Every year, more than 2 million tourists flock to the Peruvian Andes town of Cusco, to visit remnants of the Inca Empire and its world-famous citadel, Machu Picchu. Rapid urbanization with this tourism boom however, didn’t develop at the same pace as infrastructure and transportation services. 

“As a result, low-income residents who live on the outskirts of the city’s center have less access to employment, medical care, education, and social events because they don’t own a private vehicle or their communities lack public transportation,” explains Davis Chacón-Hurtado, an assistant professor jointly appointed in Civil and Environmental Engineering and the Gladstein Family Human Rights Institute. “This is a key barrier for many people to access opportunities and services, resulting in barriers to participation and disparities in access.”

By using an engineering for human rights-based approach, Chacón-Hurtado and doctoral student Ashley Benítez Ou developed a metric of transport disadvantage and equal access in Cusco’s outer districts. Their goal is to provide data-driven insights so that rural Cusco residents have equal access to essential services. 

“We as engineers have the potential to either alleviate or intensify societal challenges. Engineering shapes every facet of human life, and with this level of influence comes a profound responsibility.” — Davis Chacón-Hurtado

“Having the ability to see a doctor or travel to the inner city to work is a human right,” Chacón-Hurtado says. “We as engineers have the potential to either alleviate or intensify societal challenges. Engineering shapes every facet of human life, and with this level of influence comes a profound responsibility.” 

Chacón-Hurtado is Principal Investigator on a recently awarded National Science Foundation grant, “Measuring Changes in Attitudes Towards Human Rights in Engineering Students,” that explores ways expand students’ awareness of engineering’s societal impact. He and fellow UConn researchers will use the study’s findings to shape human rights curriculum for engineering students. 

Other members of the research team include Arash Esmaili Zaghi, professor of civil and environmental engineering; Shareen Hertel, Wiktor Osiatyński Chair of Human Rights and professor of political science; and Betsy McCoach, professor of research methods, measurements, and evaluation from the Neag School of Education. Chacón-Hurtado and Hertel also co-direct UConn’s Engineering for Human Rights Initiative, a collaborative venture between UConn’s College of Engineering and the UConn’s Gladstein Family Human Rights Institute. 

“As students progress through their undergraduate education, their concern for societal well-being tends to diminish,” Chacón-Hurtado says. “The Measuring Changes project proposes that incorporating human rights—particularly principles like indivisibility of rights, accountability, and participation—into the engineering curricula can bridge this gap, fostering a more socially aware generation of engineers.” 

The Learning Modules  

Chacón-Hurtado and his team are developing contextualized training modules that will be deployed within current engineering curriculum. The four main modules are aligned with specific learning objectives. They cover foundational concepts of human rights and related ethical paradigms; historical perspectives and connections between engineering and human rights; human rights-based and ethical approaches to engineering practice; and tools used by engineers to assess the impact of human rights and consideration of human rights impacts. The content is based in part on critical observations gleaned during teaching that Chacón-Hurtado carried out jointly with Sandra Sirota, assistant professor in residence in Human Rights and Experiential Global Learning—in particular, from their course on “Engineering for Human Rights” (ENGR/HRTS 2300). The team has the help of a graduate research assistant, Natalie Goncalves, a Master’s student in Human Rights.  

During the NSF grant period, the research team will integrate the four modules within a controlled comparative research setting, by applying them selectively to student cohorts across two classes: Transportation Engineering and Planning (CE 2710) and Civil Engineering Projects (CE 4900W). Not every student will receive the extra training modules. As part of this quasi-experimental design structure, one group is considered the “treatment” and the other the “control” group.  

After deploying the modules, the team will survey both groups to measure the effectiveness of the modules by measuring the change in attitudes towards human rights in engineering. They’ll derive psychometric measures from the survey results and use statistical reports to support the quantitative differences.  

“Our hypothesis is that tailored engineering modules focused on human rights positively influence the attitudes of engineering students towards human rights and the social impact of engineering in society, when compared to a control group of students who do not receive human rights education using a quasi-experimental design,” Zaghi says.  

Beyond UConn 

Once the study is completed, the outcomes and modules will be available freely to both English and Spanish speakers on the Engineering for Human Rights website. 

“We hope that these dissemination efforts will reach not only engineering educators but also human rights organizations and community-based groups with experience in engaging communities in New England and abroad,” Chacón-Hurtado says. “We hope this will also facilitate research on the development of practical and cross-culturally appropriate tools for education, training, and mentorship tools from diverse contexts and schools in both the U.S. and Global South.”  

“Human rights are critical enablers of economic development and shared prosperity, promoting progress within the United States and throughout the world – whether in global regions like Cusco, Peru or rural parts of the US,” Chacón-Hurtado says.  

Ongoing Efforts in Engineering for Human Rights  

This innovative approach to engineering education is integral to the broader Engineering for Human Rights Initiative at UConn, which applies a human rights framework to diverse engineering challenges—from sanitation to sustainable transportation, and from environmental risk management to economic resilience research. Several students, faculty, and alumni have already completed projects in the discipline: 

• Students from the Engineers Without Borders (EWB) chapter worked to provide water and sanitation solutions to a community in the Peruvian highlands.  

• Graduate students analyzed the social and environmental impacts of electric vehicles and assisted with an event on the emancipatory potential of AI for students in marginalized communities in Hartford, Connecticut.  

• Leana Santos, a fourth-year Ph.D. candidate in structural engineering, is assisting Chacón-Hurtado with designing a graduate course in Sustainable Transportation and Human Rights with a student-centered approach.  

• Faculty are contributing to the UConn Brownfields Program, supporting the remediation of contaminated sites throughout New England.  

• And alumnus Kevin Musco ’19 (ENG, Human Rights), H’23 JD is using his degree in human rights to objectively assess risk and opportunities in a more wholistic manner. He uses these skills in his current job as an associate attorney at Cohen and Wolf, P.C. in New York City.  

 “The field of human rights offers something for everyone,” Musco says in this past Engineering News article. “For those who currently study the natural or applied sciences, concepts from human rights can be applied to ‘humanize’ subjects which otherwise lack a prominent social aspect.” 

 Additionally, UConn has already gained national recognition for its novel integrative approach to developing the engineering and human curriculum.  

 In November 2024, Chacón-Hurtado and Hertel collaborated with staff of the National Academy of Engineering’s Cultural, Ethical, Social, and Environmental Responsibility in Engineering (CESER) Program and the National Academies’ Committee on Human Rights (CHR) to develop and host a two-day symposium on “Issues at the Intersection of Engineering and Human Rights.” The workshop engaged academic, industry, government and NGO representatives in considering together how engineering solutions could be aligned with human rights principles to address local and global challenges. Chacón-Hurtado, who was integral to the organizing committee, characterized the symposium as “an inspiring event to understand the many ways in which engineering can not only impact human rights but also be enriched by incorporating them at its core.” 

Recordings of the symposium are available on YouTube.   

 Zaghi believes attitudes toward human rights in engineering should focus on epistemic justice, which means valuing diverse talent, perspectives, and knowledge without forcing any political agendas or ideologies. 
“Engineering should serve humanity as a whole,” he says. “Engineers need to ensure fairness by including different voices and avoiding biased designs. The focus must remain on technical evidence and practical solutions rather than virtuous narratives. Human rights in engineering are about creating systems that are fundamentally fair, accessible, and enable economic development and shared prosperity. This approach keeps engineering grounded in universal principles and ensures that it benefits everyone.” 

 

Read more about human-rights centered engineering at UConn in this recent UConn Today story.