Engineering ethics cases for electrical and computer engineering students

Fleddermann, C.B.

doi:10.1109/13.865202

Cited by 22 publications

(16 citation statements)

References 10 publications

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“…The need to incorporate some form of ethics instruction into the engineering curriculum is no longer debated, largely because of the new ABET engineering criteria. A number of educators have noted the important relationship between ethics and engineering design and the value of integrating the two within the curriculum [46,47,48,49]. However, this is only a recent happening.…”

Section: ) Understanding Professional and Ethical Responsibilities (mentioning

confidence: 99%

The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?

Shuman

Besterfield‐Sacre

McGourty

2005

Journal of Engineering Education

878

723

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In developing its new engineering accreditation criteria, ABET reaffirmed a set of “hard” engineering skills while introducing a second, equally important, set of six “professional” skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global and societal context, lifelong learning, and a knowledge of contemporary issues, which we designate as awareness skills. We review these skills with an emphasis on how they can be taught, or more correctly learned, citing a number of examples of successful and/or promising implementations. We then examine the difficult issue of assessing these skills. We are very positive about a number of creative ways that these skills are being learned, particularly at institutions that are turning to global and/or service learning in combination with engineering design projects to teach and reinforce outcome combinations. We are also encouraged by work directed at assessing these skills, but recognize that there is considerable research that remains to be done.

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Section: ) Understanding Professional and Ethical Responsibilities (mentioning

confidence: 99%

The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?

Shuman

Besterfield‐Sacre

McGourty

2005

Journal of Engineering Education

878

723

View full text Add to dashboard Cite

show abstract

“…Diehl et al [29] suggest that a discussion should be conducted on the question of whether sustainability education should be provided separately or included as part of the regular courses. Following the integrated approach, Fleddermann [30] describes how an engineering ethics course is improved by using case studies which involve technical issues that are covered in depth during the case development. No assessment of the experience is provided, apart from the statement that the cases "sparked more interesting and informed discussion among the students than the traditional engineering ethics cases".…”

Section: Related Workmentioning

confidence: 99%

The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees

López

Martín

López³

et al. 2020

Sustainability

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It is vital that subjects such as the circular economy, sustainable design, green computing or environmental engineering be included in the engineering curriculum. Education for sustainable development will enable engineers to develop sustainable products and provide sustainable services, thereby leading to a beneficial result for society and making an indispensable contribution to the Sustainable Development Goals achievement. As the last stage for students in academia, Degree Theses (Bachelor’s and Master’s) provide a good tool for reviewing the sustainability competencies developed during the degree, as well as being an opportunity for applying these competencies in a holistic way. In their Degree Theses, students should be able to demonstrate that they are aware of the need to introduce and assess sustainability in their future engineering projects. This paper presents a guide aimed at helping engineering students to design and develop sustainable projects, and analyzes the first results of its use in two schools of the Universitat Politècnica de Catalunya—BarcelonaTech. The proposal is based on a tool referred to as “the Sustainability Matrix”, in which cells contain questions that engineering students should take into account when undertaking their Degree Theses. The questions are related to the project development, the project exploitation and the possible risks involved, three aspects in accordance with the sustainability dimensions (economic, environmental and social). The Sustainability Matrix helps students to develop sustainable projects when they graduate, and teachers to assess how sustainability is incorporated across the curriculum in the subjects they teach and in the students’ Degree Theses.

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“…Each case study may be further presented in various formats such as simple discussion, workshops, simulations and games (e.g. Cruz and Frey 2003;Fleddermann 2000;Kline 2001;Lewis et al 2010;Pritchard 1992; van der Burg and van de Poel 2005). Riley and co-workers (2009) described a "low-dose" approach where typical engineering problems that require routine calculations are reformulated to include decision making that entails elements of ethical considerations.…”

Section: Introductionmentioning

confidence: 99%

Teaching Engineering Ethics using BLOCKS Game

2012

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The aim of this study was to investigate the use of a newly developed design game called BLOCKS to stimulate awareness of ethical responsibilities amongst engineering students. The design game was played by seventeen teams of chemical engineering students, with each team having to arrange pieces of colored paper to produce two letters each. Before the end of the game, additional constraints were introduced to the teams such that they faced similar ambiguity in the technical facts that the engineers involved in the Challenger disaster had faced prior to the space shuttle launch. At this stage, the teams had to decide whether to continue with their original design or to develop alternative solutions. After the teams had made their decisions, a video of the Challenger explosion was shown followed by a post-game discussion. The students' opinion on five Statements on ethics was tracked via a Five-Item Likert survey which was administered three times, before and after the ethical scenario was introduced, and after the video and post-game discussion. The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students' opinions of the Statements.

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Engineering ethics cases for electrical and computer engineering students

Cited by 22 publications

References 10 publications

The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?

The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?

The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees

Teaching Engineering Ethics using BLOCKS Game

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