2026 ASEE Annual Conference & Exposition

This theory-to-practice paper examines the role and structure of communities of practice (CoPs) and their importance to ethics education in engineering. Communities of practice originate from Lave and Wenger’s situated learning theory. They represent affinity groups who regularly interact to share ideas, deepen expertise, and explore topics of mutual interest. Here, we explore the concept and practice of a CoP focused on applied ethics research and teaching. Applied ethics is based on shared values, beliefs, and practices, thus no one individual or small group can adequately nor effectively develop new research findings into best educational practices. We unpack, through theoretical discussion and practical examples, CoPs as mechanisms for (1) building community around a specific topic of interest to deepen inquiry, (2) more effective translation of research into practice, (3) integrating broader perspectives while developing best practices, and (4) ensuring broader impact through expanded conversation, dissemination, and application in educational settings.

This paper will explore the development, practice, and outcomes of a CoP formed around the topic of ethical engineering research in biomedical engineering. This CoP has operated for five years and has engaged a broad and diverse group of faculty members from a dozen institutions. The primary functions of this CoP have been (1) reflecting on research findings (e.g., alignment with CoP members’ experiences), (2) identifying how the research findings can inform educational strategies for ethical formation in biomedical engineering, especially in departmental and research lab contexts, and (3) translating research findings into educational practices for BME programs more broadly. This CoP also has interacted with the Education and Ethics Committees of the Biomedical Engineering Society (BMES) and the Online Ethics Center to support sharing of experiences and ideas among other practitioners with emerging or established interests in ethics education. The CoP has been developed and sustained through several activities: (1) interactive sessions with a research team exploring ethical engineering research among BME faculty (about twice per year), (2) informal gatherings and discussions at the national conference of BMES (annually), and (3) multiple other networking and dissemination activities (ad hoc). Topics of discussion and activity varied but generally focused on (1) awareness of engineering ethics education and related programmatic needs and practices; (2) learning objectives, approaches, assessments in engineering ethics education; and (3) learner experiences and needs.

The CoP’s activities have produced several outcomes relevant to engineering ethics research, education, and engineering practice, which we explore through thematic analysis. Current analysis has identified four themes. First, the CoP has provided a validation check of emergent research findings. Second, the CoP has identified how the research findings might inform educational and culture-building strategies. Third, the CoP has distributed findings to relevant communities, including professional societies (e.g., BMES, ASEE’s Biomedical Engineering Division), other formal communities of practice, and members’ own institutions and colleagues. Finally, participation has supported insights, motivations, and opportunities for individual CoP members research ethics. We explore these themes and their implications for providing a foundation for advancing ethics training in BME programs as well as among other engineering disciplines.