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Culture of Disengagement in Engineering Education?

机译：脱离工程教育文化？

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Much has been made of the importance of training ethical, socially conscious engineers, but does US engineering education actually encourage neophytes to take seriously their professional responsibility to public welfare? Counter to such ideals of engagement, I argue that students' interest in public welfare concerns may actually decline over the course of their engineering education. Using unique longitudinal survey data of students at four colleges, this article examines (a) how students' public welfare beliefs change during their engineering education, (b) whether engineering programs emphasize engagement, and (c) whether these program emphases are related to students' public welfare beliefs. I track four specific public welfare considerations: the importance to students of professional/ethical responsibilities, understanding the consequences of technology, understanding how people use machines, and social consciousness. Suggesting a culture of disengagement, I find that the cultural emphases of students' engineering programs are directly related to their public welfare commitments and students' public welfare concerns decline significantly over the course of their engineering education. However, these findings also suggest that if engineering programs can dismantle the ideological pillars of disengagement in their local climates, they may foster more engaged engineers.
机译：培训有道德，有社会意识的工程师的重要性已经得到很多重视，但是美国工程教育是否真的在鼓励新手认真对待其对公共福利的专业责任？与这种敬业度理想相反，我认为学生对公共福利问题的兴趣实际上可能会在工程教育过程中下降。本文使用四所学院的学生的独特纵向调查数据，研究了（a）学生在工程教育期间的公益观念如何变化，（b）工程课程是否强调参与度，以及（c）这些课程重点是否与学生相关的公益信念。我跟踪了四个具体的公共福利注意事项：对学生具有专业/道德责任的重要性，了解技术的后果，了解人们如何使用机器以及社会意识。暗示了一种脱离接触的文化，我发现学生工程课程的文化重点与他们的公共福利承诺直接相关，并且学生的公共福利问题在他们的工程教育过程中显着下降。但是，这些发现还表明，如果工程计划能够在当地气候中消除脱离接触的意识形态支柱，那么它们可能会培养更多敬业的工程师。

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