A Model for the Development of Personal and Professional Social Responsibility for Engineers

Canney, Nathan E.; Bielefeldt, Angela R.

doi:10.18260/1-2--20830

Cited by 48 publications

(88 citation statements)

References 22 publications

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“…Overall then, our discussions with these second‐year college students strongly support two common findings: (1) unsurprisingly, students in their early academic path felt it was important to be a generally good person, but (2) for most students, selection of one's major and career path were largely about interest and fit (Rulifson & Bielefeldt, 2019), whereas social responsibility concerns did not appear to be a decisive factor. This aligns with the PSRDM's identification of personal responsibility and professional development as bifurcated tracks (Canney & Bielefeldt, 2015). It is also suggestive of an emerging sociotechnical divide (Cech, 2013a), beginning even prior to college, in which selection of academic discipline is primarily a technical choice.…”

Section: Resultssupporting

confidence: 59%

“…The Personal Social Awareness realm “describes the development of feelings of moral obligation to help others separate from one's professional identity” (Canney & Bielefeldt, 2015, p. 418). Here, the PSRDM draws principally from Schwartz's work on altruistic helping behavior, that is, how feelings of moral obligation and other elements of moral and emotional development causally influence altruistic behavior (Schwartz, 1977).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

Schiff

Logevall

Borenstein

et al. 2020

J of Engineering Edu

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Background Developing social responsibility attitudes in future engineers and computer scientists is of critical and rising importance. Yet research shows that prosocial attitudes decline during undergraduate engineering education. Purpose Influenced by the Professional Social Responsibility Development Model (PSRDM), this study explores the connection between undergraduate personal social responsibility attitudes and the development of professional social responsibility attitudes. We consider a wide range of college and precollege influences and inhibitors. Design/Method We conducted and analyzed 21 semistructured interviews of second‐year undergraduates, predominantly in engineering and computer science. The interviews form the first collection of qualitative data for a multiyear mixed methods study which has followed a cohort of students since they entered college. Results We find preliminary evidence that social responsibility attitudes tend to be conceptually separated for early undergraduates along two lines: personal and professional considerations, and microlevel and macrolevel concerns. This leads some students to assume that social responsibility obligations can be considered as a weekend project, may fall into place later in one's career, and can generally be deprioritized compared to technical education and career pursuits. Candidate explanations for this divide include early influences from parents, religious values, collegiate social interaction, students' limited familiarity with their future profession, and a social/technical divide and meritocratic ideology in engineering culture. Conclusions This study provides qualitative evidence to advance the conceptual understanding of professional social responsibility development. The findings highlight key individual and institutional influences and barriers for scholars and practitioners interested in nurturing prosocial attitudes among engineering students.

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Section: Resultssupporting

confidence: 59%

Section: Conceptual Frameworkmentioning

confidence: 99%

Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

Schiff

Logevall

Borenstein

et al. 2020

J of Engineering Edu

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“…Conventional project management processes exacerbate the incompetence of managers and their ability to deal with complex projects where uncertainty and risk are deemed to be higher. The indication is that complex systems need 'softer' or more humanely clarified frameworks, to explain the characteristics of a situation and actions that must be taken to solve an issue (Canney and Bielefeldt, 2015).…”

mentioning

confidence: 99%

Complexity, Maturity and Competency in the Project Risk Management Environment: A Relational Framework involving the Triple Helix Role Players

Naidoo¹

2021

TURCOMAT

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The growth in project activity and rise in project failures emphasises the importance of project management as a discipline in which employee perceptions, knowledge, decision-making and communication play a central role. This is even more apparent when projects affect not only one facet of society, but have far reaching consequences for government, industry and training providers. This paper aims to ascertain whether there is a relationship between complexity, maturity and competence with respect to projects. A multi-method research approach was employed, whereby interviews and a web-based survey were used to collect data from Eskom management and project risk management practitioners. The data and information were used to develop a sense-making framework and propose recommendations to enhance project risk management, where-after, the organization (Eskom) developed a competency framework for project managers.

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“…Previous research found a correlation between undergraduate engineering student participation in volunteer activities (including a variety of community service activities) and social responsibility scores [21]. This correlation is logical; a higher sense of social responsibility is likely to motivate a student to participate in volunteer activities [16,18]. However, K-12 related outreach, tutoring, etc.…”

Section: Participation (Or Not) In K-12 Activitiesmentioning

confidence: 99%

“…The Service Learning Model [17] then explains how participating in service may influence the development of social values. These elements were combined into a Professional Social Responsibility Development Model (PSRDM) [18]. The current research is situated within a broader study that used the PSRDM to explore student attitudes toward socially responsible engineering.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students Benefits from Involvement in K-12 Outreach

Bielefeldt

Rulifson²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where students learned 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. Dr. Greg Rulifson PE, USAIDGreg is currently an AAAS Science and Technology Policy Fellow. 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. He taught in the Humanitarian Engineering program at the Colorado School of Mines from 2015 to 2018.

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A Model for the Development of Personal and Professional Social Responsibility for Engineers

Cited by 48 publications

References 22 publications

Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education

Complexity, Maturity and Competency in the Project Risk Management Environment: A Relational Framework involving the Triple Helix Role Players

Undergraduate Students Benefits from Involvement in K-12 Outreach

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