratory study to examine the effectiveness of the Spring 2022 course 'Science and Religion in Japan' from an engineering education perspective. Technological innovations are occurring through the fusion of science and engineering fields into new cutting-edge disciplines. Such a world requires engineers with broad knowledge, a global perspective and an appreciation of racial equity, being capable of working in interdisciplinary teams. In the pre-survey conducted in the Spring 2022 semester, the average total MGUDS-S scores for European, South American, and Asian students did not show much difference: 64.33, 65.25, and 65.17 respectively, while their average scores varied in the post-survey: 73.00, 80.25, and 67.83. Interestingly, South American students' total scores showed a greater increase in the post-survey than that of Europeans. Whenever similar assessments are conducted in any of our mobility programs and when comparing each of the three MGUDS-S subscales, namely 'Diversity of Contact (DC)', 'Relativistic Appreciation (RA)', and 'Comfort with Difference (CD)', 'CD' scores are always the lowest, suggesting that many students feel somewhat uncomfortable interacting with people of different ethnic and cultural backgrounds. It is noteworthy that 'CD' scores for Asian students showed a slight decrease in the post-survey. Increasing 'CD' scores will be the challenge for the Fall 2022 semester. The course 'Science and Religion in Japan' is included as one of the humanities topics in a newly launched research-based English degree engineering program. It has been well received by both the research-based program students and engineer-majored international students. The class size is approximately 25 every semester, consisting of students mainly from Europe, Asia, and South America. Therefore, class discussion is always conducted through a racial equity lens, as participants are taking part in the conversation from diverse standpoints born from their different cultures, religions and personal backgrounds. Below are the expected learning outcomes of this course: 1) To gain knowledges of the different cultures, religions, and races that played important roles in Japanese history. 2) To assess the value of equity in history. 3) To understand the importance of interdisciplinary approaches through the humanities course. To enhance students' understanding of the class concepts, every semester two guest speakers are invited to give special lectures on their topics of their expertise: 1) One demonstrates the importance of philosophical thought and religion, and how these worldviews have influenced the concept of 'Humanoid robots' in present-day Japanese society. 2) The other addresses the importance of engineers having the mindset that they should apply technical expertise solely for peaceful purposes. Our research questions are: 1) Can the students' global competency be increased more after the Fall 2022 semester? *Using the MGUDS-S. 2) Does including 'Science and Religion in Japan' in an engineering education curriculum help students to gain flexibility, an appreciation of equity, and a greater richness of ideas? - These aspects are required if students are to become 'Global engineers'. *Using students' survey. 3) Are their expected learning outcomes being achieved, or are there any unexpected by-products gained from this course? *Using students' survey. (499 words)