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A Longitudinal Study of Social and Ethical Responsibility Among Undergraduate Engineering Students: Comparing Baseline and Midpoint Survey Results

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Ethics Division Technical Session 3

Tagged Division

Engineering Ethics

Tagged Topic

Diversity

Page Count

25

Permanent URL

https://peer.asee.org/29693

Download Count

14

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Paper Authors

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Shiloh M. James Howland Brigham Young University

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Shiloh M. James Howland is a doctoral student at Brigham Young University in Educational Inquiry, Measurement, and Evaluation. She received a master's degree in instructional psychology and technology as well as a bachelor's degree and master's degree in geology. Her current research interests are in educational assessment and evaluation.

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Gregg Morris Warnick Brigham Young University

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Gregg M. Warnick is the Director of the Weidman Center for Global Leadership and Associate Teaching Professor of Engineering Leadership within the Ira A. Fulton College of Engineering and Technology at Brigham Young University (BYU). His research and teaching interests include leadership, global agility, globalization, project management, ethics, and manufacturing processes. Gregg has lived in numerous locations within the USA and Europe and has worked in many places including North America, South America, Europe, Asia, and Africa. Prior to joining BYU, Gregg worked for Becton Dickinson, a Global Medical Technology fortune 500 Company in various engineering and leadership positions. Gregg is currently the program chair/chair elect within the Engineering Leadership Development Division (LEAD) within the American Society for Engineering Education (ASEE). Gregg received his PhD in Educational Leadership and Higher Education from the University of Nebraska-Lincoln with a Master of Technology Management degree and a BS in Manufacturing Engineering Technology, from Brigham Young University. Gregg also provides consulting in leadership development and project management working with Strategy Execution and Duke Corporate Education where he provides training for fortune 500 companies throughout the world.

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Carla B. Zoltowski Purdue University, West Lafayette

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Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Computer Engineering and (by courtesy) Engineering Education at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her academic and research interests include the professional formation of engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology.

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Brent K. Jesiek Purdue University, West Lafayette

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Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance understanding of geographic, disciplinary, and historical variations in engineering education and practice.

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Randall Davies Brigham Young University

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Dr. Davies is currently an assistant professor of Instructional Psychology and Technology at Brigham Young University. His research involves program evaluation in educational settings with the general objective of understanding and improving the teaching and learning process. His research has a specific focus of evaluating technology integration, assessment policy, and educational practices.

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Abstract

In addition to developing technically competent engineers, engineering programs aim to prepare students to be professionally and ethically responsible. Universities have sought to integrate ethics instruction into their curricula through a variety of learning experiences. However, there is a lack of research on foundational understandings of social and ethical responsibility among engineering students, including how their perceptions change over time and following participation in specific types of learning experiences. This study uses a longitudinal mixed-methods study design, collecting and analyzing quantitative and qualitative data from engineering students over the course of their four years as undergraduate students. This paper reports insights gained by a repeat survey of student perceptions of ethics and social responsibility. Our analysis compares student responses (n=319) to a survey administered during their first year of college and again in their junior year (approximately fifth-semester), including variations based on student affiliations and demographics (e.g., comparisons among universities, genders, importance of religion, and other relevant factors) and learning experiences (e.g., service-learning programs, ethics courses, extracurricular organizations, etc.). These mid-point findings contribute to our understandings of the trajectories of students’ perceptions and perspectives and are beginning to reveal some specific experiences and contexts that are having the largest measurable impacts on the participating students.

Howland, S. M. J., & Warnick, G. M., & Zoltowski, C. B., & Jesiek, B. K., & Davies, R. (2018, June), A Longitudinal Study of Social and Ethical Responsibility Among Undergraduate Engineering Students: Comparing Baseline and Midpoint Survey Results Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29693

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