2005
DOI: 10.1002/j.2168-9830.2005.tb00866.x
|View full text |Cite
|
Sign up to set email alerts
|

Ethics and the Development of Professional Identities of Engineering Students

Abstract: How do undergraduate students in engineering conceive of themselves as professionals? How can a course on engineering ethics affect the development of an undergraduate student's professional identity? In this project, students responded to questions about the characteristics and responsibilities of professional engineers. The results indicate that students learn about professionalism primarily from relatives and co-workers who are engineers, and rarely from technical engineering courses. Even before they study… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

5
100
1
6

Year Published

2007
2007
2017
2017

Publication Types

Select...
5
3

Relationship

0
8

Authors

Journals

citations
Cited by 130 publications
(112 citation statements)
references
References 8 publications
5
100
1
6
Order By: Relevance
“…27 And in a related study, Loui used interview data to show how formal instructional interventions can help reinforce and expand student awareness of, and commitments to, social and ethical responsibility. 28 Clancy, Quinn, & Miller similarly used focus groups and surveys to assess their "case study laboratory" approach, finding significant improvements in students' awareness of ethical issues. 29 However, very different results emerged from Drake et al's comparison of two kinds of ethics instruction, namely a full semester ethics course and an engineering course that included an ethics module.…”
Section: Literature Reviewmentioning
confidence: 99%
“…27 And in a related study, Loui used interview data to show how formal instructional interventions can help reinforce and expand student awareness of, and commitments to, social and ethical responsibility. 28 Clancy, Quinn, & Miller similarly used focus groups and surveys to assess their "case study laboratory" approach, finding significant improvements in students' awareness of ethical issues. 29 However, very different results emerged from Drake et al's comparison of two kinds of ethics instruction, namely a full semester ethics course and an engineering course that included an ethics module.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Role-playing exercises have been used successfully throughout a variety of engineering ethics endeavors, including but not limited to case studies. [19][20][21] As described by Doorn and Kroesen 19 , role-playing exercises are particularly useful as they "broaden students' perspectives." Further, role-playing discussions allow students to drive the discourse; the leading professorate becomes a facilitator rather than a "preacher."…”
Section: Ethical Analysis Through Case-based Pedagogymentioning
confidence: 99%
“…This professional identity results from students' subjective application of the civil engineering disciplinary identity to their own personal identities. From this perspective, students are enculturated into the civil engineering profession during their academic, undergraduate experiences and begin to develop their professional identities as civil engineers [16][17][18][19] .…”
Section: Developing the Civil Engineering Profession And Identitymentioning
confidence: 99%
“…As students learn about the civil engineering profession, they transition from "ordinary [members] of society" [4] to members of a profession and learn how to "become" civil engineers [16][17][18][19] . In this context, learning is perceived as a site for professional identity formation in which students subjectively merge the identity of the discipline with their own personal identities during their undergraduate education experience [4,[18][19][20][21] . From this perspective, civil engineering education serves as the nexus that links students' individual identities to those of the profession.…”
Section: Introductionmentioning
confidence: 99%
See 1 more Smart Citation