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

\bibitem{asee_peer_24192}
  Gupta, A., \& Elby, A., \& Philip, T. M. (2015, June), \emph{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

Ayush Gupta, Andrew Elby, and Thomas M. Philip.  "How Engineering Students Think About the Roles and Responsibilities of Engineers with Respect to Broader Social and Global Impact of Engineering and Technology".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24192 Internet.  24 Apr, 2024

\bibitem{asee_peer_24192}
  Ayush Gupta, Andrew Elby, and Thomas M. Philip.
  "How Engineering Students Think About the Roles and Responsibilities of Engineers with Respect to Broader Social and Global Impact of Engineering and Technology".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24192 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_24192
author = "Ayush Gupta, Andrew Elby, and Thomas M. Philip"
title = "How Engineering Students Think About the Roles and Responsibilities of Engineers with Respect to Broader Social and Global Impact of Engineering and Technology"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24192}
number = {10.18260/p.24192}
}

TY  - CPAPER
AB  -     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. 
AU  - Ayush Gupta
AU  - Andrew Elby
AU  - Thomas M. Philip
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - How Engineering Students Think About the Roles and Responsibilities of Engineers with Respect to Broader Social and Global Impact of Engineering and Technology
UR  - https://peer.asee.org/24192
DO  - 10.18260/p.24192
ER  -