Abstract

Research on ethical formation in engineering has largely focused on assessing students’ abilities to recognize ethical issues and reason through ethical dilemmas. In this paper, we depict a conceptual framework for understanding how students develop into ethical engineers that involves dimensions beyond ethical awareness and judgment. In particular, we explore the role of ethical motivation in engineering students’ ethical formation. Ethical motivation is the process of deciding to act upon an ethical decision based on one’s valuing of ethics, as well as one’s ability to prioritize moral concerns and professional values over personal interests. To prepare students to prioritize ethical and professional obligations, ethical training needs to help students become aware of and prepared to act upon both personal and professional values. This paper demonstrates how ethical motivation can be operationalized and assessed in engineering ethics curriculum by sharing findings from assessments implemented during an interdisciplinary engineering ethics course across two semesters. Findings from this study will provide insights into how students internalize professional values into their views of engineers’ roles and ultimately into their future practice as engineers. The approach used in this study can guide instructors interested in assessing ethical motivation and related constructs in their curriculums.