Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery

Abstract

Background The importance of ethics education in professional engineering preparation programs is well established, yet student outcomes remain mixed despite the efforts of engineering educators. Purpose (Hypothesis) A long line of research has suggested that students and faculty often have different perceptions of educational efforts and practices. In this study, we consider this as a potential reason for the continued mixed results of engineering ethics education by examining differing perceptions of faculty and students about ethics education and identifying contributing factors to those differences. Design/Method We conducted focus groups and interviews with engineering undergraduate students, faculty, and administrators on 18 campuses. Transcripts were analyzed using both deductive and inductive analyses and constant comparison. We identified both themes of discrepancies between faculty/administrator and student perceptions and factors in the educational environment that contributed to those discrepancies. Results Discrepancies between the perceptions of faculty/administrators were seen in two forms. Faculty/administrators believed that ethics education encompasses teaching about laws, ethical codes, and other black‐and‐white solutions while also addressing more nuanced ethical dilemmas; students reported only experiencing the laws‐and‐rules approach. Students also did not see faculty as the positive ethical role models that faculty believed they are. Factors that contribute to both types of discrepancies are identified and reported. Conclusions This approach can be effective in examining difficulties in teaching engineering ethics. Educators should take steps to understand the different ways faculty/administrators and students perceive ethics education, and how factors in the educational environment contribute to differences in those perceptions.

Investigating the Relative Importance of the Ceab Graduate Attributes: Study Design and Initial Findings

“…Perceptions also differ between respondents who have different primary functions within the educational equation. For example, as suggested by a history of research, faculty and students often perceive educational efforts and methods differently [29]. Therefore, perceptions between different stakeholders, i.e., students, faculty and industry, are likely to be varied [27].…”

“…Indeed, this is an area of particular importance as when considering that the history of research indicates that students and faculty do not share similar perceptions in regards to pedagogical methods and practice [29]. This has even greater emphasis when it comes to assessment, where large differences in the perceptions of students versus faculty were found when their perceptions of efficacy and usefulness of assessments of learning were explored [29].…”

Investigating Engineering Students' Understandings of Social and Ethical Responsibility: Coding Framework and Initial Findings

“…Holsapple and colleagues concluded that students often have relatively narrow understandings of what qualifies as ethics compared to the faculties' beliefs in how ethics has been taught and demonstrated. 7 Loui explored students' perceptions of the characteristics and responsibilities of professional engineers as related to their professional identities. 8 Indeed, Zoltowski and colleagues found that students often struggled to identify "everyday" ethical considerations or issues within their design considerations or within their team processes.…”

A Longitudinal Study of Social and Ethical Responsibility Among Undergraduate Engineering Students: Preliminary Results

“…7,16 Nonetheless, a small but growing body of studies has investigated other foundational considerations, such as student perceptions of, and attitudes toward, social and ethical responsibility, as well as their levels of moral development. Beginning with broad perceptual considerations, a handful of studies have found that students often have rather narrow understandings of what counts as ethics, 17 while research by Zoltowski et al looking at views of ethics among members of project-based engineering teams revealed that students often had difficulties identifying "everyday" ethical considerations and issues, particularly in terms of design considerations, and issues to consider in their individual and group work processes. 18,20 The wider literature on ethical climate in organizations has additionally highlighted how social norms and culture can influence the behavior of individuals.…”