Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 608 de 957 page limitation of this manuscript. Therefore, a sample of preliminary results is presented herein. Table 1: Items on the SEED Instrument First, institutional culture made a difference on how students behaved and how they articulated concepts of ethics (Holsapple, et al., 2010). Therefore, institutions should establish and communicate clear behavioral expectations from the upper administration down through the faculty/staff and to the student body such that the culture of the institution is one that promotes ethical development. Problems will arise if the administration preaches ethical behavior and then faculty ignore, or worse yet, promote, academic dishonesty by classroom policies and procedures. Faculty who exhibit unprofessional behavior also provide an excuse for students to behave unethically. Results indicate that the number and type of co-curricular (i.e. out of class) experiences have an important influence on ethical development (Burt, et al., 2011). We determined that when engineering students are involved in co-curricular experiences, they exhibited greater leadership skills were more thoughtful on ethical decisions, and could articulate at a basic level how involvement influenced development. However, both over-commitment Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 609 de 957 in activities and no involvement have been shown to lead to unethical behavior, so cocurricular involvement must be properly balanced with academic expectations. Findings also suggest an inverse relationship between ethical reasoning and satisfaction with ethics education – students who have higher levels of ethical reasoning are less likely to be satisfied with their ethics instruction (Holsapple, et al., 2011). In fact, it appears that students in lower-level classes actually respond negatively to being overexposed to ethics curricula. This may suggest that students early in their engineering curriculum are not yet properly versed in the field to truly absorb and apply the information presented in ethics discussions. One possible explanation for the inverse relationship is that students who have higher levels of ethical reasoning are more likely to apply more nuanced approaches to ethical dilemmas. These students may be dissatisfied with ethics instruction that focuses on memorizing codes and rules rather than addressing complex areas of ethical dilemmas. This was reinforced by the qualitative data that revealed very little awareness by all groups (administrators, faculty and students) that ethics was a developmental issue. Finally, for the three output variables, there was little correlation between academic dishonesty and reasoning or academic dishonesty and ethical knowledge. In other words, academic integrity could not be linked to higher ethical reasoning or ethical knowledge based on the measures used in this study. There is a mild positive correlation between ethical reasoning and knowledge. We found that students who were able to reason through ethical dilemmas based on the DIT2 did score higher on the ethics knowledge section of the assessment. Recommendations and Future Research Purposeful and meaningful engineering ethics education is not easy, but is necessary to prepare our graduates for the future of engineering, which will be more technologically advanced and integrated. We recommend establishing a common vocabulary for ethics across campus constituents and designing a curriculum that spreads ethics education across the duration of the degree program. However, the curriculum should focus on ethical decision-making at appropriate developmental levels. We also recommend promoting co-curricular involvement through service programs and professional organizations. Involving students in the right experiences can facilitate ethical growth. Future research plans include analyzing the current SEED dataset to test subgroup differences (i.e. student characteristics such as race, gender, major, etc.) for relationships between input variables and ethical development. In addition, most analysis to date has been either qualitative or quantitative. A mixed methods approach of analyzing the data is currently underway and appears to be meaningful in building our understanding of engineering learning Finally, a limitation of this holistic assessment was that data collection was cross-sectional. While cross-sectional data allows for correlational analysis of the relationships between students’ previous experiences and their current levels of ethical reasoning, a longitudinal analysis allows for insight into the potential causal relationships between curricular experiences and student outcomes. We hope to transition this investigation into a longitudinal study. Future data collection could also Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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