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Ethics and social responsibility have frequently been identified as important areas of practice for professional engineers. Thus, measuring engineering ethics and social responsibility is critical to assessing the abilities of engineering students, understanding how those abilities change over time, and exploring the impacts of certain ethical interventions, such as coursework or participation in extracurricular activities. However, measurement of these constructs is difficult, as they are complex and multi-faceted. Much prior research has been carried out to develop and assess ethical interventions in engineering education, but the findings have been mixed, in part because of these measurement challenges. To address this variation in prior work, we have designed and carried out a five year, longitudinal, mixed-methods study to explore students’ perceptions of ethics and social responsibility. This study relies on both repeated use of quantitative measures related to ethics and repeated qualitative interviews to explore how students’ perceptions of these issues change across time, between institutions, and in response to participation in certain experiences. This paper focuses on the thematic analysis and preliminary results of the 33 pairs of interviews that were gathered from participants at three different universities in Year 1 and Year 4 of their undergraduate studies. Given themore »multifaceted and complex nature of ethics, measuring and assessing how students’ perceive its various aspects (e.g. those related to ethical climate, moral awareness, moral disengagement etc.) has proven challenging. Furthermore, investigating how students’ perceptions of these concepts vary over time adds another layer of complexity for analyzing our longitudinal data. For example, a student might show increased understanding in one aspect of ethics over time and consistency in another, making it difficult to identify patterns or the impacts of specific influences. Due to this large variation in student experiences and perspectives, we used single case analysis to analyze the longitudinal interviews of a single participant, Corvin. From this analysis, three themes emerged in the student's responses: a shift in his views of engineering ethics and social responsibility from idealism to pragmatism; an adjustment in how he thinks engineers should balance their responsibilities to the public and to their employers; and the characteristics he identifies for ethical engineers. This paper will be beneficial for engineering educators and researchers who are interested in measuring and developing ethical capabilities among engineering students.« less