Virtual Conference
July 26, 2021
July 26, 2021
July 19, 2022
Understanding Students' Authentic and Reflective Experiences of Ethics Education
Engineering Ethics
20
10.18260/1-2--37396
https://peer.asee.org/37396
320
Luan M. Nguyen is an MA/Ph.D. student in Anthropology/Civil Engineering, who completed his Master of Science in Biochemistry at Iowa State University and his Bachelor of Science in Chemistry at Hartwick College. His first master's thesis focused on the structural analysis of the schizophrenic gene DISC1 using transmission electron microscopy and hydrogen-deuterium exchange mass spectrometry. For his second master's thesis, he focuses on identifying the individual and institutional factors that contribute to a "culture of disengagement" from the ethical dimension of engineering work among students in the engineering profession. His Ph.D. project is funded by the NSF and is concerned with promoting and improving engineering students' ethical behavior and sensitivity through on-campus student organizations. His academic interests include mental health, international development, human rights, and engineering ethics. Currently, his ambition is to work within an international organization such as UNESCO and to be an advocate for promoting science and technology as critical tools of sustainable development as well as to participate in the dialogue between scientists, policy-makers, and society. Luan enjoys traveling, reading, and watching documentaries.
Dr. Poleacovschi is an Assistant Professor at Iowa State University. She researches issues of diversity and focuses on intersectional aspects of microaggressions.
Dr. Kasey Faust is an Assistant Professor in Civil, Architectural and Environmental Engineering at the University of Texas at Austin. Her research on sociotechnical systems—primarily water sector infrastructure—aims to improve service to communities. Dr. Faust’s work spans the project phase during construction through the operations phase, exploring human-infrastructure interactions, infrastructure interdependencies, and the institutional environment. Current studies within her research group include: human-water sector infrastructure interdependencies in cities experiencing urban decline; disaster migration and the resilience of the built environment; incorporating equity into water infrastructure decision-making; sociotechnical modeling of infrastructure systems including gentrification and food deserts; the impact of policies and regulations on the built environment; understanding the impact of institutional elements on projects; and modeling of public perceptions.
Dr. Kate Padgett Walsh is an Associate Professor of Philosophy at Iowa State University. She received a B.A. from Middlebury College, an M.A. from the University of Wisconsin-Milwaukee, and a Ph.D. from Northwestern University. Her research focuses on ethics and the history of ethics, including the ethics of debt and finance, as well as the scholarship of teaching and learning.
Michaela LaPatin is pursuing her MS and PhD in Civil Engineering at The University of Texas at Austin. Her current research focuses on macroethics education in undergraduate engineering programs.
Dr. Scott Feinstein is an expert in research design and comparative and identity politics.
Dr. Cassandra Rutherford is an assistant professor in the Department of Civil, Constructions and Environmental Engineering. Her research focuses on geotechnical engineering and engineering education.
Ethics is and should be intrinsic to engineering. However, many engineering students do not recognize that every engineering decision contains ethical dimensions and that underlying values and current sociopolitical and cultural contexts can influence those decisions. One potential way to enhance engineering students’ ethical development is through extra-curricular activities (ECAs). ECAs can include many topics and interests, such as student societies (e.g., fraternities and sororities) and cultural and social organizations (e.g., Society of Hispanic Professional Engineers, Latinos in Science and Engineering, Society of Women Engineers). Previous studies emphasize that participation in student organizations plays an important role in the ethical development of students. Despite this important role, it is not clear whether some student organizations are more successful at enhancing ethical development of engineering students than others, or if it is the act of participation in these organizations itself has an effect on students’ ethical development. We hypothesize that the more organizations students participate in, the higher their ethical development will be. As such, we ask, does participation in more organizations enhances students’ overall moral development? To respond to this question, we distributed a survey to senior engineering students (n=165) at one Midwestern university in the spring of 2020. The survey captured demographics information, membership in student organizations, and the standardized Defining Issue Test-2 (DIT-2), which measures students’ ethical developmental indices (Personal Interest, Maintaining Norms, Post-conventional Thinking Score, and N2Score). The preliminary results suggest that there are significant differences between the groups of students who participated in one organization and two organizations as well as between one organization and three or more organizations, with the largest difference between those who participated in one organization and those who participated in three or more organizations. This suggests that it is possible that students with low PI scores become involved in more student organizations. This project studies student organizations as key sites for ethical learning. The research suggests that students should be encouraged to participate in more student organizations in order to promote their overall ethical development.
Nguyen, L. M., & Poleacovschi, C., & Faust, K. M., & Padgett Walsh, K., & LaPatin, M. L., & Feinstein, S. G., & Rutherford, C. (2021, July), Investigating On-campus Engineering Student Organizations as Means of Promoting Ethical Development Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37396
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