Exploring the Range of Methods Used to Assess Engineering Students' Education on Ethical and Societal Impact Issues

This Research to Practice Full Paper explores the methods that are used to assess the outcomes of course-based instruction on ethical and societal impacts (ESI) for engineering and computing students. This investigation is centered around instructors of ESI and targets four research questions: (1) how satisfied are instructors with their ability to assess the outcomes of ESI instruction; among individuals satisfied with ESI assessment do these assessment methods vary among (2) course type, (3) ESI teaching methods, and (4) ESI topics. Data were gathered via two online surveys resulting in 1,448 responses. Most respondents were somewhat satisfied with their ability to assess the outcomes of ESI instruction in their course. In capstone design courses, group-based written assignments were the most commonly used for ESI assessment. Assessment-satisfied instructors who used the two most frequently reported ESI teaching methods, case studies and in-class discussion, most often used individual reflective essays as an assessment method. Instructors who taught the most frequently reported ESI topic, professional practice issues, most frequently used individual assignments graded with a rubric. Discussion of these results focuses on strategies for increasing satisfaction with assessment of ESI in engineering education including alignment of assessment with topics, course types and teaching methods.