Ethics Teaching in Undergraduate Engineering Education

TLDR

Undergraduate engineering education’s support for students’ ethical development is examined through observational case studies of seven U.S. programs, using professional codes of ethics as a framework for defining learning goals. The study investigates how undergraduate engineering education supports students’ ethical development and analyzes the strengths and weaknesses of these efforts across a diverse sample of U.S. engineering schools.

Abstract

Abstract This paper asks how undergraduate engineering education supports students' ethical development, broadly defined, in a diverse sample of U.S. engineering schools and offers an analysis of the strengths and weaknesses of those efforts. The paper draws on observational case studies that were based on site visits to undergraduate mechanical and electrical engineering programs at seven universities or engineering schools in the U.S. It begins by proposing professional codes of ethics in engineering as a useful framework for thinking about the goals for student learning in the area of ethics and professional responsibility. The paper then discusses how and to what degree these goals are being addressed in the case study schools, with additional context provided through reference to published research in the field. The paper concludes with recommendations for strengthening the teaching of engineering ethics and professional responsibility.