The idea for this book originates from reflections by the editors on the nature and dynamics of emerging research agendas on engineering. The book is based on our understanding of engineering and engineering education as an intrinsic socio- technical endeavor transcending the technical core–non-technical periphery dichot- omy. With backgrounds in engineering, social science, and the humanities, we have been developing and/or teaching courses for engineering students across the liberal arts-engineering divide for decades. During participation in research projects aimed at understanding and reforming engineering education we have published a series of books on engineering with contributions from a broad network of scholars from across the globe. This present book aspires to pull together the various strands of this trajectory of collaboration and to extend it in part by reflecting on the conversa- tions between engineers and non-engineers.