Ethics Education of Undergraduate and Graduate Students in Environmental Engineering and Related Disciplines

Abstract

This research characterized how faculty educate environmental engineering (EnvE) undergraduate and graduate students on ethical and societal issues (ESI), in comparison to civil, chemical, and mechanical engineering (CCM). In a national survey, responses from 158 instructors of EnvE students representing 114 institutions were received, and compared to 505 CCM responses. Despite the fact that 97% of the respondents taught EnvE students about ESI in their courses, only 30% felt that undergraduate students in their program received sufficient education on both the societal impacts of technology and ethical issues; only 20% felt this way about their graduate program. CCM instructors had similar opinions about the lack of sufficient ESI education. Survey respondents integrated a broad range of ESI topics into their courses, with poverty and social justice issues more common in EnvE compared to CCM. Examples of ESI teaching and assessment methods in courses ranging from sophomore or junior level engineering courses to graduate courses are provided. Co-curricular activities including engineering service groups, professional societies, design competitions, and research experiences also provide opportunities to educate EnvE students on ESI. This article is the first to present the results of a large-scale study on ESI education in EnvE as compared to related disciplines. Through these results, the article hopes to inspire others to integrate ESI-related topics into the courses and co-curricular activities that they mentor, and work with faculty in their program to provide a comprehensive ESI education that equips students with the knowledge and values to behave ethically in practice.