“Our Little World”: (Un)envisioning the Social and Ethical Implications of Engineering

Lim, Jae Hoon; Findlater, Nickcoy; Interiano, Claudia G.; Tkacik, Peter T.; Dalhberg, Jerry L.; Faw, Lauren; Hunt, Brittany; Nguyen, Nhu V.

doi:10.1109/fie.2018.8659303

Cited by 1 publication

(1 citation statement)

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“…This result suggests that students' ethical reasoning ability did not improve during undergraduate engineering education. Also in the United States, Finelli et al (2012) suggested that engineering students' level of ethical reasoning may be lower than that of students in other majors, and Lim et al (2018) found that most students in their study "had difficulty perceiving the social and ethical aspects of engineering as important or appropriate topics in an engineering course" (p. 1). Stappenbelt (2013) found that almost one third of Australian engineering students do not believe that practicing engineers act ethically, nor that it is realistic to expect this behavior.…”

Section: Introductionmentioning

confidence: 99%

Exploring the discursive construction of ethics in an introductory engineering course

Lönngren

2020

J of Engineering Edu

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Background Engineering education must prepare students to assume professional and ethical responsibility for the societal impacts of technology, but most engineering students do not receive adequate ethics teaching. In fact, engineering education has been described as characterized by a “culture of disengagement” in which ethical and societal concerns are constructed as different from and less important than purely technical concerns. Purpose/Hypothesis This study explores how a culture of disengagement is discursively constructed and perpetuated in engineering education by analyzing the discursive construction of ethics and ethical reflection in an introductory engineering course in Sweden. Design/Method The study is based on extensive ethnographic data in the form of field notes, lecture recordings, interview data, and course documents. The data are analyzed using a discourse analytic approach rooted in discourse theory. Results The results illustrate five processes through which ethics and ethical reflection are articulated as not the responsibility of the specific field of engineering, irrelevant for the profession, of low quality and status, and not very important for the engineering degree. Conclusions The results contribute to understanding how a culture of disengagement may be perpetuated in engineering education. The results also point toward pedagogical tools and strategies that instructors and program managers can use to construct ethics and ethical reflection as an advanced skill that is an important and integral part of engineering and engineering education—and thus better prepare future engineers to become responsible professionals.

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Section: Introductionmentioning

confidence: 99%

Exploring the discursive construction of ethics in an introductory engineering course

Lönngren

2020

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“Our Little World”: (Un)envisioning the Social and Ethical Implications of Engineering

Cited by 1 publication

References 5 publications

Exploring the discursive construction of ethics in an introductory engineering course

Exploring the discursive construction of ethics in an introductory engineering course

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