Board 72: Why Engineering Ethics? How Do Educators and Administrators Justify Teaching Engineering Ethics?

Fatehiboroujeni, Soheil; Akera, Atsushi; Riley, Donna; Cheville, Alan; Karlin, Jennifer; Appelhans, Sarah; Pree, Thomas De

doi:10.18260/1-2--32416

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…Our aim for this preliminary work is therefore twofold: (1) to assess the value and feasibility of efforts to incorporate ethics education into the QIS classroom, and (2) to identify key opportunities and obstacles to incorporating ethics education into the QIS classroom. The second objective is motivated by research in the engineering ethics community showing the importance of faculty and institutional engagement for successful ethics education in the classroom [53] - [56].…”

Section: Methodsmentioning

confidence: 99%

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

Meyer¹,

Finkelstein²,

Wilcox³

2022

Preprint

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Quantum information science (QIS) is an emerging interdisciplinary field at the intersection of physics, computer science, electrical engineering, and mathematics leveraging the laws of quantum mechanics to circumvent classical limitations on information processing. With QIS coursework proliferating across US institutions, including at the undergraduate level, we argue that it is imperative that ethics and social responsibility be incorporated into QIS education from the beginning. We discuss ethical issues of particular relevance to QIS education that educators may wish to incorporate into their curricula. We then report on findings from focus interviews with six faculty who have taught introductory QIS courses, focusing on barriers to and opportunities for incorporation of ethics and social responsibility (ESR) into the QIS classroom. Few faculty had explicitly considered discussion of ethical issues in the classroom prior to the interview, yet instructor attitudes shifted markedly in support of incorporating ESR in the classroom as a result of the interview process itself. Taking into account faculty's perception of obstacles to discussing issues of ESR in coursework, we propose next steps toward making ESR education in the QIS classroom a reality.

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Section: Methodsmentioning

confidence: 99%

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

Meyer¹,

Finkelstein²,

Wilcox³

2022

Preprint

View full text Add to dashboard Cite

show abstract

Section: Methodsmentioning

confidence: 99%

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

Meyer,

Wilcox,

Finkelstein

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Boulder. Her research centers on improving the equity and effectiveness of emerging interdisciplinary quantum information science (QIS) coursework. She is particularly passionate about incorporating ethics and social responsibility into the physics and engineering curriculum and sees the recent proliferation of QIS coursework as a rare opportunity to build ethics into a new area of engineering education from the beginning.

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Board 72: Why Engineering Ethics? How Do Educators and Administrators Justify Teaching Engineering Ethics?

Abstract: is working on a multi-institutional project characterizing governance processes related to change in engineering education, and pursuing other research interests in epistemology and design, among other philosophical topics in engineering education.

Cited by 2 publications

References 18 publications

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities

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