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

Abstract

Stephanie Claussen's experience spans both engineering and education research. She obtained her B.S. in Electrical Engineering from the Massachusetts Institute of Technology in 2005. Her Ph.D. work at Stanford University focused on optoelectronics, and she continues that work in her position at the Colorado School of Mines, primarily with the involvement of undergraduate researchers. In her role as an Associate Teaching Professor, she is primarily tasked with the education of undergraduate engineers. In her courses, she employs active learning techniques and project-based learning. Her previous education research, also at Stanford, focused on the role of cultural capital in science education. Her current interests include engineering students' development of social responsibility and the impact of students' backgrounds in their formation as engineers. David H Torres, Purdue UniversityDavid is a second year doctoral student in the Brian Lamb School of Communication at Purdue University pursuing a PhD in Organizational Communication with a minor in data analysis and research methodology. His research interests reside at the intersection of organizational communication, organizational ethics, social network analysis, identity and identification, and leadership development.

Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

“…As for academic performance in particular, the data found and the literature suggest SRL is related to academic adaptation. That highlights the importance of higher education institutions to provide an environment that promotes SRL strategies since low SRL levels are associated with lower student motivation, with increased intention to drop out, especially in the 1st year, and higher levels or procrastination (Zoltowski et al, 2016;Correia and Moura Júnior, 2017;Grunschel et al, 2018). Taking into account the positive attributes investigated, the results indicate all PP constructs assessed in the present study were significantly correlated with SRL, matching the hypothesis by the authors.…”

Counting Past Two: Engineers' Leadership Learning Trajectories

“…For example, we can use leadership inventories and personal reflection activities to help our students become more selfaware [75,76], then use interpersonal team building activities to help them empathize with the needs of others [77,78]. Once they recognize themselves and their teammates as more complex than the notion of "human factors" might allow, we can encourage them to consider the broader social impact of their design projects [79][80][81][82][83][84], expediting the process by exposing them to social impact change agents through panel discussions, interviews and site visits. We can share our career path findings with students who are reluctant to think of engineering as a leadership profession-noting that all 28 of the senior engineers we interviewed had supervisory responsibilities within four years of being hired.…”

Ethics Education as Enculturation: Student Learning of Personal, Social, and Professional Responsibility

“…On the instructional front, educators are preparing students to attend to a wide range of modalities of ethics decision making. On the research front, scholars are tuned in to this instructional diversity and are investigating the effectiveness of ethics instruction across many dimensions, including comparisons of instructional modalities and strategies for integration with technical content/practice [3], student competencies across instructional modalities and institutional contexts [4], student experiences with ethics instruction [5], and student understandings of the social and professional responsibilities of engineers [6].…”

“…… I can't really think of any direct ethics lessons that I've had in my classes. (701,4) Later in the interview, this same student made a stronger point, indicating not only that ethics had not been addressed in prior coursework, but that they could not imaging a time where such a topic even could arise. I can't think of any time that in a class they would just be like, 'Alright, let's talk now about the right thing to do!'…”