<p>There is a large variation in the quantity and quality of
ethics that U.S. engineering students learn. Why is there so much room for
improving the state of engineering ethics education in the United States?
Recognizing the interplay between individual agency, structural factors, and
historical contingency, this dissertation is a three-part approach to answering
that question – I present three
distinct, mutually informative threads for studying engineering ethics
education from different angles. The first thread is an historical approach.
The second thread is an empirical study of the mental models that faculty
members have regarding engineering ethics education. The third thread applies
theoretical constructs from political science and economics to analyze structural
factors impinging on engineering ethics education.</p><p><br></p>
<p>From the studies, first we see
that trailblazers of engineering ethics developed the new knowledge required of
this emerging field through interpersonal relationships; they leveraged
existing organizations and built new institutional mechanisms for sharing
knowledge and creating a community of scholars and an engineering ethics
curriculum; they utilized resources from supportive colleagues and
administrators to corporate, governmental, and nongovernmental funding that
legitimated their work. Their efforts ultimately created pedagogical materials,
prevalent ideas, publication outlets, meetings, and foundations that not only
contributed to the current state of U.S. engineering ethics education but also
the launching point for future generations to build upon and continue
developing that state. Second, mapping the mental models of engineering
ethics education among engineering faculty members provided a typology for
analyzing the state of engineering ethics education and places where one can
expect to find variation, deepening our understanding of the state of
engineering ethics education. Third, outlining a theory of the political
economy of engineering education highlighted factors that could be influencing
curricular and pedagogical decisions in engineering departments. Furthermore, I
supplemented the outlined theoretical phenomena with data from the mental
models interviews in order to provide a proof of concept and relevant grounding
for the phenomena.</p><p><br></p>
<p>In sum, faculty members make
decisions based on their mental models. Structural factors shape the broader
environment and institutions in which those faculty members operate. Those
structures and institutions change over time, leading to the current state of
engineering ethics education. Having all three pieces has provided a more
complete understanding of the state of U.S. engineering ethics education.</p><p><br></p>
<p>Ultimately, my
dissertation accomplishes multiple goals. First, I have provided additional
evidence for understanding and explaining the qualitative and quantitative
discrepancies of engineering ethics coverage in U.S. undergraduate engineering
education at multiple levels of analysis. Second, I have amassed evidence that
can inform future research efforts. Third, I have demonstrated the use of
certain theories and methods infrequently employed in engineering education
research. Finally, I have outlined potential new avenues for interdisciplinary
research, especially at the nexus of political economy, education, engineering,
and society. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/8044799 |
| Date | 14 May 2019 |
| Creators | Andrew S Katz (6636455) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/An_Inquiry_into_the_Nature_and_Causes_of_the_State_of_U_S_Engineering_Ethics_Education_Dissertation/8044799 |
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