Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper explores how engineering students understand and experience the meaning and role of ethics within their own life experiences, the context of their education, and their projections of professional practice. The project takes a distinctly empirical approach to engineering ethics, seeking to identify what is most salient about ethics and ethics education from the perspective of the students we interviewed, in micro- and macroethical levels across the personal, social, and professional dimensions. Through interviews and observation of ethics-related institutional activities, we connect student experiences and knowledge of ethics applied in diverse areas of students’ education. We find that many students interviewed perceive deficiencies in their understandings of ethics, have a desire to discuss their ethics-related experiences, use negative frames such as harm or disaster avoidance to consider engineering ethics, and value trust and security in the educational environment as an important part of improved ethical outcomes. We identify a few implications of these themes for engineering ethics researchers and instructors: that ethics should be treated explicitly and regularly across engineering education, that ethics discourses should be disentangled from perceptions of moralizing, and that ethics reform efforts ought to be attuned to educational cultures, not just individual knowledge or capacities.
Nieusma, D., & Cieminski, M. (2018, June), Ethics Education as Enculturation: Student Learning of Personal, Social, and Professional Responsibility Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30443
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