Disciplinary Variations in Ethics and Societal Impact Topics Taught in Courses for Engineering Students
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 145, Issue 4
Abstract
This research explored disciplinary differences in the ethics and societal impact (ESI) topics taught to engineering and computing students. Differences were predicted based on the codes of ethics of professional societies and educational guidelines. Among 917 online survey responses from engineering/computing educators across 13 disciplines, differences were identified in the extent that 17 ESI topics were taught in courses. In binomial logistic models that included individual characteristics (e.g., professional engineering license, race/ethnicity, gender) and institutional factors (e.g., the highest degree offered), 1 or more disciplines differed from civil engineering in the percentage of faculty who taught 11 ESI topics. For example, a higher percentage of chemical engineering educators taught safety, environmental protection issues, and engineering decisions under uncertainty. Civil engineering educators were second only to environmental engineering educators in teaching sustainability issues. The results imply that student participation in courses outside one’s major or interdisciplinary settings may increase the extent to which students are exposed to a wide array of ESI topics considered important for practicing engineers.
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Acknowledgments
This material is based on work supported by the National Science Foundation under Grant Nos. 1540348, 1540341, 1540308, and 1755390. Any opinions, findings, conclusions, or recommendations presented in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Journal of Professional Issues in Engineering Education and Practice
Volume 145 • Issue 4 • October 2019
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©2019 American Society of Civil Engineers.
History
Received: Aug 19, 2018
Accepted: Jan 9, 2019
Published online: May 17, 2019
Published in print: Oct 1, 2019
Discussion open until: Oct 17, 2019
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