Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 604 de 957 Topic: Ethics & Values – Chair: Cynthia Finelli Assessing the ethical development of engineering undergraduates in the United States Donald D. Carpenter dcarpente@ltu.edu Lawrence Technological University, Southfield, MI United States of America Cynthia J. Finelli, Matthew A. Holsapple, Rob M. Bielby, Brian A. Burt cfinelli@umich.edu , mapple@umich.edu , rbiebly@umich.edu , bburt@umich.edu University of Michigan, Ann Arbor, MI United States of America Janel A. Sutkus jsutkus@cmu.edu Carnegie Mellon University, Pittsburgh, PA United States of America Trevor S. Harding tharding@calpoly.edu California State Polytechnic University, San Luis Obispo, CA United States of America Abstract: Developing engineers must be aware that technological development and emerging global issues will require a keen sense of ethical responsibility and be prepared to reason through and act appropriately on the ethical dilemmas they will experience as professionals. This investigation evaluated different institutional approaches for ethics education with a goal of better preparing students to be ethical professionals. The project included visiting 19 diverse partner institutions and collecting data from nearly 150 faculty/administrators and over 4000 engineering undergraduates. Data were used to identify variables that have the most positive impact on students’ ethical development. Findings suggest that the number and type of co-curricular experiences have an important influence on ethical development, that students with higher levels of ethical reasoning are less likely to be satisfied ethics instruction, and that the institutional culture made a difference on how students behaved and how they articulated concepts of ethics. Introduction and Context The development of future technologies and emerging global issues will require a keen sense of ethical and social implications (NAE, 2003; NAE 2004). Therefore, developing engineers must not only be aware of existing national and international ethical standards, but must also be prepared to reason through and act appropriately on ethical dilemmas they will experience. This sentiment is echoed by Sheppard, et al. (2009), who argue that Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 605 de 957 as technology grows more complex and its effects on the world become harder to predict, the ethical issues faced by engineers also grow in complexity and uncertainty. However, research has shown that traditional institutional approaches used to develop these skills in engineering undergraduates might not be adequate (Bucciarelli, 2008; Drake, et al., 2005; Harding, et al., 2003). Professional engineers themselves have reported that their ethics education as undergraduates did little to prepare them for the ethical realities they face in their profession (McGinn, 2003). It was the intention of this investigation, the Student Engineering Ethical Development (SEED) project (http://www.engin.umich.edu/research/e3/index.html), to evaluate different institutional approaches for ethics education with a goal of better preparing students to be ethical professionals by determining how universities can improve their students’ ethical decisionmaking capabilities. The SEED project is a cross-sectional assessment of the ethical development of engineering undergraduates in the United States. The project included identifying and visiting 19 diverse partner institutions from across the United States and collecting data from nearly 150 faculty and administrators and more than 4000 engineering undergraduates through interviews, focus groups, and an online survey. This approach allows for a general understanding of both the current state of engineering ethics education in the United States and relates key institutional approaches for covering ethics in the curriculum to a student’s ethical development. Research Questions The intention of this investigation was to evaluate different institutional approaches for ethics education by evaluating students’ ethical development. In other words, what are the explanatory variables within four major domains (formal curricular experiences, cocurricular experiences, student characteristics, and institutional culture) that affect our primary outcome variable (ethical development) as measured using three constructs – knowledge of ethics, ethical reasoning, and ethical behavior? If we can identify variables that have the most positive impact on students’ ethical development, institutions can adjust their programming to try to improve their students’ ethical decision-making capabilities. This will aid in preparing students to be ethical professionals ready to perform in an increasing complex and global environment. Theoretical Framework Our conceptual model of ethical development (adapted from Terenzini and Reason, 2005) consists of related but distinct domains affecting students’ engineering ethical development: Student Characteristics, Institutional Culture, and Individual Student Experiences (including Formal Curricular Experiences and Co-curricular Experiences) (Figure 1). Student Characteristics refers to student demographic and behavioral characteristics. Institutional Culture refers to the culture of the engineering school or department within the context of the institution as a whole, both of which influence student outcomes. The Individual Student Experience consists of the experiences of individual students in this investigation and includes students’ Formal Curricular Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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