Technology-centric engineering students may leave school feeling less concerned with public welfare than when they entered, as schools feel pressure to introduce more technical instruction than ever before.
These results are from a study conducted by Erin Cech, a sociology professor at Rice University who surveyed more than 300 students from four different universities in 2003. She continued to survey those students throughout their engineering education.
The study found that as engineering students continue their education they become less concerned for how the public will interact with the technology or structures they create and more concerned with the purely technical specifications of their design or product.
Cech’s concern is not that students leaving engineering schools across the country are not aware of the public welfare problems, but that they see those issues as irrelevant when designing a new product or coming up with a solution to an engineering problem.
“Engineering education seems to value purely technical concerns over social concerns,” said Cech, who added that science, technology, engineering, and mathematics (STEM) courses have created a “culture of disengagement.” “Knowledge of public welfare is kind of bracketed off.”
Some students disagree with the results of the study, citing their experiences in engineering school.
Jill Janovsky, a senior studying civil engineering at Purdue University said her school does not require an ethics course.
Professors stress that the problem solving techniques they teach in the classroom will have real world consequences, and students are encouraged to take classes that partner with engineering firms and companies such as Boeing.
“Being at Purdue for four years — two years as a TA — and helping new people in engineering, I think she may have a limited scope,” Janovsky said. “Here at Purdue they relate everything back to the real world and encourage you to go out and do community outreach to see how problem solving affects the real world.”
Although many engineering schools require students to take a separate engineering ethics course to graduate, the problem, Cech said, is that ethical issues are rarely addressed in traditional engineering classes.
Megan Angelini, a student at the University of Maryland’s A. James Clark School of Engineering, disagrees.
Angelini, a senior in the school’s civil engineering program, said although public welfare and ethical issues are “not the most important or most stressed thing,” they are addressed in class.