Educating Civil Engineering Students about Ethics and Societal Impacts via Cocurricular Activities

Abstract

This research characterized faculty perceptions about the role of cocurricular activities in educating civil engineering students about ethics and/or the societal impacts of engineering (ESI). Among all survey respondents—those who mentored cocurricular activities and those who did not—41% believed that undergraduate students in their program learned about ESI via an engineering professional society, an engineering service group, or other cocurricular activity. In contrast, nearly all of the advisors of cocurricular activities (including research and design competitions) indicated that students learned about one or more among 18 specific ESI topics via the activity. Presentations, discussions, design projects, and working with a community were thought to impact students’ ethical development. Cocurricular activities have the potential for significant contributions to students’ ESI education; however, elective participation may limit their widespread impact.