and who may also, due to their youth, also lack the maturity, wisdom and background to analyze ethical issues (Smolarski and Whitehead 2002)can therefore be challenging.
Recent work has indicated that students may waver throughout their courses about whether they wanted to become professional engineers, even if this is a path that they then follow after graduation (Lichenstein et al. 2009).
Drawing on students current experiences with technology can be an effective way of increasing participation and enjoyment in this complex subject, demonstrating how what they have experienced in their daily lives has relevance to future engineering work environments if they choose to enter them.