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Engineers should learn how to act on their responsibility to society during their education. At present, however, it is unknown what students think about the meaning of socially responsible engineering. This paper synthesizes 4 years of longitudinal interviews with engineering students as they progressed through college. The interviews revolved broadly around how students saw the connections between engineering and social responsibility, and what influenced these ideas. Using the Weidman Input-Environment-Output model as a framework, this research found that influences included required classes such as engineering ethics, capstone design, and some technical courses, pre-college volunteering and familial values, co-curricular groups such as Engineers Without Borders and the Society of Women Engineers, as well as professional experiences through internships. Further, some experiences such as technical courses and engineering internships contributed to confine students' understanding of an engineer's social responsibility. Overall, students who stayed in engineering tended to converge on basic responsibilities such as safety and bettering society as a whole, but tended to become less concerned with improving the lives of the marginalized and disadvantaged. Company loyalty also became important for some students. These results have valuable, transferable contributions, providing guidance to foster students' ideas on socially responsible engineering.

As an anthropologist, her research interests focus around the mining and energy industries, with particular emphasis in corporate social responsibility, engineers, labor and gender. She is the author of Mining Coal and Undermining Gender: Rhythms of Work and Family in the American West, which was funded by the National Endowment for the Humanities and the National Science Foundation. She is currently investigating the intersections between engineering and CSR on the NSF grant "The Ethics of Extraction: Integrating Corporate Social Responsibility into Engineering Education."Dr. Nicole M. Smith, Colorado School of Mines Dr. Smith is a Assistant Professor in Mining Engineering at the Colorado School of Mines. She is a cultural anthropologist with research and teaching interests in livelihoods and extractive industries, corporate social responsibility, indigenous peoples, artisanal and small-scale mining, and engineering education. Dr. Greg Rulifson P.E., Colorado School of MinesGreg currently teaches in Humanitarian Engineering at Mines. Greg earned his bachelor's degree in Civil Engineering with a minor in Global Poverty and Practice from UC Berkeley where he acquired a passion for using engineering to facilitate developing communities' capacity for success. He earned his master's degree in Structural Engineering and Risk Analysis from Stanford University. His PhD work at CU Boulder focused on how student's connections of social responsibility and engineering change throughout college as well as how engineering service is valued in employment and supported in the workplace.

-Both course-based service-learning (S-L) and extracurricular community service activities, together referred to as Learning Through Service, provide the opportunity for rich learning, personal growth, and tangible beneficial outcomes for students, community partners, and faculty. However, to fully realize this potential careful planning and design of the Learning Through Service (LTS) effort are required. This paper describes a framework with nine important elements to consider for LTS program design: (1) stakeholders, (2) value propositions, (3) relationships, (4) channels, (5) key activities, (6) resources, (7) partnerships, (8) value stream returns, and (9) value stream costs/outlays. This LTS development framework is based on the Business Canvas Model used in developing and evaluating the business viability of an innovative product or service. For LTS, the stated program design attributes were identified based on the personal LTS experience of the research team and input from additional experts. These nine elements can be effectively presented as a blueprint for an LTS program. Thoughtful planning in each of these areas will help ensure that the program goals are met and provide optimal benefits for all of the stakeholders. These elements also help to identify where management and assessment efforts are best targeted. Specific examples for each of the nine attributes from thirty-four different LTS programs are presented. Some of these LTS programs were in the planning phases and missing elements that could make the programs more meaningful, such as student reflection or engaging community partners as equals. Together, the model and examples provide guidance for others who are interested in designing a new LTS program, or improving an existing one.

Greg Rulifson is a Civil Engineering doctoral candidate focused on qualitative engineering education research while also completing the Engineering in Developing Communities certificate. Greg earned his bachelor's degree in Civil Engineering with a minor in Global Poverty and Practice from UC Berkeley where he developed a strong desire to use engineering to facilitate developing communities' capacity for success. and earned his master's degree in Structural Engineering and Risk Analysis from Stanford University. His dissertation will focus on how student's connections of social responsibility and engineering change throughout college as well as how engineering service is valued in employment and supported in the workplace.Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE). She serves as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt's research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. Engineering students have been found to have a wide range of opinions on their social responsibilities as engineers. These ideas relate to a variety of microethical and macroethical issues from safety to equality. A previous large quantitative study found that 43% of the engineering students experienced statistically significant changes in their social responsibility attitudes over 1½ years. Two research questions are being explored in this research: (i) How do engineering students change their understanding of social responsibility from the end of their first year in college to the end of their second year of college? (ii) What experiences seemed to cause these changes? To answer these research questions, a qualitative approach was used.Thirty-four students were interviewed in their second semester of college, and thirty-two of these students were interviewed again one year later. In the second round, students represented six different engineering majors (primarily civil, environmental and mechanical), seven different institutions (initially four institutions), and seven students were no longer engineering majors. Students were again asked to define SR and what influenced these changes or reinforced the same definition from the previous year. Interviews were analyzed for important themes using the code book developed for the first round of interviews while remaining open to new codes.Definitions of and influences on SR were usually more developed and detailed due to influences from a variety of factors ranging from internships and college extracurricular activitie...