Assessing an Online Engineering Ethics Module from Experiential Learning Perspective

Abstract

His research interests cover a variety of topics that include engineering education, applied optimization and simulation modeling, social, economic and environmental life cycle assessment, data analytics, energy and sustainability, input-output analysis, transportation sustainability and safety. Gokhan has over 50 peer-reviewed publications in prestigious academic journals, books, and conference proceedings related to sustainable development, life cycle assessment, manufacturing system design and control, supply chain management, transportation safety assessment, and predictive modeling & machine learning. For more information, please visit his personal blog at https://gokhanegilmez.wordpress.com/ and research group

Fostering Innovation and Methodology through Experiential Learning for Data Structures

“…According to a study conducted by Egilmez [8], in this study, the researchers focused on investigating the learning effectiveness of an online ethics module developed for and implemented in a senior year Engineering Ethics Seminar course. The module consisted of three pillars: code of ethics, case studies, and methods for applying ethical reasoning.…”

Can ABET Assessment Really Be This Simple?

“…Student outcomes are outcomes (1) through (7), plus any additional outcomes that may be articulated by the program. 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions 7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.…”

“…Of the categories, the one with the most papers, and the most diversity of topics, is that of Assessment of Specific Courses or Outcomes, such as [2]- [9]. The example papers considered in this category include such diverse topics as using a lower level Physics course in outcome assessment [2], use of an on-line Ethics module [4], metrics for "inclusive and socially just teaming practices [5],and an assessment of information literacy for ABET's outcome 7 [6]. As many programs are now using a capstone design course or project as a major portion of their ABET assessment, there are numerous papers addressing different aspects of these, such as [3], which addresses the capstone from a mechanical engineering perspective; and [7]- [9], which address evolution of the capstone projects and their uses in ABET assessment.…”