Exploring Engineering Faculty Experiences and Networks in Integrating Ethics Education: Insights from a University-Wide Curriculum Reform

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dc.contributor.authorSnyder, Samuel Aaronen
dc.contributor.committeechairBairaktarova, Dianaen
dc.contributor.committeememberTormey, Rolanden
dc.contributor.committeememberKnight, David B.en
dc.contributor.committeememberKatz, Andrew Scotten
dc.contributor.departmentEngineering Educationen
dc.date.accessioned2024-06-05T08:02:51Zen
dc.date.available2024-06-05T08:02:51Zen
dc.date.issued2024-06-04en
dc.description.abstractIn today's globalized and technology-driven landscape, engineers wield unprecedented influence. As a response to calls from engineering accrediting and professional organizations, engineering educators have begun to further emphasize the importance of ethical decision-making within the curriculum. However, despite numerous attempts to integrate ethics, there remains a lack of consensus on effective strategies, particularly for larger-scale initiatives. This research, utilizing Lattuca and Stark's (2009) Academic Plan model, explores the Pathways curriculum reform at Virginia Tech, a university-wide initiative aimed at integrating intercultural awareness and ethical reasoning across general education courses. Through a case study methodology, semi-structured interviews were conducted with 12 faculty in the College of Engineering. Participants shared insights on the barriers encountered, resources utilized, and perceptions of ethical culture within their various academic environments. Additionally, participants described their network interactions within and beyond the curriculum reform initiative. Findings suggest faculty leverage existing networks during curriculum reform, with identified barriers categorized as influence-driven and resource-driven. Integrating these insights into the Academic Plan model offers a nuanced, process-oriented understanding of curricular change.en
dc.description.abstractgeneralIn today's globalized and technology-driven landscape, engineers wield unprecedented influence. As a response to calls from engineering accrediting and professional organizations, engineering educators have begun to further emphasize the importance of ethical decision-making within the curriculum. However, despite numerous attempts to integrate ethics, there remains a lack of consensus on effective strategies, particularly for larger-scale initiatives. This research explores the Pathways curriculum reform at Virginia Tech, a university-wide initiative aimed at integrating intercultural awareness and ethical reasoning across general education courses. To understand faculty experiences related to the curriculum reform, interviews were conducted with 12 faculty in the College of Engineering. Participants shared insights on the barriers encountered, resources utilized, and perceptions of ethical culture within their various academic environments. Additionally, participants described their personal collaborations within and beyond the curriculum reform initiative. Findings suggest faculty leverage existing networks during curriculum reform, with identified barriers categorized as influence-driven and resource-driven. By integrating these insights into one connected framework, we might be able to better understand and navigate the barriers associated with curriculum reforms.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:40021en
dc.identifier.urihttps://hdl.handle.net/10919/119286en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectengineering educationen
dc.subjectethicsen
dc.subjectcurriculum reformen
dc.subjectbarriersen
dc.subjectsocial network analysisen
dc.subjectcase studyen
dc.titleExploring Engineering Faculty Experiences and Networks in Integrating Ethics Education: Insights from a University-Wide Curriculum Reformen
dc.typeDissertationen
thesis.degree.disciplineEngineering Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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