These responses seem to suggest that the ethnographic component of our class helps expand how students see engineering/science ethics and inspires them to reimagine a) who “the public” is, b) who they, as engineers/scientists, are, c) what the power differential between experts and non-experts might be, and d) how they can relate to the publics they might one day affect in collaborative and empowering, rather than paternalistic or exploitative, ways.
