Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery

Abstract

BackgroundThe 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/MethodWe 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.ResultsDiscrepancies 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.ConclusionsThis 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.