Resisting and Assisting Engagement with Public Welfare in Engineering Education

Autor/inn/en	Niles, Skye; Contreras, Santina; Roudbari, Shawhin; Kaminsky, Jessica; Harrison, Jill Lindsey
Titel	Resisting and Assisting Engagement with Public Welfare in Engineering Education
Quelle	In: Journal of Engineering Education, 109 (2020) 3, S.491-507 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Niles, Skye) ORCID (Contreras, Santina) ORCID (Roudbari, Shawhin) ORCID (Kaminsky, Jessica) ORCID (Harrison, Jill Lindsey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20323
Schlagwörter	Engineering; College Students; Student Participation; Social Problems; Professional Identity; Relevance (Education); Expertise; Ethics; Barriers; Social Responsibility; Well Being + Suchen Sie Ihr Suchwort? Maschinenbau; Collegestudent; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social problem; Soziales Problem; Relevance; Relevanz; Expert appraisal; Ethik; Soziale Verantwortung; Well-being; Wellness; Wohlbefinden
Abstract	Background: Increasing engineering students' engagement with public welfare is central to promoting ethical responsibility among engineers and enhancing engineers' capacity to serve the public good. However, little research has investigated how student experience attempts to increase engagement with public welfare concerns. Purpose/Hypothesis: This study identifies and analyzes the challenges facing efforts to increase engineering students' engagement with the social and ethical implications of their work through a study of students' experiences at two engineering programs that emphasize public welfare engagement. Design/Methods: We conducted interviews with engineering students (n = 26) and ethnographic observations of program events, classes, presentations, and social groups (n = 60) at two engineering programs that focus on engagement with public welfare and foreground learning about the social context and social impacts of engineering. We analyzed these data to identify areas in which students experienced challenges integrating considerations of public welfare into their work. Results: We found that four main areas where engineering students experienced difficulty engaging with considerations of public welfare: (a) defining and defending their identities as engineers; (b) justifying the value of nontechnical work and relevance to engineering; (c) redefining engineering expertise and integrating community knowledge into projects; and (d) addressing ambiguous questions and ethics. Conclusions: This work contributes to knowledge about the barriers to increasing students' engagement with issues of public welfare, even when programs encourage such engagement. These findings are relevant to broader efforts to increase concerns for ethics, social responsibility, and public welfare among engineers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01