2026-09-24T02:49:44Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/121463 2023-12-13 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Huang, Wenhao David Huang, Wenhao David Hood, Denice Ward McCarthy, Cameron Witmer, Ann 2023-08 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-12-04 without embargo terms The student, Hyun Eun Choi, accepted the attached license on 2023-07-07 at 11:13. The student, Hyun Eun Choi, submitted this Dissertation for approval on 2023-07-07 at 11:30. This Dissertation was approved for publication on 2023-07-12 at 13:55. DSpace SAF Submission Ingestion Package generated from Vireo submission #19536 on 2023-12-04 at 17:00:46 Understanding the development of professional social responsibility among computing students from the perspectives of the critical theory of technology Choi, Hyun Eun 2023-07-12 Social Responsibility College Students Engineering Education 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. Text eng https://hdl.handle.net/2142/121463 Copyright 2023 Hyun Eun Choi Ph.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp