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In this paper, we discuss the ethical responsibilities of being a role model as an engineering teacher in higher education. We draw on virtue ethics, care ethics, ethics of freedom and role modeling theory, using Grande's framework for engineering education. We argue that the three ethical theories give different views on the ethics of role modeling as a teacher. Virtue ethics implies that the teacher should behave as virtuously as possible to encourage students to emulate character traits. Care ethics implies that the ethics of role modeling is fundamentally about care practices, emphazising relationships and values such as attentiveness and responsibility. Ethics of freedom urges the teacher to grant individuals opportunities to develop and be free from the control of others. By using role modeling and ethical theory, we aim to show how theory has an impact on both teaching practices and could underpin empirical research in engineering education. [ABSTRACT FROM AUTHOR]

There is growing appreciation of the importance of understanding the student perspective in Higher Education (HE) at both institutional and international levels. This is particularly important in Science, Technology, Engineering and Mathematics subjects such as Computer Science (CS) and Engineering in which industry needs are high but so are student dropout rates. An important factor to consider is the management of students’ initial expectations of university study and career. This paper reports on a study of CS first-year students’ expectations across three European countries using qualitative data from student surveys and essays. Expectation is examined from both short-term (topics to be studied) and long-term (career goals) perspectives. Tackling these issues will help paint a picture of computing education through students’ eyes and explore their vision of its and their role in society. It will also help educators prepare students more effectively for university study and to improve the student experience. [ABSTRACT FROM AUTHOR]