Intersections between Engineering Ethics and Diversity Issues in Engineering Education

Abstract

This research explores the ethics education of engineering and computing students, reported by faculty, in light of diversity issues. A national online survey with approximately 1,4 responses provided quantitative data for the study. Among the individuals who taught ethics in their courses, 33% were women, much higher than their 16% representation among engineering faculty at large. Differences were found in the prevalence of ethics-related topics based on faculty gender, race/ethnicity, and engineering/computing (E) versus non-E departments. For example, social justice issues were more commonly taught by female instructors and individuals associated with non-E departments. Teaching methods also varied; female faculty were more likely to teach ethical issues using in-class discussion, reflection, and debates. Cocurricular groups focused on underrepresented students (e.g., Society of Women Engineers and National Society of Black Engineers) were more likely to teach students about the societal impacts of technology, engineering and poverty, and social justice than were professional societies with a disciplinary focus (e.g., ASCE). The results point to important contributions that diverse faculty make to the ethics education of engineering and computing students.