Foundations of Social and Ethical Responsibility Among Undergraduate Engineering Students: Overview of Results

Abstract

He also leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance understanding of geographic, disciplinary, and historical variations in engineering education and practice.

Work-in-Progress: Emotion and Intuition in Engineering Students’ Ethical Decision Making and Implications for Engineering Ethics Education

“…The data analyzed in this paper were collected as a part of a larger longitudinal, mixed-method study of engineering students in four different institutions [28]. For the longitudinal study, we collected survey data at three different times: during the first year (first-phase survey), fifth semester (mid-point survey), and eighth semester (second-phase survey).…”

Exploring Perceptions of Ethics and Social Responsibility Among Engineering Students and Professionals: Research Highlights and Implications for the Field

“…As background for the review of findings presented below, we describe here the two sequential research projects our research team has conducted. Our team initially carried out a five year, longitudinal, mixed-methods study to explore engineering students' perceptions of ethics and social responsibility [11], funded by the NSF's Cultivating Cultures for Ethical STEM (CCE STEM) program. This research relied on repeated collection and analysis of quantitative survey measures related to ethics and other relevant constructs [12], [13] and qualitative interview data to explore how students' perceptions changed across time, between institutions, and through participation in certain experiences [14]- [16].…”

“…Additionally, we will collect additional survey and interview data from a new sample of professionals and graduate students so that we can better: 1) compare findings across different industry sectors and engineering disciplines, and 2) conduct robust analyses for various survey measures that were revised or added for the ER2 project. For those wishing to learn more about either of these two studies, we recommend previous papers that describe our study designs and methods in much more detail [11], [17], [18].…”

Design, develop, launch: the making of an innovative Honors Minor program focused on “Engineering Positive and Intentional Change"

“…[7][8][9][10][11] The integration of DEI, justice, sustainability, and social awareness within academic opportunities offers students with an environment where the broader impacts of engineering are critically evaluated, motivated by the requisite curiosity and persistence to needed to contextualize problems and understand ethical decision-making in order to fulfill the sense of duty to humanity and the environment. [12] Despite institutional or faculty hesitations or lacking training for uncomfortable or controversial discourse surrounding DEI and social justice issues, students desire exposure and experiences which connect real problems to their engineering education. [13] Many of these programs were shown to increase students' awareness of their own perceptions of morals and ethics, boost political and social involvement, and emphasize the role of engineers and scientists as engaged members of the community.…”