June 14, 2015
June 14, 2015
June 17, 2015
26.855.1 - 26.855.14
How engineering students think about the roles and responsibilities of engineers with respect to broader social and global impact of engineering and technology As part of their jobs, professional engineers engage in ethical, environmental, social, and economic negotiations with other engineers, with managers, and with the public; and they need to understand the social impact of new technologies in a global context (Jonassen, Strobel, and Lee, 2006; Herkert, 2002). Responding to this need, engineering programs increasingly offer engineering ethics education (Haws, 2001; Herkert, 2002). However, courses in ethics engineering as well as research on students’ developing sense of engineering ethics often emphasize the microethics of research, mentoring, and publications. In comparison, research is limited on how future engineers understand the social, ethical, environmental, economic, and political impact of their scientific and technological contributions (Bucciarelli, 2008). In this manuscript, we present 3 casestudy accounts of how future engineers think about an engineer’s responsibility towards the social and global impact of their contribution. The case studies draw from videotaped semistructured interviews. We analyze the content of participants’ responses to the interview prompts, loosely drawing on microgenetic learning analysis (Parnafes and diSessa, 2013) which emphasizes contextdependence of ideas and has a commitment to teasing apart fine shades in the meaning of an utterance. We also draw on tools of interaction analysis (Jordan and Henderson, 1995) to attend to participants’ gestures, posture, and paraverbal aspects of speech (such as tone, prosody, register, etc.). Our casestudy analysis suggests that how some engineering students construe an engineer’s responsibility depends on the particular issue at hand (weaponized drones versus malfunctioning bridges, for example), on their sense of self as a future engineer, views about what is engineering, sense of nationality, emotions, empathy, and ideologies/narratives available to them through participation in the world at large. We argue that students’ views towards macroethics of engineering are sensitive to context, and the need for further research on how identity, epistemology, and emotions are entangled with an engineers’ ethical view. Works Cited Bucciarelli, L. L. "Ethics and Engineering Education." European Journal of Engineering Education 33.2 (2008): 14149. Print. Haws, David R. "Ethics Instruction in Engineering Education: A (Mini) MetaAnalysis." Journal of Engineering Education 90.2 (2001): 22329. Print. Herkert, J.r. "Guest Editors' Introduction Engineering Ethics: Continuing and Emerging Issues. II. Education." IEEE Technology and Society Magazine 20.4 (2002): 45. Print. Jonassen, David, Johannes Strobel, and Chwee Beng Lee. "Everyday Problem Solving in Engineering: Lessons for Engineering Educators." Journal of Engineering Education 95.2 (2006): 13951. Print. Jordan, Brigitte, and Austin Henderson. "Interaction Analysis: Foundations and Practice." Journal of the Learning Sciences 4.1 (1995): 39103. Print. Parnafes, Orit, and Andrea A. Disessa. "Microgenetic Learning Analysis: A Methodology for Studying Knowledge in Transition." Human Development 56.1 (2013): 537. Print.
Gupta, A., & Elby, A., & Philip, T. M. (2015, June), How Engineering Students Think About the Roles and Responsibilities of Engineers with Respect to Broader Social and Global Impact of Engineering and Technology Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24192
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