Nathan E. Canney
Seattle University
55 Papers
145 Citations
Nathan E. Canney is an academic researcher from Seattle University. The author has contributed to research in topics: Social responsibility & Engineering education. The author has an hindex of 10, co-authored 55 publications.
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Papers
•Journal Article
A Framework for the Development of Social Responsibility in Engineers
TL;DR: The Professional Social Responsibility Development Model as mentioned in this paper is a framework to understand the development of personal and professional social responsibility in engineers, which is rooted in the Ethic of Care philosophy, and uses threerealms to describe the development.
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Validity and Reliability Evidence of the Engineering Professional Responsibility Assessment Tool
TL;DR: The Engineering Professional Responsibility Assessment (EPRA) instrument as discussed by the authors was developed to assess engineering student views of social responsibility, changes in those views over time, and the effectiveness of educational interventions intended to affect these attitudes.
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Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students
TL;DR: This paper explored correlations between the social responsibility attitudes of engineering students and their participation in service-learning and/or extracurricular engineering service activities, such as Engineers Without Borders (EWB).
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Differences in Engineering Students’ Views of Social Responsibility between Disciplines
TL;DR: This article examined differences in student views of social responsibility by discipline, looking at student reasons for their choice of discipline and online messaging as possible explanations for differences, finding that environmental engineering students had more positive social responsibility attitudes than civil engineering students, whose attitudes were more positive than mechanical engineering students.
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Disciplinary Variations in Ethics and Societal Impact Topics Taught in Courses for Engineering Students
TL;DR: The authors explored disciplinary differences in the ethics and societal impact (ESI) topics taught to engineering and computing students, and predicted differences based on the codes of ethics and social impact (COSI).
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