Student Perceptions of an Ethics Intervention: Exploration Across Three Course Types

Abstract

This research paper explored student perspectives on a micro-insertion of an ethics and societal impacts (ESI) intervention into three courses, using qualitative data collected in focus groups. An intervention examining hydraulic fracturing from different perspectives (e.g., economic, political, environmental) was incorporated into a required, foundational course; an upper-division technical elective; and a lower-division elective open to all majors. The intervention was the subject of a broader case study that involved separate focus groups with students in each of the courses. The theoretical framing of the study was Vanasupa and colleague's Four Domain Development Diagram, which provides a model for effective learning in engineering education including ethical development. The focus group transcripts were analyzed using thematic coding to explore evidence of the model concepts (e.g., value, interest, and autonomy). Using the constant comparative method, the analysis also sought to understand similarities and differences in student perceptions based on course and student characteristics. Across the three courses, students described the value of self-guided and collaborative learning, understanding engineering in the societal context, and creating a comfortable learning environment. The findings also indicated differential perceptions of the intervention based on if the course was required or elective, where the content was situated relative to other courses in the degree program, and if the relevance of the intervention was clear to students' personal and academic interests. This research provides suggestions for educators designing ESI instruction and considerations of the context in which the instruction is embedded.