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Exemplars in Engineering Ethics Education
Pages 3-52

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From page 3...
... They mostly have backgrounds in others are better prepared to handle the issue. This course civil engineering, electrical engineering, computer provides students new knowledge and the awareness of engineering, industrial engineering, and engineering different engineering ethical concepts and approaches (i.e., management.
From page 4...
... I am this one so we can become a better engineer and a better not aware of a single other engineering ethics 3-hour course person." taught online at the graduate level for practicing engineers. Some informal (email or verbal communication)
From page 5...
... range of ethical dilemmas and methods of moral reasoning. Program description: The participants in the activity are (Issues covered typically match those identified in the 2009 graduate and undergraduate students as well as postdoctoral FDA Guidelines for Responsible Conduct of Research.)
From page 6...
... 2015. Validity and reliability of an instrument for assessing case analysis in bioengineering ethics education.
From page 7...
... Responses are compiled for everyone's review. Our course, which is offered every fall, was funded in 2011 by NSF's Ethics Education for Science and Engineering (2b)
From page 8...
... , which at the time was a key beginning, students characterized "the public" as different stakeholder in an unfolding engineering controversy and separate from engineers/scientists (e.g., general (syllabus and paper link provided below)
From page 9...
... As they come to terms with points of view that often complicate the simplest technical the ethical issues and begin to understand how different solution. Debating macroethical questions (should the city values are weighted in a diverse community and what install a new sewage system even though the law still allows tradeoffs are made, they exercise agency as game players.
From page 10...
... Qualitative assessment of research, find potential allies, identify foils, and negotiate information literacy, ethical reasoning, and creative thinking tradeoffs in order to realize their goals and objectives. In is done by assigning and reviewing reflective essays, which many cases they have a specific objective but their provide insights into how students use and interpret these characters are indeterminate on some ethical issue, so they sources.
From page 11...
... Context – All engineering students take at least one 2000 An STS research paper: This document, written as part /3000-level STS course in their second or third year. These of STS 4600: The Engineer, Ethics, and Professional courses examine specific social and/or ethical issues • Responsibility under the supervision of an STS faculty involving science and technology from humanities and social member, is focused on an ethical, social, or policy issue science perspectives.
From page 12...
... A second premise of the UVa senior thesis is that Another kind of feedback on how we are doing occurs when it recognizes that ethical issues in engineering practice do STS faculty evaluate STS research papers for presentation at not arise abstractly or theoretically or in a vacuum. They are an annual SEAS event recognizing excellence in embedded in social contexts and, to come to grips with these undergraduate engineering.
From page 13...
... Following the PBL model, the course is structured as a kind of apprenticeship; students work together in groups, with Program description: The engineering ethics course fulfills guidance from the instructor, to acquire and use the the ethics requirement of many of the undergraduate cognitive tools of ethical inquiry and problem solving. The engineering degree programs at Georgia Tech.
From page 14...
... When I started to implement PBL in person, and they should be open-ended and ethically practical ethics courses in fall 2012, the impact on student complex, even messy. At the culmination of the project, each engagement was immediate and dramatic, especially group presents the situation and responses to the class in a compared to my previous lecture-and-discussion approach.
From page 15...
... Our ethics education project incorporated in existing courses and ethics workshops. centers on the integration of life cycle–oriented case studies The educational goals of this project are to: in design, engineering, management, and public policy fields.
From page 16...
... activities, and how to balance direct benefits and indirect To provide a baseline for evaluating the new case studies, a impacts. Our life cycle–oriented, case-based approach to review of learning assessments was carried out in spring engineering ethics education will fill gaps in case study 2015 for a mechanical/industrial engineering course, which resources by addressing fundamental ethical principles and currently uses a case study–based ethics module about the macro-ethical issues on sustainability topics, developing Bhopal chemical disaster, and retrospectively for the 150+ novel, robustly assessed educational materials where few students who have passed through the course over the past currently exist.
From page 17...
... and education into their curriculum, UnLectures provide consequences of associated IP infringements. meaningful ways to reflect on ethical issues from both software engineering practice and classroom education.
From page 18...
... I could relate a lot of what I did in co-op to this course." (3) "These [questions/ethical issues discussed in UnLecture]
From page 19...
... been reprinted in over 20 engineering ethics books, used in engineering ethics education, and even translated into Program description: Over 400 graduate and Braille and sound recordings for the blind. The rest of the undergraduate students have taken the semester-long class.
From page 20...
... the class showed that the engineering students appreciated with the moral code of rationalism and pre-Enlightenment and benefited from the historical mathematical and astronomy; (4) Ethics in the Dark Ages (1050–1100 CE)
From page 21...
... We also collect advocated by Richard Feynman as a precondition for individual essays in the first week about ethical issues in progress, one may abandon the difficulty of striving for software design and compare them with essays done in the virtue and either seek what is most appealing materially or last week. succumb to what is most powerful ideologically.
From page 22...
... ; (b) ethics and supporting future modules of engineering ethics in later ethical behavior in engineering practice; and (c)
From page 23...
... On average students' the discussion of the acceptability of risk. With this better understanding of ethical concepts more than doubled to 4.3 understanding of risk, students have a larger appreciation out of 5 as did their ability to apply risk assessment tools to for the difficulties of the ethical decision making process.
From page 24...
... I had to design and test my own model for my oneengineering students who are nearing graduation are credit, 3000-level, elective course, Ethics in Engineering unprepared for and fearful of facing the myriad ethical Design. challenges present in 21st century engineering practice.
From page 25...
... , a measure of ethical reasoning skills frequently used win-win solutions. They remain ambivalent about the in engineering ethics education research.
From page 26...
... the-ground experience provide opportunities for students to Although CSR policies and programs shape the work done by see CSR as a dynamic and contested field of practice that is practicing engineers, very few undergraduate educational shaped by individuals such as themselves. The goal of this experiences help engineering students critically investigate section is to prepare students to think critically about the the strengths and limitations of CSR as a tool to manage the strengths and limitations of CSR to address the ethical social and environmental impacts of their work as engineers.
From page 27...
... The course links the school's Humanitarian stakeholders; and identify the place of engineering solutions Engineering program and its Social Justice curriculum to the in larger social responsibility efforts. They then link their school's historic strengths in the extractive industries, which project with course readings to write an essay addressing were previously outside the scope of the Humanitarian the following: Was it possible to craft a stakeholder Engineering program.
From page 28...
... • experiences in thoughtful ways and to have them articulate Reversibility test: Would I still think the choice of this the ethical dilemmas that can arise in workplace contexts, option is good if I or someone I loved were one of those • solve those dilemmas in a constructive environment, work adversely affected by it? through conflict within the team, and learn to moderate a Universality test: If everyone confronted with this kind discussion about ethical issues with their peers in the class.
From page 29...
... The reasoning skills: What systems were used to arrive at maximum number of slides for this presentation is seven, conclusions? Was the NSPE Code appropriately applied?
From page 30...
... the reality of ethical challenges in engineering practice. The GEE curriculum fosters collaboration through three Students learn about care ethics and how to put it in practice unique elements: by developing individual "care statements," which, including Regular video calls with experts at the partner the community's care statements, serve as design organization in India, the Environmental Sanitation requirements for their prototypes.
From page 31...
... is consistent with the global ethics of engineering. The course also allows students to appreciate the importance of research in improving engineering practice.
From page 32...
... Students learn teaching fellows and mentors. Other participants include how to use this evocative medium to communicate key faculty, teaching staff, librarians, and alumni mentors.
From page 33...
... the program has deepened their appreciation of their own difficult societal problems, eagerly seeking out challenging potential. (Anecdotal evidence agrees with students' issues to address.
From page 34...
... Students take a students ethical preparation for their engineering practice common final exam that tests their understanding of and by highlighting ways that new technologies and engineering ability to apply ethical theories in context. feats are changing people, society, and culture; exploring the Assessment information: The final paper grades and exam evolving definitions of nature and the environment and how allow us to determine whether students (a)
From page 35...
... The combination of real-life application of engineering principles and core courses, major-specific engineering courses, and concepts. cocurricular activities provides students with opportunities In Environmental Engineering I, for a case study to develop leadership and professional ethical conduct involving exceedance of pollutant limits, students • required for engineering practice and service as Coast Guard evaluate the situation from multiple perspectives and officers.
From page 36...
... Following are samples of 2015 case study of professional and ethical responsibility," is evaluated by presentation topics: the following specific performance indicators: o Ensuring the safety, health, and welfare of the 3f-1: "articulate importance of professional code of public, investigated in reference to ASCE Canon 1: ethics" "Engineers shall hold paramount the safety, health, • 3f-2: "identify ethical dilemmas and propose ethical and welfare of the public and shall strive to comply solutions in accordance with professional code of with the principles of sustainable development in • ethics." the performance of their professional duties." o An engineer's misrepresentation of credentials or ABET 3h, "the broad education necessary to understand the dishonesty, in reference to ASCE Canon 2: impact of engineering solutions in global, economic, "Engineers shall perform services only in areas of environmental, and societal contexts," is addressed with two their competence." performance indicators: o Engineers who gave false geotechnical information, ASCE Canon 3: "Engineers shall issue public 3h-1: "explain the economic, social, and global aspects of statements only in an objective and truthful engineering solutions" • manner." 3h-2: "discuss the environmental implication of o The proper use of professional credentials, ASCE engineering solutions." • Canon 4: "Engineers shall act in professional matters Faculty members have crafted assignments and rubrics for each employer or client as faithful agents or related to these performance indicators to ensure student trustees, and shall avoid conflicts of interest" and development in ethical and global issues relating to civil ASCE Canon 5: "Engineers shall build their engineering. Thresholds and performance targets were professional reputation on the merit of their established for the successful achievement of the services and shall not compete unfairly with others." performance indicators, with different performance targets o Fraud, ASCE Canon 6: "Engineers shall act in such a for exams and nonexam activities (e.g., projects, homework, manner as to uphold and enhance the honor, reports, technical paper, oral presentations)
From page 37...
... The process also reinforces their co-op experiences. their engineering technical problem-solving skills and process and teaches them that creativity often leads to Program description: Our ethics education program is better outcomes, while obvious answers often have required for all civil engineering undergraduate students.
From page 38...
... While no examination can o It is more like a training class than a lecture, which is accurately measure an engineer's capacity for ethical really good for engineering students." behavior in confronting real-world problems, historic data "The case study approach was very useful and from this section of the FE exam provide an independent brought to light how many different ways problems assessment of our students' aptitude for thinking through o can be viewed." ethical dilemmas and applying rules of professional conduct. "Probably one of the most useful classes I've taken.
From page 39...
... Our interdisciplinary team has developed and all modes self-paced individual learning offered in a assessed an innovative approach and a series of interactive multimedia context is complemented with highly interactive learning modules for enhancing the ethical reasoning skills small-group discussions. For the multimedia context we of engineering students.
From page 40...
... engineering students in ethics education and enhance their ethical reasoning skills. The PRIME Ethics learning system Assessment information: We have continually refined and contains highly interactive media and deliberations that evaluated our PRIME Ethics learning system using a strategy encourage active engagement with learning, uses complex of both quantitative and qualitative instruments to assess ethical cases that connect directly to engineering practice students' ethical reasoning skills and their satisfaction and addressing both micro- and macroethical issues, provides an engagement with engineering ethics education.
From page 41...
... Members of the development and implementation team brought experience in industry, policy, and academia To develop moral creativity, moral judgment, and moral and expertise in mechanical and manufacturing engineering, sensitivity and help students stay engaged with the learning civil engineering, electrical engineering, industrial education process and education more generally, the project team uses and technology, physics, biology, philosophy, and ethics. multiple and varied teaching approaches.
From page 42...
... At Texas State, a method for ethical reasoning that is modeled on the design evaluations ranged from a high in which 93% of students process to help engineering students think about ethical rated the modules good or excellent and none rated them problem solving as similar in structure to engineering fair or poor, to a course in which 11% rated the modules fair problem solving. The second set of nine modules, an upper- or poor.
From page 43...
... The Continuing Shock of the New: Some Thoughts on Why Law, Regulation, and Codes Are Not Enough to Guide Emerging Technologies, 121st ASEE Annual Conference and Exposition: http://nsf-nue nanotra.engineering.txstate.edu/publications/conferences/contentParagraph/0/content_files/file0/document/Continuing +Shock+of+the+New+-+ASEE+presentation.pdf We Are Seed Planters: A Look at Teaching Students Nanotechnology Environment, Health, and Safety Awareness, Association of Technology, Management, and Applied Engineering: http://nsf-nue nanotra.engineering.txstate.edu/publications/conferences/contentParagraph/0/content_files/file6/document/2014+ATM AE+CONFERENCE+_Fazarro_.pdf 43
From page 44...
... LAIS 478 25 1 Working against disciplinary silos, our approach emphasizes TOTAL 355 10–12 (a) macroethical issues of social justice, (b)
From page 45...
... somewhat or very appropriate for professors to teach social justice concepts in both technical and nontechnical classes Courses in the humanities and social sciences place these and for practicing engineers to consider social justice when macroethical questions in the context of actual case studies. designing engineering solutions.
From page 46...
... 2015. From sacred cow to dairy cow: Challenges and opportunities in integrating of social justice in engineering science courses.
From page 47...
... Ethi ics When Biocomplexxity Meets H Human Com mplexity (R Role‐ Play y Workshopp) and Nan nosilver Lin nings Case Institution: Indian na School of M Medicine‐South h Bend and Un niversity of No otre Dame e Facuulty/contributors: Kathleenn Eggleson, In ndiana School of Medicine‐S South Bend (fo ormerly at Uni iversity of Not tre Dame)
From page 48...
... Requirements strongly agree and 4 is agree, graduate student participants  Groups of 6 or 7 participants are required for this across four cohorts (n=26) agreed with the following exercise.
From page 49...
... teaching and to create bridges to professional ethics. Before promoting ethics education throughout the college.
From page 50...
... their courses. For example, some participants had their students study the introduction to ethical frameworks from In fall 2014 the Leonhard Center and Rock Ethics Institute the workshop and use the frameworks to analyze codes of began a new initiative focused on ethics education for ethics.
From page 51...
... Ethi ics Sessions s in a Summ mer Underg graduate R Research Prog gram Institution: Unive ersity of Illinoi is at Urbana‐C Champaign (UI IUC) Facu ulty/contributors: Michael C. Loui, UIUC and Purdue U University; Ren nata A. Revelo o, University o of Illinois at Ch hicago Exemmplary featurres: Infusing e ethics into a NSF Research E Experiences fo or Undergradu uates (REU)
From page 52...
... actions by the main actors, and imagine possible these actions, which should the characters choose? For what consequences.


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