Impact of International Service Learning on Macro-Ethics:

Abstract

To address complex problems in a globalized workplace, future engineers must understand the ethical implications of their work in the global context. International service learning is a possible approach for future engineers to gain an understanding of ethical implications in a global context. The purpose of this study is to investigate the potential benefits that international service learning may add to engineering ethics education. The quantitative study measured senior engineering students’ understanding of ethics from a national sample of students enrolled in capstone design courses (n=2095) in three types of international service learning experiences: capstone, volunteer/work, or co-curricular. Students who participated in international service learning through capstone and volunteer/work experience scored significantly (p<0.01, p<0.001 respectively) higher to questions that measured their understanding of ethics. Males compared to female engineering students showed the largest difference in their understanding of ethics. The integration of international service learning into engineering education should be more seriously considered to aid in more effectively teaching ethics. Male engineering students, who make up nearly 80% of engineering programs, can benefit the most in their ethics education from international service learning.