Intersections between Engineering Ethics and Diversity Issues in Engineering Education
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 144, Issue 2
Abstract
This research explores the ethics education of engineering and computing students, reported by faculty, in light of diversity issues. A national online survey with approximately 1,400 responses provided quantitative data for the study. Among the individuals who taught ethics in their courses, 33% were women, much higher than their 16% representation among engineering faculty at large. Differences were found in the prevalence of ethics-related topics based on faculty gender, race/ethnicity, and engineering/computing (E) versus non-E departments. For example, social justice issues were more commonly taught by female instructors and individuals associated with non-E departments. Teaching methods also varied; female faculty were more likely to teach ethical issues using in-class discussion, reflection, and debates. Cocurricular groups focused on underrepresented students (e.g., Society of Women Engineers and National Society of Black Engineers) were more likely to teach students about the societal impacts of technology, engineering and poverty, and social justice than were professional societies with a disciplinary focus (e.g., ASCE). The results point to important contributions that diverse faculty make to the ethics education of engineering and computing students.
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Acknowledgments
This material is based on work supported by the National Science Foundation under Grant Nos. 1540348, 1540341, and 1540308. Any opinions, findings, and conclusions or recommendations expressed 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 144 • Issue 2 • April 2018
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©2017 American Society of Civil Engineers.
History
Received: Mar 2, 2017
Accepted: Sep 27, 2017
Published online: Dec 23, 2017
Published in print: Apr 1, 2018
Discussion open until: May 23, 2018
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