Alumni Reflect on Their Education About Ethical and Societal Issues

Bielefeldt, Angela R.; Lewis, Jake Walker; Polmear, Madeline; Knight, Daniel; Swan, Chris

doi:10.18260/1-2--36661

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…This is consistent with previous literature demonstrating underrepresented students spend more time on advocacy and diversity efforts and are more likely to teach about ethical or societal issues. [55][56][57]…”

Section: Student Demographicsmentioning

confidence: 99%

Increasing equity in science requires better ethics training: a course by trainees, for trainees

Patel,

Ungar,

Pyke

et al. 2023

Preprint

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SummaryDespite the profound impacts of scientific research, few scientists have received the necessary training to productively discuss the ethical and societal implications of their work. To address this critical gap, we – a group of predominantly human genetics trainees – developed a course on genetics, ethics, and society. We intend for this course to serve as a template for other institutions and scientific disciplines. Our curriculum positions human genetics within its historical and societal context and encourages students to evaluate how societal norms and structures impact the conduct of scientific research. We demonstrate the utility of this course via surveys of enrolled students and provide resources and strategies for others hoping to teach a similar course. We conclude by arguing that if we are to work towards rectifying the inequities and injustices produced by our field, we must first learn to view our own research as impacting and being impacted by society.

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Section: Student Demographicsmentioning

confidence: 99%

Increasing equity in science requires better ethics training: a course by trainees, for trainees

Patel,

Ungar,

Pyke

et al. 2023

Preprint

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show abstract

“…Indeed, many practicing engineers report that their engineering classes did not prepare them to navigate ethical dilemmas in the workplace (Starrett, 2013). One study, reporting survey responses from 140 engineering alumni, found that only 58% who had received ethics education reported being “adequately” prepared to face ethical issues in their work, and only 49% felt adequately prepared to consider societal issues (Bielefeldt et al, 2021). On the other hand, a small study involving a survey of 120 practicing engineers found that, compared with engineers who reported receiving no training in public welfare responsibilities, engineers who had training in engineering classes felt better prepared to address public welfare issues (Cech et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?

Cech,

Finelli

2024

J of Engineering Edu

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BackgroundEngineers are professionally obligated to protect the safety and well‐being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities.Purpose/HypothesisThis article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies.Data/MethodsWe analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques.ResultsConsistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem‐solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities.ConclusionThese results suggest that training in engineering education can shape engineers' long‐term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non‐negotiable part of engineering education.

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“…A student chapter of a scientific or professional association is an integral part of their mission to advance science while exposing students to both the scientific and professional world. Previous research has shown their potential to introduce ethics and societal impacts (Bielefeldt et al 2021;Bielefeldt et al 2019) and even contribute to the program outcome (Estes et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Menumbuhkan Talenta Desain Pengalaman Pengguna Melalui ACM SIGCHI Student Chapter: Refleksi dari IPB University

Asfarian,

Ardiansyah,

Ramadhan

et al. 2023

JIKA

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Student chapter adalah bagian integral dari asosiasi ilmiah yang misinya untuk memajukan ilmu pengetahuan sambil memperkenalkan mahasiswa pada dunia ilmiah dan profesional. IPB University ACM SIGCHI Student Chapter didirikan pada tahun 2019 sebagai student chapter pertama di Indonesia, mungkin bahkan di Asia Tenggara. Student chapter ini secara bertahap telah menjadi komunitas praktik yang menghubungkan mahasiswa, dosen, dan alumni dengan minat atau bahkan profesi di bidang desain pengalaman pengguna (UXD) terkait. Kami mengidentifikasi faktor-faktor kunci dan strategi-strategi yang memungkinkan babak mahasiswa kami berkembang. Kami juga telah mengamati dampak kegiatan babak mahasiswa pada kompetensi mahasiswa dalam UXD. Meskipun penelitian sebelumnya telah membahas kompetensi pengalaman pengguna dan cara mengajarkannya di universitas, kami menemukan sedikit literatur tentang pengukuran dampak kegiatan mahasiswa dalam student chapter pada kompetensi UXD mereka. Dalam makalah ini, kami bertujuan untuk mempresentasikan peran IPB University ACM SIGCHI Student Chapter dari tahun 2019 hingga 2021 dalam menumbuhkan talenta UXD di IPB University. Pertama-tama, kami mempresentasikan strategi yang kami gunakan untuk memastikan keberlanjutan babak mahasiswa. Kedua, kami mempresentasikan penelitian awal kami untuk mengukur kegiatan student chapter dan dampaknya pada perkembangan talenta UXD mahasiswa. Terakhir, kami mempresentasikan peluang dan tantangan yang kami temukan dalam tiga tahun pertama menjalankan student chapter. Kami berharap pelajaran yang kami peroleh dari kegiatan kami dapat mendorong lebih banyak student chapter, mendorong kolaborasi antar-student chapter, dan memupuk diskusi lebih lanjut tentang keberlanjutan dan dampak student chapter.

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Alumni Reflect on Their Education About Ethical and Societal Issues

Cited by 4 publications

References 23 publications

Increasing equity in science requires better ethics training: a course by trainees, for trainees

Increasing equity in science requires better ethics training: a course by trainees, for trainees

Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?

Menumbuhkan Talenta Desain Pengalaman Pengguna Melalui ACM SIGCHI Student Chapter: Refleksi dari IPB University

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