Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.

Carrie Prior; James Tippey

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Conference: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: San Antonio, Texas
Publication Date: February 9, 2025
Start Date: February 9, 2025
End Date: February 11, 2025
Conference Session: Track 3: Technical Session 5: Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 58
Permanent URL: https://peer.asee.org/54115
Download Count: 6

Paper Authors

biography

Carrie Prior Excelsior University

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Carrie Prior is the Associate Dean of the School of Technology at Excelsior University. In this role, she leads the school and contributes to the College's leadership team, fostering a culture of innovation while supporting the strategic and operational direction of academic programs. Before joining Excelsior, Carrie served as a senior international officer in both public and private higher education settings. She is a frequent presenter and publisher on internationalization, strategic planning, globally focused academics, and Collaborative Online International Learning (COIL). Carrie is a 2019 Fulbright recipient and holds an Ed.D. in the Design of Learning Environments from Rutgers University.

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James Tippey Excelsior College

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Abstract

Keywords: Race/Ethnicity, Gender, Computer Science, Engineering Technology, Information Technology

In today's globalized and interconnected world, it is essential for computer and engineering technologists to understand the importance of diversity, equity, and inclusion (DEI) and the ethical and societal implications of their work. Ethical workers who understand and implement DEI and social justice principles contribute to more innovative, productive, and equitable workplaces and products, ultimately driving better business outcomes and societal benefits (Ely & Thomas, 2020; Lorenzo et al, 2018.; Deloitte, 2013; & McKinsey & Company, 2020).

Despite this, research from the 2021 National Center for Science and Engineering Statistics (2023) indicates that the inclusion of women and minorities (racial, ethnic, and those with disabilities) in STEM occupations remains suboptimal – and these are only a few of the many types of diversity that need to be measured. Without diverse representation and lived experiences within STEM disciplines, industries risk limitations on decision-making, hampered innovation and creativity, increased bias and inequity within their organizations and in their products, social and economic disparities, and weakened ethical standards (Page, S.E., 2007; Nobel, S.U. 2018; Graves, et al., 2022, & DeGrassi et al., 2012).

Furthermore, Deloitte’s (2023) annual report titled the “State of Ethics and Trust in Technology” indicates 89 percent of companies surveyed do not have, or are unsure if the company has, ethical principles governing emerging technologies. In potentially global- and society- altering fields such as quantum computing, robotics, autonomous and neural technologies such a gap in ethics is unacceptable. Thus, it is both a responsibility and an imperative for university educators to incorporate ethics, diversity, equity, inclusion (DEI), and the societal implications of the disciplines into the curriculum.

Excelsior University, an accredited, not-for-profit distance learning institution for adult learners, includes a pillar in its strategic plan “to become a multicultural organization... [and] integrat[ing] Justice, Equity, Diversity, and Inclusion (JEDI) across [its] curricula” (Excelsior University, 2024). The School of Technology has taken proactive steps to ensure these principles are infused throughout the curriculum, including a signature course experience and purposeful integration and assessment of ethics and JEDI scaffolded throughout degree pathways.

This presentation focuses on the signature course experience for technology students. “Technology and Society” is a required first-year course for undergraduate students pursuing degrees in computer and engineering technologies. The course examines technological change and its impact on human needs and concerns, exploring a range of current technological innovations and their intended and unintended consequences. Ethical and social dilemmas framing technological change are emphasized. Upon completion, students should be able to critically evaluate the implications of technology on society.

The presentation will discuss the systemic and purposeful integration of ethics, diversity, equity, and inclusion (DEI) and the societal implications within the course, including the development efforts required to achieve this outcome. It will also cover the professional development of subject matter experts (SMEs) involved in designing or modifying courses and provide examples of intentional curricular design and activities that can be easily added to existing courses. As this presentation is part of a preliminary study, pre/post survey data assessing student learning outcomes related to these principles may be available to share during the presentation. Attendees of this presentation will learn to (a) identify the importance of incorporating ethics, JEDI, and societal awareness into the curriculum and (b) discuss ways to incorporate the principles and activities into their own practice.

Citation
Format

Prior, C., & Tippey, J. (2025, February), Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design. Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54115

TY  - CPAPER
AB  - Keywords: Race/Ethnicity, Gender, Computer Science, Engineering Technology, Information Technology 

In today&#39;s globalized and interconnected world, it is essential for computer and engineering technologists to understand the importance of diversity, equity, and inclusion (DEI) and the ethical and societal implications of their work. Ethical workers who understand and implement DEI and social justice principles contribute to more innovative, productive, and equitable workplaces and products, ultimately driving better business outcomes and societal benefits (Ely &amp;amp; Thomas, 2020; Lorenzo et al, 2018.; Deloitte, 2013; &amp;amp; McKinsey &amp;amp; Company, 2020). 

Despite this, research from the 2021 National Center for Science and Engineering Statistics (2023) indicates that the inclusion of women and minorities (racial, ethnic, and those with disabilities) in STEM occupations remains suboptimal – and these are only a few of the many types of diversity that need to be measured. Without diverse representation and lived experiences within STEM disciplines, industries risk limitations on decision-making, hampered innovation and creativity, increased bias and inequity within their organizations and in their products, social and economic disparities, and weakened ethical standards (Page, S.E., 2007; Nobel, S.U. 2018; Graves, et al., 2022, &amp;amp; DeGrassi et al., 2012).  

Furthermore, Deloitte’s (2023) annual report titled the “State of Ethics and Trust in Technology” indicates 89 percent of companies surveyed do not have, or are unsure if the company has, ethical principles governing emerging technologies. In potentially global- and society- altering fields such as quantum computing, robotics, autonomous and neural technologies such a gap in ethics is unacceptable. Thus, it is both a responsibility and an imperative for university educators to incorporate ethics, diversity, equity, inclusion (DEI), and the societal implications of the disciplines into the curriculum. 

Excelsior University, an accredited, not-for-profit distance learning institution for adult learners, includes a pillar in its strategic plan “to become a multicultural organization... [and] integrat[ing] Justice, Equity, Diversity, and Inclusion (JEDI) across [its] curricula” (Excelsior University, 2024). The School of Technology has taken proactive steps to ensure these principles are infused throughout the curriculum, including a signature course experience and purposeful integration and assessment of ethics and JEDI scaffolded throughout degree pathways. 

This presentation focuses on the signature course experience for technology students. “Technology and Society” is a required first-year course for undergraduate students pursuing degrees in computer and engineering technologies. The course examines technological change and its impact on human needs and concerns, exploring a range of current technological innovations and their intended and unintended consequences. Ethical and social dilemmas framing technological change are emphasized. Upon completion, students should be able to critically evaluate the implications of technology on society. 

The presentation will discuss the systemic and purposeful integration of ethics, diversity, equity, and inclusion (DEI) and the societal implications within the course, including the development efforts required to achieve this outcome. It will also cover the professional development of subject matter experts (SMEs) involved in designing or modifying courses and provide examples of intentional curricular design and activities that can be easily added to existing courses. As this presentation is part of a preliminary study, pre/post survey data assessing student learning outcomes related to these principles may be available to share during the presentation. Attendees of this presentation will learn to (a) identify the importance of incorporating ethics, JEDI, and societal awareness into the curriculum and (b) discuss ways to incorporate the principles and activities into their own practice. 
AU  - Carrie Prior
AU  - James Tippey
CY  - San Antonio, Texas
DA  - 2025/02/09
PB  - ASEE Conferences
TI  - Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.
UR  - https://peer.asee.org/54115
ER  -