Infusing macroethical ideas into a senior engineering course

Abstract

Engineering ethics education typically focuses on microethical ideas, with some notable exceptions described in the literature. There is a growing call to prepare students to consider macroethical issues of importance to engineering practice - ideas such as social responsibility, sustainability, and social justice. These are typically complex ideas that lack consensus. This paper presents a case study of a course designed to teach students about macroethical issues. This new senior-level Professional Issues in Civil Engineering course was taught for the first time in fall 2015. The course is intended to address the new ABET program specific criteria for civil engineering to "raise the bar" on ethics instruction. The course is also intended to help students understand the importance of sustainable design and the impacts of engineering on society. One of the methods used to teach students about these issues included a structured controversy on a proposed new water resources project in Colorado. There was also an extensive case study analysis of Hurricane Katrina and New Orleans that spanned four weeks of the course, two lengthy written assignments, and in-class discussions. This included a discussion of the social justice issues related to the situation. A vast array of differing student opinions were evident. During in-class discussions, there were clear differences in the extent to which students would engage. Some students seemed interested to discuss these issues, and believed that this was an important part of their education; other students felt this was a waste of their time. This paper will explore student opinions and challenges reaching students who believe that technical expertise alone is sufficient training for engineers.