Understanding the development of professional social responsibility among computing students from the perspectives of the critical theory of technology

In a globalized era enhanced by transnational economic development, scientific advancement, and rapid technological change, the importance of engineers with a strong sense of professional ethics and social responsibility has increased. The literature shows that engineering educators have re-defined the meanings of professional ethics and social responsibility, as they have expanded their understanding of the complexity of what it takes to practice as socially responsible engineers. Accordingly, engineering educators have tried to innovate (co-) curriculum and pedagogy to foster an enhanced sense of professional ethics and social responsibility among engineering students. Additionally, they have deepened their understanding of cognitive and affective domains that may affect the development process. However, along with an improved understanding of this multifaceted phenomenon comes a conceptual rationale that perspectives on technology may interfere with engineers’ social responsibility. Some researchers postulate that deterministic views of technology—perceiving that advanced development of technology is inevitable and value-neutral—may interfere with engineering students considering social factors and their responsibility, and empirical findings report that computer professionals tend to hold instrumental views. This study was designed to further illuminate the connection between perspectives on technology and the development of professional social responsibility among computing students. The findings suggest that when students view technology as value-laden, they are more likely to examine their responsibility in their practice critically. This study highlights that considering students’ reflections on their understanding of technology offers insights to advance the understanding of the development of professional social responsibility.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2023

Author dc:creator

• Choi, Hyun Eun

Contributors dc:contributor

• Huang, Wenhao David
• Hood, Denice Ward
• McCarthy, Cameron
• Witmer, Ann

• Social Responsibility
• College Students
• Engineering Education

Statement dc:rights

• Copyright 2023 Hyun Eun Choi

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/121463

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F121463